FACTORS AFFECTING MOTIVATION OF PUBLIC PRIMARY SCHOOL TEACHERS. A SURVEY OF PUBLIC PRIMARY SCHOOLS IN THIKA MUNICIPALITY

Authors

  • Rosalid Njoki Ng'ang'a Jomo Kenyatta University Of Agriculture And Technology
  • Dr. Willy Muturi Jomo Kenyatta University Of Agriculture And Technology

Keywords:

working environment remuneration, workload, teaching, motivation

Abstract

Purpose: The purpose of this study was to investigate the factors affecting motivation of public primary school teachers. A survey of public primary schools in Thika municipality.

Methodology: This study adopted a descriptive survey design. The target population of this study was all the teachers "˜of public primary schools in Thika Municipality. According to the Education Office of Thika Municipality, there are 23 public primary schools in Thika Municipality. A sample of three teachers per school was taken.  This implied that a total sample size of 66 teachers. A stratified random sampling was adopted to identify the three teachers from a school. The criteria for choosing the teachers was based on three strata, that is, a head teacher, a teacher from upper primary and a teacher from lower primary. Primary information was gathered by use of a questionnaire and SPSS version 20 was used as an analysis tool.

Results: The finding implies that the working environment was poor and not conducive for the teachers. The results also indicated that the Correlation between motivation and working environment is positive significant (r=0.695, p value < 0.000). The findings imply that motivation has significant effect on working environment. Hence, poor working environment leads to low motivation and good working environment leads to high motivation. The finding implies that there the remuneration is low hence low motivation and poor performance. Findings reveal that the correlation between motivation and remuneration is positive significant (r=0.488, p value < 0.000). The findings imply that motivation has significant effect on remuneration. Hence, poor remuneration leads to low motivation and good remuneration leads to high motivation Results indicate that poor work load management leads to low motivation. Findings show that correlation between motivation and workload is positive significant (r=0.478, p value < 0.000). The findings imply that motivation has significant effect on workload. Hence, poor work load management leads to low motivation and good work load management leads to high motivation. Results indicate that poor teaching facilities lead to low motivation. Findings show that correlation between motivation and teaching facilities is positive significant (r=0.282, p value < 0.029). The findings imply that motivation has significant effect on teaching facilities. Hence, poor teaching facilities lead to low motivation and adequate teaching facilities leads to high motivation.

The study concluded that poor working environment leads to low motivation and good working environment leads to high motivation. It was concluded that poor remuneration leads to low motivation and good remuneration leads to high motivation. Results also led to conclusion that poor work load management leads to low motivation and good work load management leads to high motivation. Furthermore, poor teaching facilities lead to low motivation and adequate teaching facilities leads to high motivation.

 Unique contribution to theory, practice and policy: The study recommends that working environment in public school teachers so should greatly improve. This is because of non-conducive environment acts as an impediment to motivation.   This calls for policy intervention from the government departments concerned with education and vision 2030.   Extensive need for new renovated of school's facilities e.g., offices should be effectively addressed so as to enhance teacher's motivation and birth of an educated society.

Downloads

Download data is not yet available.

Author Biographies

Rosalid Njoki Ng'ang'a, Jomo Kenyatta University Of Agriculture And Technology

Post Graduate Student

Dr. Willy Muturi, Jomo Kenyatta University Of Agriculture And Technology

Lecturer, The Department Of Commerce And Economic Studies

References

Anderson, S.E. (2002). Improving schools through teacher development: Case studies of the Aga Khan Foundation Projects in East Africa. Routledge.

Artley, W. (2001). Establishing Accountability for Performance. Oak Ridge Institute for Science and Education.

Baard, P. (2002). Intrinsic need satisfaction in organizations: A motivational basis of success in for-profit and not-for-profit settings. University of Rochester Press: Rochester, New York.

Barron, K. E., & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. Academic Press. San Francisco

Benabou B., Roland J., & Jean Tirole (2000). Intrinsic and Extrinsic Motivation. Review of Economic Studies. Vol 70.

Bennell, P. & Akyeampong, K. (2007) Teacher motivation in Sub-Saharan Africa and South Asia. Researching the Issues Vol 71. Department for International Development. Education Papers.

Bennell, P. (2004). Teacher motivation and incentives in Sub-Saharan Africa and Asia. Knowledge and Skills for Development. Brighton.

Brown, K. W. & Ryan, R. M., (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology.

Buitenlandse, Z. (2008). Primary education in Uganda. JOB impact evaluation, Policy and operations evaluation department.

Carron, G. (1996).The quality of primary schools in different development context. International institute of educational planning. UNESCO. Paris.

Castle, N., Engberg, J., & Anderson, R. (2007). Job satisfaction of nursing home administrators and turnover. Medical Care Research and Review. vol, 64.

Chandran, E. (2004). Research Methods: A Quantitative Approach with Illustrations from Christian Ministries. Daystar University: Nairobi.

Chetalam S. J. (2002). Factors Affecting Performance in Kenya Certificate of Primary Education in Kabarnet Division of Baringo District.

Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology.

Colbert, V. & O. Mogollon. (1977). Hacia la Escuela Nueva: Unidades de Capacitación para el Maestro. Ministerio de Educación Nacional. Bogota.

