INFLUENCE OF TEACHERS’ MOTIVATION ON LEARNING OUTCOMES AMONG PRE-PRIMARY LEARNERS IN MAARA SUB COUNTY, KENYA

Abstract

Purpose: Motivation in human beings is a vital issue and more so to teachers. The purpose of this study was to examine the influence of teachers’ motivation on academic learning outcomes among pre-primary children in Maara Sub County, Kenya.

Methodology: The investigation employed mixed methodology. The study embraced the concurrent triangulation design. The target population was 3,426 participants which comprised of 61 head teachers, 157 teachers and 3,208 children. Using the Central Limit Theorem, a sample of 6 preschools and 102 participants were selected. Stratified sampling was applied to create three strata based on the number of zones. From each zone, five head teachers and 14 preschool teachers were selected using purposive sampling. Fifteen preschool learners were selected using simple random sampling. This sampling procedure enabled the researcher to sample 15 head teachers, 42 teachers and 45 pre-primary school learners. Questionnaires were used to collect quantitative data from pre-primary school teachers, interview guide for head teachers whereas observation checklist was used to gather qualitative data from pre-primary school learners.

Findings: From the study findings, it was necessary to beef up recognition of teachers’ performance in terms of motivation. Motivated teachers work better and so produce better outcomes. The issue of motivation is paramount in making sure that the anticipated learning outcomes are positive and admirable. If teachers continue to be demotivated, then one should not expect good results and this hampers acquisition of skills.

Unique Contribution to Theory, Policy and Practice: The Self-determination and Social cognitive theories were used. Self-determination theory is about intrinsic and extrinsic motivation which preschool teachers need so as to produce better academic learning outcomes. If teachers are influenced mostly by the intrinsic motivation, they will produce better results. The stakeholders can externally motivate teachers whist the teachers themselves are inwardly motivated. The combination of both internal and external motivations is the best way that teachers get to produce desirable outcomes academically. Social cognitive theory is about environment and whatever surrounds it. People are influenced by actions that they observe from others in their environment. Academic learning outcomes can be propelled by the environment. This environment includes the preschool teachers who are the most important participants in the children’s life. When they positively interact with the learners, there is a likelihood of emerging with the best academic learning outcomes among the children.