1. This study examined the effects of motivation on teacher performance in secondary schools in Nyamira County, Kenya.
2. The study investigated the effects of financial motivation, non-financial motivation, and teacher rewards on performance.
3. The study used questionnaires to collect data from 40 teachers, 14 principals, and 14 deputy principals on motivation factors and teacher performance.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
Incentive scheme and job performance, a bivariate relationshipAlexander Decker
This document summarizes a research study that examined the relationship between incentive schemes and job performance among secondary school teachers in Nigeria. The study aimed to determine if incentive schemes were related to teacher involvement in school discipline, class attendance, participation in school decision-making, coverage of curriculum, and student evaluation. The study administered questionnaires to 76 teachers and analyzed the results. It found that incentive schemes had a significant relationship with teacher involvement in school discipline and coverage of curriculum. However, it found no significant relationship between incentives and class attendance, participation in decision-making, or student evaluation. The study recommended improving teacher incentives to enhance job performance.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
THE EFFECT OF LEADERSHIP STYLE OF HEADMASTERS ON THE JOB SATISFACTIONBatola David
This research article examines the effect of leadership styles exhibited by headmasters on the job satisfaction of teachers in senior high schools in Ghana. The study reviewed literature on levels of job satisfaction and different leadership styles. It revealed that there is no single dominant leadership style among headmasters, and teachers have a moderate level of job satisfaction. Transformational leadership was found to have the highest positive effect on job satisfaction, while laissez-faire leadership had a negative effect. The study recommends training headmasters on different leadership styles and improving teacher compensation to enhance job satisfaction.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
Incentive scheme and job performance, a bivariate relationshipAlexander Decker
This document summarizes a research study that examined the relationship between incentive schemes and job performance among secondary school teachers in Nigeria. The study aimed to determine if incentive schemes were related to teacher involvement in school discipline, class attendance, participation in school decision-making, coverage of curriculum, and student evaluation. The study administered questionnaires to 76 teachers and analyzed the results. It found that incentive schemes had a significant relationship with teacher involvement in school discipline and coverage of curriculum. However, it found no significant relationship between incentives and class attendance, participation in decision-making, or student evaluation. The study recommended improving teacher incentives to enhance job performance.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
THE EFFECT OF LEADERSHIP STYLE OF HEADMASTERS ON THE JOB SATISFACTIONBatola David
This research article examines the effect of leadership styles exhibited by headmasters on the job satisfaction of teachers in senior high schools in Ghana. The study reviewed literature on levels of job satisfaction and different leadership styles. It revealed that there is no single dominant leadership style among headmasters, and teachers have a moderate level of job satisfaction. Transformational leadership was found to have the highest positive effect on job satisfaction, while laissez-faire leadership had a negative effect. The study recommends training headmasters on different leadership styles and improving teacher compensation to enhance job satisfaction.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document summarizes a research paper about job satisfaction among primary school teachers in rural northwest China. It examines factors that contribute to teacher satisfaction such as community resources, school environment, and teacher characteristics. The researchers hypothesize that teachers are more satisfied in communities with greater economic resources and less remote locations. They also hypothesize that teachers are more satisfied in schools with better resources, larger size, opportunities for advancement, lighter workloads, and experienced leadership. Younger, male, unmarried teachers and those with more education may be less satisfied, while teachers more similar to the local community may be more satisfied. The study uses survey data from rural Gansu province, one of China's poorest areas, to analyze teacher job satisfaction.
[32 37]a study of job satisfaction of secondary school teachersAlexander Decker
This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
This study examined occupational stress and effectiveness among senior secondary school teachers in India. The researchers found that less effective teachers, both male and female, reported higher levels of occupational stress than more effective teachers. Female teachers experienced more stress than male teachers, with 90% of female teachers found to be stressed. Higher occupational stress was correlated with lower teaching effectiveness. The four main sources of occupational stress identified were role conflict, role ambiguity, poor interpersonal relationships, and heavy workload. The study suggests addressing sources of stress in order to improve teacher enthusiasm, accountability, and job satisfaction.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Study on Stress among for Teachers in Mongoliaijtsrd
The purpose of this study is to identify stress levels among school teachers and to compare stress levels based on demographic factors. There are 268 respondents sampled by teachers from individual schools in the Selangor area. A questionnaire was used, and a teacher's workplace stress inventory and teacher's workplace stress questionnaire was used as a tool. The study also found that high school teachers are more stressed in all stress factors that are associated with their parents, their colleagues, workloads, time constraints, student attitudes, recognition and support, and lack of resources than elementary school teachers. The result also showed that there was a significant difference in the average stress level for single and married teachers with an average difference 0.42, p 0.05 . It is hoped that the findings will help relevant authorities develop effective stress management programs for teachers to prevent the negative effects of stress. Enkhtsetseg Agvaan | Munkhzul Mangal "Study on Stress among for Teachers in Mongolia" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29719.pdf Paper URL: https://www.ijtsrd.com/management/business-economics/29719/study-on-stress-among-for-teachers-in-mongolia/enkhtsetseg-agvaan
Adjustment level of principals in realtion to gender and localityAlexander Decker
This document summarizes a research study that examined the adjustment levels of school principals in relation to gender and locality. The study found that principals of boys schools had higher adjustment levels than principals of girls schools. It also found that principals of urban schools had significantly higher adjustment levels than principals of rural schools. The document provides background on the importance of principals in education systems and discusses the methodology and results of the study.
