Influence of head teachers’ management practices in teacher motivation and job satisfaction in public primary schools in Kinango District, Kenya.
The purpose of this study was to investigate the influence of head teacher’s management practices in teacher motivation and job satisfaction in public primary schools in Kinango district. The motivational variables decision making , working conditions, supervision and recognition in relation to job satisfaction and pupils academic achievement were highlighted. The problem of pupils’ low achievement in academic work was attributed to teacher motivation and job satisfaction. The findings were aligned to the research objectives: establish the extent to which participation in decision making influences motivation and job satisfaction, determine how working conditions influences motivation and job satisfaction, determine the extent to which supervision influences motivation and job satisfaction and establish the extent to which recognition of teachers’ effort influences motivation and job satisfaction. The study used the two factor theory of motivation which is suitable in that the head teacher has a challenging task in managing teacher motivation and job satisfaction. The Descriptive survey design was used to investigate the influence of head teacher management practices in teacher motivation and job satisfaction in relation to pupils academic achievement. The targeted population included all the 98 primary school head teachers and 686 teachers in Kinango district. The sample size of the study was to cover 29 head teachers and 112 teachers. 26 out of 29 head teachers participated in the study. 3 complained that they were overloaded with other administrative work. On the other hand 102 out of 112 teachers filled in and returned the questionnaires. 10 teachers didn’t return the instruments and could not be reached to ascertain their reaction due to shortage of time. A pilot study was conducted in five primary schools to ascertain the reliability of the main research instruments and also to familiarize with the research situation. The significance of the study was to provide information to stakeholders in the education sector such as the Ministry of Education, Teachers Service Commission, Head teachers, Parents and NGO’s on issues influencing teachers motivation and job satisfaction in relation to pupils performance. From the findings made head teachers and teachers dominated the research participation. Motivational practices for teachers were both extrinsic and intrinsic. In very few schools, teachers were rated to be highly and moderately satisfied with the school motivation practices. In these schools, the performance in K.C.P.E was rated average to good. On the other hand more than a half of the teacher respondents generally indicated that they were slightly satisfied and moderately dissatisfied with the motivation practices in their schools. The KCPE performance trend in these schools was rated average to poor. The researcher reached the conclusion that, where teacher motivation practices were provided for adequately, the teachers were satisfied with their job and they posted high pupil academic xiv performance and vice-versa. The study recommends that there is need for head teachers in Kinango district to be equipped with motivational management knowledge and skills, which when applied in the schools will lead to conducive working environment hence improved pupils performance. Lastly the study suggested that further research studies to be done on teachers’ involvement in decision making, the relationship between teacher motivation and pupils’ academic achievement as well as the reasons behind so many teachers still holding P1 qualification in the district despite the many chances of academic advancement.