Influence of teachers' motivation on students' performance in Kenya Certificate of Secondary Education in public secondary schools in Kwale County
Mugikuu, Wilfred M
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The purpose of the study was to examine the influence of teachers' motivation on students' performance in Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Kwale County. To achieve this, four research objectives were formulated. The study adopted a descriptive survey design to establish the influence of teachers' motivation on students' performance in KCSE in Kwale County. A sample of 181 teachers and 23 head teachers were selected for the study. Data was collected using questionnaires for teachers and an interview schedule for head teachers and was analysed using descriptive statistics supported by Tables and frequency distributions and percentages. Findings on the influence of teacher motivation on student performance revealed that large class sizes affected teaches motivation. The findings on workload indicates that teachers were likely to be in class for increasingly long hours, coupled with larger class sizes, more subjects which in the long run become major de-motivators amongst teachers. Large class sizes and heavy workloads in relation to pay (the effort -price of work) also makes teachers resistant to extra work effort that is needed to boost students academic achievement in KCSE examinations. Findings also revealed that teachers seemed relatively satisfied with the recognition received from their schools, possibly because they are able to build good relationships with management and staff. It was also revealed that most of the teachers were in support of frequent tests and measurement, checking of classroom work and evaluation. Findings also revealed that indicate that for head teachers to initiated good working conditions that motivate teachers, headteachers' must become leaders of the teaching staff. Findings also revealed that teachers' working conditions affected performance of students in KCSE. This is because teachers were not motivated by staff room facilities, classrooms, and by communication facilities. They were not also motivated by catering facilities. These findings indicate that majority of the respondents were not motivated by the facilities in the schools. Based on the findings, the study concluded that effective supervision of teachers is necessary if they are to remain productive. Influencing is a key process in supervision. It is almost impossible to work with people towards a common goal by use of force of coercion. The head teacher would therefore need to know how to establish good working relationships with the teachers in the school. This study recognizes the role of teacher motivation in ensuring classroom effectiveness and school improvement. Motivating teachers would ensure that there is effective instruction in the classroom and more collaboration in school management. Therefore a teacher needs not only adjustment and regular payment of salary and allowance but the right technology and facilities for effective classroom management and school improvements. Based on the findings it was recommended that there is need to motivate teachers so that on their own part they would ensure a viable school system hence effective classroom management. The study also recommended that head teachers management strategies should inculcate transformational and transactional leadership to enable teachers own the school, the system and be nurtured into a conducive environment Iclimate to enhance students achievement. The study suggested that a study should be carried out with students as respondents to establish their perspectives on how motivated teachers influence students' performance in KCSE. Since the study was carried out in Kwale County, various studies should be carried out in other counties to give a national picture ofthe study.