Motivational Factors and Motivating Level of College Teachers under Self-Fina...paperpublications3
Abstract: Teachers play a very important role in the learning process of students who idealize teachers and try to copy them. So Teachers' commitment is thought to decrease progressively over the course of their teaching career. This study was an effort to identify the motivational factors, motivation level and effect of motivation towards organizational commitment of self-finance teachers in Arts and Science colleges of Madurai District. Educational institutions are faced with the problems of motivational level of their staff, so this study is designed to address that which factors promote motivation and motivational level of self -finance teachers. To assess the level of motivation among the self -finance college teachers perceived by them and find out the reason for organizational commitment towards motivation of self - Finance College teachers. the result is show on The study result expressed that the majority of the self-finance teachers view that good relationship with colleagues and student’s community is the most important factor which make the teachers committed with their institution. Teachers’ performance in Colleges is to be improved, it is necessary to pay attention to the kind of work environment that enhances teachers’ sense of professionalism and decrease their job dissatisfaction.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
DETERMINANTS OF ADMINISTRATIVE EFFECTIVENESS IN HIGHER EDUCATION: A STUDY OF ...ijejournal
The present study was conducted to study the occupational efficacy, administrative Behavior and job
satisfaction of educational administrators in higher education The descriptive method of research was
employed to carry out this piece of research. A sample of 260 Educational Administrators was selected
from the existing universities of Jammu and Kashmir State. Occupational Self Efficacy Scale (OSES) by
Sanjaypot Pethe, Sushma Chowdari and Uppinar Dhar (1999), Administrative Behavior Scale (ABS)
developed by Haseen Taj and Job Satisfaction scale developed by Amar Singh and T.R Sharma were used
to collect the data. Significant positive correlation was found between occupational efficacy, administrative
Behavior and job satisfaction of educational administrators in higher education. The results also revealed
a significant difference between effective and ineffective educational administrators on all dimensions of
administrative behavior and job satisfaction.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
This document provides information about a project report on job satisfaction among teachers conducted at Gayathri Central School in Kerala, India. It was submitted by Leejo Joseph John in partial fulfillment of an MBA degree. The report includes an introduction to Gayathri Central School, outlines its mission and vision, provides an overview of its academics and activities, and describes its admission process. It also includes certificates, acknowledgements, tables of contents, and references.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
MOTIVATIONAL PRACTICES AND TEACHERS’PERFORMANCE IN PRIVATE SECONDARY SCHOOLS ...Turyamureeba Silaji
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
The cost of occupational stress has been very high in many organizations. Stress can undermine the achievement of goals, both for individuals and for organizations. Managers are in dilemma over what interventions need to be employed to minimize the cost associated with occupational stress on organizational performance. This study investigated the influence of occupational stress on performance of teachers in Nyeri South Sub-County, Nyeri County. This study employed descriptive survey research design. Data collection was undertaken using questionnaires which were issued to teachers and principals from 12 out of 34 schools. There was a total of 72 respondents, 12 were principals while the rest were other teachers. Stratified random sampling and simple random sampling was used to pick schools and teachers respectively. The data was analyzed using statistical packages for social sciences (SPSS). Descriptive statistics involving frequencies and percentages was used to explain the findings of the study. The study established that the teachers have many activities to carry out in the process of executing their main duty of teaching. These include preparing professional documents including: lesson plan, schemes of work, records of work and student progress record as well as administering, marking and analyzing examinations. In carrying out other duties other than teaching, some respondents indicated that they are not very comfortable, while others indicated that they are comfortable. Regarding interpersonal relationship majority felt that it was good but some indicated that it was bad and very bad in some cases. The study established that most of the resources were adequate or satisfactory but other resources were inadequate in some schools. Most respondents indicated that there were administrative factors that affect teachers negatively. Communication was either good or bad. The study also established that the academic performance of most of the schools in Nyeri south sub –county was average, with a few being above average while the rest were below average. The study specifically recommends that the government should ensure that they are enough teachers in schools to avoid work overload and that the various stakeholders should ensure that there are adequate resources to create a conducive environment. Team building and conflict resolution seminars and workshops should also be held to enhance good interpersonal relationships and those in administration should attend more seminars and workshops concerning administration including the principals, deputy principals and the heads of departments in the schools.
This document summarizes a research study on the exogenous and endogenous impacts on teachers' work performance in Medan City, Indonesia. The study found that:
1) Incentive schemes, teachers' personal competency, and principal leadership had a significant influence on teachers' work motivation. Incentive schemes most strongly influenced work motivation.
2) Incentive schemes, principal leadership, and work motivation all had a direct influence on teachers' work performance. Work motivation had the strongest influence.
3) Statistical analysis showed the direct contributions of various factors, with work motivation having the largest direct contribution to teachers' work performance.
Fringe Benefits, Administrative Support And Physical Work Environment As Corr...Turyamureeba Silaji
Guided by Herzberg's Motivation-Hygiene Theory, this study was carried done to establish how motivational practices, namely fringe benefits, administrative support and physical work environment correlate with the way teachers perform their duties in private secondary schools in Mbarara District, Uganda. The study employed a cross-sectional survey design, using both quantitative and qualitative approaches. Two hundred fourteen people, comprising Board of governors, PTA Chair persons, teachers, as well as the head teachers from selected private secondary schools was used as respondents. To analyse the findings, descriptive statistics and Pearson correlation coefficient were used. The findings showed that there is no significant correlation between fringe benefits and teachers’ performance (r = 0.015, p = 0.843 > 0.05); that there is a positive and significant relationship between administrative support and performance of teachers (r = 0.168, p = 0.025 < 0.05); and that there is a positive and significant relationship between physical work environment and performance of teachers (r = 0.213, p = 0.005 < 0.05). Thus, it was recommended that school administrators should provide better motivational practices to teachers so that they can perform better.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document summarizes a research paper about job satisfaction among primary school teachers in rural northwest China. It examines factors that contribute to teacher satisfaction such as community resources, school environment, and teacher characteristics. The researchers hypothesize that teachers are more satisfied in communities with greater economic resources and less remote locations. They also hypothesize that teachers are more satisfied in schools with better resources, larger size, opportunities for advancement, lighter workloads, and experienced leadership. Younger, male, unmarried teachers and those with more education may be less satisfied, while teachers more similar to the local community may be more satisfied. The study uses survey data from rural Gansu province, one of China's poorest areas, to analyze teacher job satisfaction.