Cooper, D.R & Schindler, P.S. (2006). Business Research Methods. 9th, Ed. McGraw-Hill Publishing, Co. Ltd. New Delhi-India

Cooper, D.R. and Schindler, P.S. (2011). Business Research Methods. 11th, Ed. McGraw-Hill Publishing, Co. Ltd. New Delhi-India.

Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research.

Dungu, L. (2000). Accommodation and job performance of primary school teachers in Rakai district. Unpublished (Masters of education) dissertation Makerere University. Kampala: Uganda

Farrant, J.S. (1997). Principles and practice of Education. Longman Singapore publishers Ltd.

Frederick-Recascino, C. (2002). Self-determination theory and participation motivation research in the sport and exercise domain. University of Rochester Press. Rochester, New York.

Gagne, M. (2003). The role of autonomy support and autonomy orientation in pro-social behavior engagement. Motivation and Emotion.

Hanushek, E. A., J. F. Kain, and S. G. Rivkin(2001). Why Public Schools Lose Teachers. Cambridge, MA: National Bureau of Economic Research

Herzberg, F. I. (1966). Work and the nature of man. Oxford university press. London. United Kingdom.

Kadzamira, E. C. (2006). Teacher Motivation and Incentives in Malawi; Research Fellow Centre for Educational Research and Training. University of Malawi

Kamal,Y., & Hanif, M. F. (2009). Pay and Job Satisfaction: A Comparative Analysis of Different Pakistani Commercial Banks, Paper presented in National Research Conference at Szabist, Islamabad. Retrieved October 2, 2011: http://mpra.ub.unimuenchen.de/16059/

Khan, R.I., Aslam, H. D., & Lodhi, I. (2011). Compensation Management: A strategic conduit towards achieving employee retention and Job Satisfaction in Banking Sector of Pakistan. International Journal of Human Resource Studies.

Kothari, C. (2004). Research Methodology: Methods & Techniques, 2nd edition. New age International Publishers. New Delhi, India.

Kraft, R. (1998). Rural Educational Reform in the Nueva Escuela Unitaria of Guatemala New Multi-grade School. Academy for Educational Development. Washington. DC.

Kumar, R. (2005). Research Methodology, A Step-by-Step Guide for Beginners, 2nd.Ed.Pearson Education Publishers. Singapore.

Maicibi N.A. (2003). Pertinent issues in employees"˜ management: human resource and educational management. Net Media Monitor Publishers. Kampala. Uganda.

Maslow, A. H. (1971). The farther reaches of human nature. The Viking Press. New York.

Maslow, A.H. (1954). Motivation and Personality. Harper and Row publishers. New York.

Mhozya, C. M. (2007). The extent to which incentives influence primary school teachers' job satisfaction in Botswana. The Social Sciences journal.

Mugenda, O. M. and Mugenda, A. G. (2003). Research Methods: Quantitative and Qualitative Approaches. Acts Press. Nairobi, Kenya

Mumanyire, M. (2005). Factors affecting teacher motivation in secondary schools in Mukono district. Unpublished (Masters of education) dissertation Makerere University. Kampala,Uganda.

Ndani, M. & kimani, E. (2010). Factors influencing early childhood development teachers' Motivation in Thika district, Kenya. African Journal of teacher Education. Vol 1. 34-47.

Ommen, O., Driller, E., Köhler, T., Kowalski, C., Ernstmann, N., Neumann, M., Steffen, P., &Pfaff, H., (2009).The Relationship between Social Capital in Hospitals and Physician Job Satisfaction. BMC Health Services Research.

Perie, M., & Baker, D. P. (1997). Job satisfaction among America's teachers: Effects of workplace conditions, background characteristics, and teacher compensation. ERIC Document Reproduction Service.

Porter, L.W. & Lawer, R.E. (1973). Organizational, work, and personal factors in employee turnover and absenteeism. Psychological Bulletin.

Reichel, M. & Ramey, M. A. (1987). Conceptual frameworks for bibliographic education: Theory to Practice. Libraries Unlimited Inc. Colorado. U.s.a

Sargent, T. & Hannum, E. (2005). Keeping Teachers Happy: Job Satisfaction among Primary School Teachers in Rural Northwest China. Comparative Education Review journal. New York.

Schiefelbein, E. (1991). In Search of the School of the XXI Century: Is the Colombian Escuela Nueva the Right Pathfinder. UNICEF. New York.

Smith, R. (2004). Exploring the usefulness of a conceptual framework as a research tool: A researcher's reflections. Issues In Educational Research Journal. University of New England.

Ubom, I. U. (2001). Value orientations, needs satisfaction, and job performance of public servants in Akwa Ibom State. Unpublished Doctorate thesis, University of Calabar. Calabar, Nigeria.

Ward, M., Penny, A & Read, T. (2006). Education Reform in Uganda Reflections on policy, Partnership, Strategy and implementation. Department for International Development. Researching the issues.

Downloads

Published

2016-10-13

How to Cite

Ng'ang'a, R. N., & Muturi, D. W. (2016). FACTORS AFFECTING MOTIVATION OF PUBLIC PRIMARY SCHOOL TEACHERS. A SURVEY OF PUBLIC PRIMARY SCHOOLS IN THIKA MUNICIPALITY. African Journal of Education and Practice, 1(2), 29–52. Retrieved from https://www.iprjb.org/journals/index.php/AJEP/article/view/121

Issue

Section

Articles