[32 37]a study of job satisfaction of secondary school teachersAlexander Decker
This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
This study examined occupational stress and effectiveness among senior secondary school teachers in India. The researchers found that less effective teachers, both male and female, reported higher levels of occupational stress than more effective teachers. Female teachers experienced more stress than male teachers, with 90% of female teachers found to be stressed. Higher occupational stress was correlated with lower teaching effectiveness. The four main sources of occupational stress identified were role conflict, role ambiguity, poor interpersonal relationships, and heavy workload. The study suggests addressing sources of stress in order to improve teacher enthusiasm, accountability, and job satisfaction.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Study on Stress among for Teachers in Mongoliaijtsrd
The purpose of this study is to identify stress levels among school teachers and to compare stress levels based on demographic factors. There are 268 respondents sampled by teachers from individual schools in the Selangor area. A questionnaire was used, and a teacher's workplace stress inventory and teacher's workplace stress questionnaire was used as a tool. The study also found that high school teachers are more stressed in all stress factors that are associated with their parents, their colleagues, workloads, time constraints, student attitudes, recognition and support, and lack of resources than elementary school teachers. The result also showed that there was a significant difference in the average stress level for single and married teachers with an average difference 0.42, p 0.05 . It is hoped that the findings will help relevant authorities develop effective stress management programs for teachers to prevent the negative effects of stress. Enkhtsetseg Agvaan | Munkhzul Mangal "Study on Stress among for Teachers in Mongolia" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29719.pdf Paper URL: https://www.ijtsrd.com/management/business-economics/29719/study-on-stress-among-for-teachers-in-mongolia/enkhtsetseg-agvaan
Adjustment level of principals in realtion to gender and localityAlexander Decker
This document summarizes a research study that examined the adjustment levels of school principals in relation to gender and locality. The study found that principals of boys schools had higher adjustment levels than principals of girls schools. It also found that principals of urban schools had significantly higher adjustment levels than principals of rural schools. The document provides background on the importance of principals in education systems and discusses the methodology and results of the study.
Motivational Factors and Motivating Level of College Teachers under Self-Fina...paperpublications3
Abstract: Teachers play a very important role in the learning process of students who idealize teachers and try to copy them. So Teachers' commitment is thought to decrease progressively over the course of their teaching career. This study was an effort to identify the motivational factors, motivation level and effect of motivation towards organizational commitment of self-finance teachers in Arts and Science colleges of Madurai District. Educational institutions are faced with the problems of motivational level of their staff, so this study is designed to address that which factors promote motivation and motivational level of self -finance teachers. To assess the level of motivation among the self -finance college teachers perceived by them and find out the reason for organizational commitment towards motivation of self - Finance College teachers. the result is show on The study result expressed that the majority of the self-finance teachers view that good relationship with colleagues and student’s community is the most important factor which make the teachers committed with their institution. Teachers’ performance in Colleges is to be improved, it is necessary to pay attention to the kind of work environment that enhances teachers’ sense of professionalism and decrease their job dissatisfaction.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
DETERMINANTS OF ADMINISTRATIVE EFFECTIVENESS IN HIGHER EDUCATION: A STUDY OF ...ijejournal
The present study was conducted to study the occupational efficacy, administrative Behavior and job
satisfaction of educational administrators in higher education The descriptive method of research was
employed to carry out this piece of research. A sample of 260 Educational Administrators was selected
from the existing universities of Jammu and Kashmir State. Occupational Self Efficacy Scale (OSES) by
Sanjaypot Pethe, Sushma Chowdari and Uppinar Dhar (1999), Administrative Behavior Scale (ABS)
developed by Haseen Taj and Job Satisfaction scale developed by Amar Singh and T.R Sharma were used
to collect the data. Significant positive correlation was found between occupational efficacy, administrative
Behavior and job satisfaction of educational administrators in higher education. The results also revealed
a significant difference between effective and ineffective educational administrators on all dimensions of
administrative behavior and job satisfaction.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
This document provides information about a project report on job satisfaction among teachers conducted at Gayathri Central School in Kerala, India. It was submitted by Leejo Joseph John in partial fulfillment of an MBA degree. The report includes an introduction to Gayathri Central School, outlines its mission and vision, provides an overview of its academics and activities, and describes its admission process. It also includes certificates, acknowledgements, tables of contents, and references.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
MOTIVATIONAL PRACTICES AND TEACHERS’PERFORMANCE IN PRIVATE SECONDARY SCHOOLS ...Turyamureeba Silaji
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
The cost of occupational stress has been very high in many organizations. Stress can undermine the achievement of goals, both for individuals and for organizations. Managers are in dilemma over what interventions need to be employed to minimize the cost associated with occupational stress on organizational performance. This study investigated the influence of occupational stress on performance of teachers in Nyeri South Sub-County, Nyeri County. This study employed descriptive survey research design. Data collection was undertaken using questionnaires which were issued to teachers and principals from 12 out of 34 schools. There was a total of 72 respondents, 12 were principals while the rest were other teachers. Stratified random sampling and simple random sampling was used to pick schools and teachers respectively. The data was analyzed using statistical packages for social sciences (SPSS). Descriptive statistics involving frequencies and percentages was used to explain the findings of the study. The study established that the teachers have many activities to carry out in the process of executing their main duty of teaching. These include preparing professional documents including: lesson plan, schemes of work, records of work and student progress record as well as administering, marking and analyzing examinations. In carrying out other duties other than teaching, some respondents indicated that they are not very comfortable, while others indicated that they are comfortable. Regarding interpersonal relationship majority felt that it was good but some indicated that it was bad and very bad in some cases. The study established that most of the resources were adequate or satisfactory but other resources were inadequate in some schools. Most respondents indicated that there were administrative factors that affect teachers negatively. Communication was either good or bad. The study also established that the academic performance of most of the schools in Nyeri south sub –county was average, with a few being above average while the rest were below average. The study specifically recommends that the government should ensure that they are enough teachers in schools to avoid work overload and that the various stakeholders should ensure that there are adequate resources to create a conducive environment. Team building and conflict resolution seminars and workshops should also be held to enhance good interpersonal relationships and those in administration should attend more seminars and workshops concerning administration including the principals, deputy principals and the heads of departments in the schools.
This document summarizes a research study on the exogenous and endogenous impacts on teachers' work performance in Medan City, Indonesia. The study found that:
1) Incentive schemes, teachers' personal competency, and principal leadership had a significant influence on teachers' work motivation. Incentive schemes most strongly influenced work motivation.
2) Incentive schemes, principal leadership, and work motivation all had a direct influence on teachers' work performance. Work motivation had the strongest influence.
3) Statistical analysis showed the direct contributions of various factors, with work motivation having the largest direct contribution to teachers' work performance.
Fringe Benefits, Administrative Support And Physical Work Environment As Corr...Turyamureeba Silaji
Guided by Herzberg's Motivation-Hygiene Theory, this study was carried done to establish how motivational practices, namely fringe benefits, administrative support and physical work environment correlate with the way teachers perform their duties in private secondary schools in Mbarara District, Uganda. The study employed a cross-sectional survey design, using both quantitative and qualitative approaches. Two hundred fourteen people, comprising Board of governors, PTA Chair persons, teachers, as well as the head teachers from selected private secondary schools was used as respondents. To analyse the findings, descriptive statistics and Pearson correlation coefficient were used. The findings showed that there is no significant correlation between fringe benefits and teachers’ performance (r = 0.015, p = 0.843 > 0.05); that there is a positive and significant relationship between administrative support and performance of teachers (r = 0.168, p = 0.025 < 0.05); and that there is a positive and significant relationship between physical work environment and performance of teachers (r = 0.213, p = 0.005 < 0.05). Thus, it was recommended that school administrators should provide better motivational practices to teachers so that they can perform better.
Analysis of teachers motivation on the overall performance of public basic sc...Alexander Decker
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
Analysis of teachers motivation on the overall performance ofAlexander Decker
- The document analyzes how teacher motivation affects student performance in public basic schools in Wa Municipality, Ghana over the past 5 years.
- It reports that 100 teachers from 20 randomly selected schools were interviewed about how factors like job satisfaction, needs fulfillment, and motivation theories impact student achievement.
- While teachers felt motivation affected students, there were fluctuations in student performance over 5 years despite motivation, showing a need for more research on this topic in Wa Municipality.
Job satisfaction and organizational commitment among teachers of public senio...Alexander Decker
This document discusses a study on job satisfaction and organizational commitment among teachers in public senior high schools in Tamale, Ghana. The following key points are made:
- The study found that teachers were satisfied with supervision, work groups, and the nature of their work, but dissatisfied with pay and promotion opportunities. Overall job satisfaction and organizational commitment among teachers was low.
- Factors that could increase teacher satisfaction and prevent attrition included participation in decision making, good working conditions, support from parents/administration, accommodation/incentives, student performance/discipline, and promotion opportunities.
- Teachers were most dissatisfied with their pay. The majority felt their salaries were unfair and increases too infrequent. This
Factors affecting teachers' excellence from the perspective of queen rania aw...Alexander Decker
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
Dr. Kritsonis, Dissertation Committee Memberguestfa49ec
This dissertation examines the impact of human resources practices on teacher retention. The study identifies hygiene factors that contribute to teacher turnover as perceived by human resource directors. It also explores effective retention practices used by districts and challenges faced by HR directors in retaining teachers. Survey data was collected from 103 HR directors and analyzed to address the research questions. The results found that personal reasons were the most commonly cited factors for teachers staying or leaving within the first two years. No significant relationship was found between hygiene factors and the socioeconomic status of districts. The study concludes with recommendations for further research.
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwunduguestfa49ec
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwundu
Dissertation Title: Impact of Human Resources' Practices on Teacher Retention
Tyrone Tanner, Dissertation Chair. Committee Members: Dr. William Allan Kritsonis, Dr. Douglas Hermond, Dr. Taugamba Kadhi.
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Examining the Effect of Role Conflict and Job Stress on Turnover Intention am...inventionjournals
The study aims to trace the impact of role conflict and job stress on Turnover intention of teachers working in the private schools in Vellore district. ‘Turnover intention’ is defined as an employee’s intention to voluntarily change the jobs or companies. Employee’s opinion on the role conflict and job stress on the Turnover intentions is analyzed through the various test methods. The selected research design is descriptive in nature and the sample size is 150 teachers. The universe of the study confines to teachers working in the private schools in Vellore district. Convenient sampling method is used for this study. Primary data is collected using the structured questionnaire and Secondary data are collected through the manuscripts of previous research works, journals, websites, etc. The purpose of the study is to evaluate the effects of role conflict and job stress on the turnover intention.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Similar to Effects of motivation on teacher’s performance in kenyan (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
Effects of motivation on teacher’s performance in kenyan
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
67
Effects of Motivation on teacher’s performance in Kenyan
Schools: A Survey of Nyamira District Secondary Schools in
Nyamira County
Cleophas Ondima, Dr. Walter Okibo, Dr. Andrew Nyang’au, Daniel Mabeya & Dennis Nyamasege
P.o Box 136 – 40500, Nyamira, Kenya.
Email: cleophasmecha@yahoo.com
Abstract
Motivation of teachers serves as key to facilitate organization performance. However, there are strategies to
make these teachers deliver their services to the best of their ability which includes financial and non-financial
incentives .The management should take initiatives to shape these teachers through in service training organized
by institutions. As it is known, the individual life structure is shaped by three types of external events: the socio-
cultural environment, the role they play and the relationship they have and opportunities and constraints that
enable them to express and develop their careers. This study was conducted in National, county and district
secondary schools operating in Nyamira district, Nyamira County. The general objective was to assess the
effects of motivation on teacher’s performance in Nyamira district, Nyamira County. The specific objectives
were: To investigate the effects of financial motivation on teacher’s performance in Nyamira county, to
investigate the effects of non financial motivation on performance and to establish the effects of teacher’s
rewards on performance. The study was a survey research design which required quantitative methods. There
were 68 respondents (40 teachers, 14principal and 14 Deputy Principals). This study adopted purposive and
simple random sampling techniques in selecting the sample for the study. Three five-point likert type scale
questionnaires were used to obtain data for the study. They were Secondary School Teachers Questionnaire
(SSTQ) and Secondary School Principals/Deputy principals Questionnaire (SSP/DQ).The reliability coefficient
on SSTQ and SSP/DQ of 0.65 and 0.68 respectively were obtained. The data was analyzed by use of a
descriptive statistics, inferential statistics and multi linear regression model, using the SPSS package.
Recommendations on ways of motivating teachers in order to improve the performance were made.
Keywords: Effects, Motivation, Bonus pay, Promotion, Performance, Nyamira District, Nyamira County.
1.0 Introduction
Motivation of teachers act as key to learners’ performance. Fredrick Taylor (1911) was concerned with how to
get more work out of workers through the best approach, their enforced co-operation and the standardization.
Taylor emphasized that to achieve optimum output, adequate provision for teachers selection and training is
necessary and that the financial benefits should be based on merit. Green and Awotua (2011) revealed that
teachers who are well motivated in the learning process tend to do well in their line of duty, even when the
learning environment is not ideal. To avoid over expensive compensation programmes, management must think
carefully how to compensate their teachers and still keep them motivated.
Financial rewards have to be considered the effectiveness of money as a motivator. Payment is expected to
correspond to the time and quality of work done. If the amount of money received doesn’t satisfy the worker,
money turns to cause dissatisfaction Armstrong (2007). Most of the non-financial compensation possibilities are
intrinsic motivators. Intrinsic motivation arises from the work itself.
Herzberg (1966) described tasks as intrinsically motivated when they are characterized by key motivators such
as responsibility, challenge achievement, variety and advancement of opportunities. Hackman and Oldham
(1976) identified task variety, tasks identity, task significance, autonomy, and feedback from the tasks
characteristics that generate internal motivation. Motivation guides people’s actions and behaviours and increase
performance and this tends towards achievement of goals Abaloui (2000). Intrinsic comes from within a person
or from activity itself Ryan & Deci (2000). Extrinsic motivation results from the attainment of externally
administered rewards Thorndike (1911). Through the identification and change of environmental contingencies,
including extrinsic reinforcement, motivation increases have been realized in teacher’s work behaviours
including attendance, punctuality, stock work, selling, cost reduction, work quality, productivity, sales calls, and
customer service Komaki (1982).
To succeed in persuasion, managers should concentrate on motivational needs of their teachers. They should
persuade their teachers that it is in their best interest to work the way they have suggested Lester (1992).
Holfstede (2005) argues that threatening and external control are not the only ways to make people work better
to achieve organizational goals but motivational strategies which triggers their morale to work hence improved
performance.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
68
In developed countries, pay incentives have been found to be generally ineffective in increasing teacher
motivation. Teacher motivation is based on intrinsic factors and that true job satisfaction is based on higher order
needs Sylvia and Hutchinson (1994). Spear et al (2000) highlights the wide range of factors that influence
teacher job satisfaction in the United Kingdom. The main factor found to contribute to job satisfaction of
teachers is working with children whereas job dissatisfaction was primarily attributed to work over load, poor
pay and low perceptions about how teachers are perceived by the society.
Murnane (1987) suggested that some university graduates in the United States of America are attracted to
teaching as a medium term occupation rather than a permanent career. Sharment (1991) puts it that an
organization with gold reward system often attracts and retains the best in society. Principals of schools need
extra-ordinary effort to plan their way of rewarding teachers and put it down as a formal way of doing things.
Gunter (2000) says that when motivations is structured, it ensures that teachers have competence and
conscientious and is an aid to professional development and accountability. This constitutes a continual cyclical
process of determining performance expectations, supporting performance, salary reviews and appraising
performance and finally managing performance standards Analoui and Fell (2000).
Public sector recruitment freezes in many countries during the 1990s which have seriously constrained the
growth of the number of teachers in government. Such events have affected morale of teachers to perform and
detailed studies examining the effect of motivation on performance of teachers are still scanty. The teaching
force has expanded rapidly in only a relatively few countries such as Bangladesh, Malawi, Ethiopia, Eritrea,
Mozambique and Uganda Bennell (2004).
In Kenya teachers’ age and qualifications are treated as potentially important factors in this study. Recent
research shows that teachers suffer more than other professional groups from occupational lack of motivation
Evans (1999). It is for this reason that the performance of teachers can be influenced by financial and non-
financial motivation. Many scholars have written on the subject but little effort has been made in determining the
effect of motivation on teacher’s performance in secondary schools in Nyamira district, Nyamira County.
1.1 Statement of the Problem
Motivation of teachers in Kenyan schools is key in the teaching job performance. About 40% of the teachers
were on the government payroll in 1996, this figure has gone up to 85.1% in 2004 (Ward et al, 2006) .The
government has improved the teacher payroll management and made resources available for increase in the
teachers’ salaries as a way of motivation. Most teachers are paid an equivalent monthly salary ranging from 100
to 150 dollars (Masaka District Teacher’s schedules of salary payment 2007/2008). Using the school facilities
Grant (SFG), government constructed teachers’ houses. Buitenlandse (2008) reports that approximately 25,000
teachers’ houses were available for 124,000 teachers in government schools (including 6,300 houses that were
under construction).
Despite the above motivational factors, there has been deteriorating standards of professional conduct, including
serious misbehavior in and outside work, poor preparation of teaching material especially lesson notes, lack of
continuous student assessment and general poor professional performance. Teacher absenteeism is unacceptably
high and rising, time on task is low and falling, and teaching practices are characterized by limited effort with
heavy reliance on traditional teacher-centered practices (Masaka Municipal Education Inspection Report,
October, 2007). It is this situation that prompted the researcher to conduct a study to establish the effect of
motivation on teacher’s performance in Nyamira district, Nyamira County.
1.3 Objectives
The general objective was to analyze the effects of motivation on teachers’ performance in secondary schools in
Nyamira County.
The specific objectives were:
i) To investigate the effects of financial/extrinsic motivation on teacher’s performance.
ii) To establish the effects of non-financial/intrinsic motivation on motivation of teacher’s
performance.
iii) To establish the effects of teacher’s rewards on performance .
1.4 Importance of the Study
Influencing teachers to improve their performance is a critical issue which should be carried out on regular basis.
By providing important services to teachers in terms of financial and non financial rewards they will become
more devoted to their work as a result better their morale hence improve the performance of the school to
achieve its goals. This study was meant to enable the management know why it is important to motivate the
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
69
teachers to improve their performance. When salaries and incentives of teachers are improved as the first gesture
to improve their leaving standards, teachers will work towards improving the performance hence will be
appraised positively. This will result in improvement of their living standards and working conditions of teachers
in Nyamira County since these teachers will not stagnate in the same job group over the years. By conducting
this research in Nyamira County, it will enable policy makers to lay strategies to make teachers advance in their
career and minimize labour turnover.
1.5 Significance of the Study
The findings of this study will benefit the Ministry of education, school administrators and administrators at the
policy-making level. It will as well intimate the need to motivate the secondary school teachers to perform
optimally and use the result of this study to practicing teachers in the field of education for maximum
performance.
The study will draw the interest of teachers closer to teaching as a hobby and develop appropriate teaching
methods, instructional materials needed to facilitate teaching and learning. The students will benefit maximally
from their teachers as they will put in their best to improve students’ performance, skills and value necessary for
socio-cultural, political and economic development of the community. The result of this study will be immense
assistance to individuals, organizations or companies and authorities with the administration of education. Also
the result of this study will serve as a guide to other researchers who would wish to carry out research on a
related aspect of the problem.
2.0 Methodology
The research was conducted through a survey research design. This type of design attempted to collect data from
members of a population by administering two types of questionnaires which comprised of teachers
questionnaire and Principal’s/deputy principals’ questionnaire. Because of the nature of variables the researcher
used descriptive design to produce data required for quantitative analysis and allowed simultaneous description
of views, perceptions and beliefs at any single point in time White (2000). The accessible population was 60
individuals from the target population of 600 individual comprised of secondary school teachers, principals and
deputy principals. The study sample size was 10 schools randomly selected from 48 schools in Nyamira district,
Nyamira County. The accessible population of 68 individuals was obtained which represented at least 10%
according to Mugenda and Mugenda (2006)
2.1 Instrumentations
Two different five-point likert type scale questionnaires were designed by the researcher to obtain data for the
study. These were:
i. secondary school teachers questionnaire (SSTQ)
ii. secondary school principals/ deputy principals questionnaire (SSP/DQ)
The questionnaire consisted of five items eliciting information from respondents about aspects of motivation.
2.2 Validity and Reliability
Amin (2005) suggests that to ensure validity of instruments, the instruments were to be developed under close
guidance of the supervisor. Piloting was done by assigning questionnaires and re- testing it to a tenth of the
teachers in the sample. This helped the researcher to identify ambiguous questionnaires in the instruments and be
able to re-align them to the objectives.
According to Mugenda and Mugenda (2003), reliability was assured through a test-retest method and was to use
Pearson’s product moment correlation coefficient (PPMCC) in order to establish the extent to which the content
of the questionnaires was to be consistent. If reliability was 0.70 or more it was meant that the tool to be used
was suitable for assessing effect of teacher’s motivation on the performance. Besides, an alpha value of
minimum of 0.5 was to be accepted.
2.3 Data analysis and Presentation
Once the questionnaires were administered, filled and raw data collected, it was analyzed by use of descriptive
statistics like mean,minimum, muximum and standard deviation. Multilinear regression model of the form
y=a+b1x1+b2x2+b3x3+bnxn from the statistical package for social sciences (SPSS) was used to analyze the
data.
3.0 Results
The study aimed at determining the effect of motivation on teacher’s performance in Kenyan schools:
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
70
Table 1: Descriptive statistics
N Minimum Maximum Mean Std.deviation
Salary 60 17000.00 47000.00 28446.67 7313.98
Promotion
return
60 2300.00 20200.00 7380.00 3439.67
Bonus pay 60 5000 9300.00 7050.00 894.33
Teacher
performance
60 67.00 98.00 81.83 8.29
Valid N 60
Table 1 above indicates that salary had a minimum of Shs. 17000 and a maximum of shs.47000 for the period
under study. The highest variable in average was Salary followed by Promotion return and finally bonus pay.
The standard deviation explains the extent of deviation of the variables during the period of the study and in the
same priority salary had the highest deviation followed by promotion return and finally the bonus pay. This
implies that variance in teacher salary was quite high over time. On the other hand teacher performance
recorded a mean of 81.83 and a standard deviation of 8.29 .The lowest deviation in bonus pay could be attributed
to the irregularity of payment of the bonus pay because it is not compulsory pay.
3.1 Effect of Financial Rewards on Teachers’ Performance
To establish the effect of financial rewards of teachers’ performance, a linear model of the form y=a +bx was
used. y represented teacher performance; a and b were constants while x was the financial rewards as measured
by their salaries.
Table 2: Coefficients of Salary
Unstandardized
coefficients
Standardized
coefficient
Model B Std.Error Beta T Sig
Constant 52.150 11.600 4.496 .000
Salary .007 .000 .491 2.390 .028
The regression equation was therefore Y=-52.150+0.007x.This implied that an increase in salary by 1 shilling
increases teacher performance 0.007 units. The standardized beta value of 0.491 shows that an increase in salary
by 1% causes an increase in teacher performance 49.1%.
To test goodness of fit of the regression model the F-value based on ANOVA was used and results were as
shown in the table 3 below.
Table 3: Salary ANOVA
Model Sum
of Squares
df Mean square F Sig
Regression 243.882 1 243.882 5.711 .028
Residual 768.668 58 42.704
Total 1012.550 59
The F value from the table indicates a significant high value of 5.711 meaning that the model is valid and can
hold. The p-value of 0.028 in the ANOVA table is less than 0.05 significance level and therefore the model is a
good model.
The R-square value as shown in the model summary table 4 below shows that financial rewards can explain 24.1
% of the variation in teacher performance in Kenyan schools. Therefore 75.9% of the variation in teacher
performance can be explained by other factors.
Table 4: Model Summary
Model R R square Adjusted
R square
Std Error of the
estimate
1 0.491 0.241 0.199 6.53481
The findings indicated that teacher financial rewards as measured by salary earned at the end of the month value
affect the level of teacher performance to a large extent. This means that in the event that the teacher is paid a
reasonable package then their performance will improve.
These findings confirm the work of Bennell (2004) who studied the effect of financial rewards on teacher
performance across 60 primary teachers in Botswana and Uganda. He confirmed that teachers working in public
school systems in many developing countries are poorly motivated due to a combination of low morale and job
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
71
dissatisfaction, poor incentives and inadequate control and the performance in Botswana and Uganda was
reasonably good because they were highly paid.
3.2 Effect of Non- Financial Rewards of Teacher Performance
A linear regression model of the form y=a+bx was used to determine the effect of Non- Financial Rewards on
Teacher Performance. Table 5 indicates the results;
Table 5: Promotion Returns Coefficients
Unstandardized
coefficients
Standardized
coefficients
Model B Std Error Beta T Sig
1.Constant 74.113 3.365 22.027 .000
Promo return .005 .001 .400 1.85 .021
The regression equation was y=74.113 +0.005x.This means that an increase in Promotion Return by 1 shilling
increases Teacher Performance by 0.005 units. The standardized beta value of 0.400 indicates that an increase in
Promotion Return by 1% causes an increase in Teacher Performance by 40 %.
F-value was obtained based on ANOVA to test goodness of fit of the regression model. Table 6 shows the
results.
Table 6: Promotion Return ANOVA
Model Sumof squares df Mean square F Sig
1.Regression 161.751 1 161.751 3.422 0.021
Residual 850.799 58 47.267
Total 1012.550 59
The F-value of 3.422 is substantially a high value showing that the model is good and can hold. The p-value of
0.021 in the table 6 above is less than 0.05 significance level, thus the model is a valid model.
The r square value from table 7 below indicates that a change in Promotion Return causes variation in Teacher
Performance by 16 % when all other factors are held constant.
Table 7: Promotion Return Model summary
Model R R square AdjustedR square Std Error of
estimate
1 .400 .160 .113 6.87507
The findings indicate that Promotion Return has a significant effect on Teacher Performance in Kenyan schools.
This implies that teachers who have been promoted have impacted significantly on the performance of teachers.
This in makes them have high job satisfaction in their places of work.
The finding confirms the works of Maisibi (2003) who indicated that increasing hours of work, larger class sizes,
more subjects and constantly changing curricula are cited as major de-motivators in many countries while
promotion of teachers is a significant motivator to teacher performance. This implies that non financial rewards
play a significant role in teacher motivation and performance.
3.3 Effect of teachers Rewards on the Performance.
To determine the effect of Performance Rewards on Teacher Performance a regression model of the form y=
a+bx was used. The results were as shown in table 8 below
Table 8: Table of Performance Rewards Coefficients
Unstandardized
coefficients
Standardized
coefficients
Model B Std Error Beta T sig
1 (constant) 35.412 .428 3.451 .003
Bonus pay 0.006 .001 .715 4.339 .000
The regression equation was therefore y=35.412+0.006x which indicates that an increase in Performance
Rewards by sh.1 increases Teacher Performance by sh.0.006 units. The standardized beta value of 0.715 shows
that when Performance Rewards increases by 1%, Teacher Performance in schools increases by 71.5 % holding
constant all other factors.
To test goodness of fit of the regression model on Performance Rewards F-value was used from the ANOVA
table 9 below
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
72
Table 9: Performance Rewards ANOVA
Model Sum
of squares
df Mean squares F sig
1.Regresion 517.694 1 517.694 18.831 .000
Residual 494.856 58 27.492
Total 1012.550 59
The F-value from the table above indicates a value of 18.831 which is substantially high and confirming that the
model of Performance Rewards and teacher performance is a valid model. The p-value of 0.000 in the table is
less than 0.05 significance level and therefore the model is good and can hold.
The r square value in table 10 shows that Performance Rewards can explain 71.5% of the variable in teacher
performance holding constant other factors.
Table 10: Performance Rewards Model summary
Model R R square Adjusted R square Std Error of the
estimate
1 .715 .511 .484 5.24328
The findings demonstrate that Performance Rewards has a substantially high effect on the teacher performance
of commercial banks in Kenya. This affirms the work of Mumanyire (2005) the most important motivator to the
teacher is money which can be in form of salaries, allowances, wages, bonuses, duty allowances and other
monetary rewards.
3.4 Multi-linear Regression Model
To analyze the effect of financial rewards as measured by teachers’ salaries, non financial rewards as measured
by promotion returns and performance rewards as measured by bonus pay on the performance of teachers in
Kenyan secondary schools a multi-linear regression equation if the form Y=a =b1x1+b2x2+b3x3+b4x4+ei was used.
The results were as shown in table 11 below
Table 11: Multi linear Regression coefficients
Unstandardized
coefficients
Standardized
coefficients
Model B Std Error Beta T sig
1 constant 29.761 12.761 2.300 .035
Salary .003 .000 .149 .726 .041
Promoreturn .004 .000 .192 .398 .032
Bonuspay .006 .002 .698 2.650 .017
The model was therefore Y = 29.761 + 0.003X1 + 0.004X2 + 0.006X3. The beta values indicate that 14.9 % of
the variation in teacher salary can be explained by variation teacher performance while 19.2% of the variation in
teacher performance can be explained by the change in promotion return. The variation in teacher performance
can also be explained by the variation in Bonus pay to the extent of 69.8%. This indicates that bonus pay has the
greatest effect on teacher performance in the Kenyan schools. This finding could be attributed to the fact that
teachers are economically strained and bonus appreciation of their efforts is a direct motivator for them to work
harder and efficiently.
The ANOVA table 12 below indicates that the F-value of the model was 6.159 which was significant indicating
that the multi linear regression model is a good model. Equally the P- values showed values less than 0.05
significance level. This as well indicates that the model is good and can hold.
Table 12: Multi linear Regression ANOVA
Model Sumof squares df Mean square F Sig
1 Regression 542.640 4 180.880 6.159 .006
Residual 469.90 55 29.369
Total 1012.550 59
Table 13: Multi linear Regression Model summary
Model R R square Adjusted R square Std Error of the
estimate
1 .732 .536 .449 5.41935
7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
73
The value of r square when all variables were operating at the same time was 53.6%.This demonstrates that
variation in teacher performance can be explained by the variations in teacher’s salary, promotion return and
bonus pay. Other factors that affect teacher performance would explain 46.4% of the variation in teacher
performance
4.0 Conclusion
This study examined the effects of motivation on teacher’s performance of secondary schools in Nyamira
district, Nyamira County. A total of 152 teachers, 14 principal and 14 deputy principals from 14 schools
participated in the study. The respondents were teachers employed by the government which implies teachers
were already conversant with the the motivators in their schools and they were able to assess how such
motivators had affected their performance at work. The study found out that motivation was necessary for high
performance of teachers. This calls for attention of all stakeholders to consider motivation as key to
performance.
4.1 Effects of extrinsic motivation on teacher’s performance
The findings showed that teachers benefited most from monetary motivators.The majority of the respondents
joined teaching because they had interest in teaching, and others joined because they had no better option.24.1%
of the respondents indicated that financial motivation was key to meet their needs with increase in the cost of
living.75.9% can be explained by the other factors. The inadequacy of salary of secondary school teachers was
stressed by one principal that “most teachers are not satisfied with the amount of money the government pays
them .Its indeed inadequate. The cost of living has gone up and most teachers find it difficult to meet daily
expenses like transport , house rent, food, medicare and school fees for their children’’. As a form of motivation,
therefore salary was insufficient to motivate teachers and increase their performance. Therefore the need to have
private tuition, remedial teaching which they teach and at the end are given a token of appreciation hence
increase the performance. Despite low motivation, f the majority of the respondents indicated that their
performance was good as indicated by 50.4% of the respondents which implies that the majority of the teachers
performed their activities as expected.
4.2 Effects Intrinsic Motivation on Teachers Performance
Research findings showed that majority of the respondents were intrinsically motivated by their work and this
was encouraged by the learner’s performance. The respected accorded by the community, the nature of their
teaching, job satisfaction and career development were key for intrinsic motivation. The majority of them 55.8%
indicated that intrinsic motivation had t a small extent increase their performance. This also implied that increase
intrinsic motivation increased the performance of teachers. The study concluded that the majority of respondents
had intrinsic motivation evidenced by increase in recognition, job satisfaction, career development, commanding
control over students challenging and competitive nature of the teaching profession. A significant positive
relationship between intrinsic motivation and performance of teachers was also found to exist, (r=0.437; sig =
0.000) at 0.05 level of significance which implies that increase in intrinsic motivation would increase the
performance.
4.3 Effects of Teachers Rewards on Performance
The findings had high effect on the teacher performance of commercial banks in Kenya. 14.9% of the variation
in teacher salary can be explained by variation teacher performance. 19.2% variation in teacher performance can
be explained by the variation in promotion and 69.8% by bonus pay. In conclusion the findings could be
attributed to the fact that teachers are economically strained and bonus appreciation of their efforts is a direct
motivator for them to work harder and efficiently. (r=53.6%) indicates that variation in teacher performance can
be explained by the variation in teacher salary, promotion return and bonus pay. 46.4% can be explained by other
factors
5.1 Recommendations
i) The Ministry of education should work out incentive package to motivate teachers in secondary schools in
Kenya. Attention should be made to increase teachers’ salaries since they are always low as evidenced by their
strikes year in year out.
Increase in their salaries, they will be devoted more to their job hence they will perform.
ii) Non financial motivation should be provided to teachers. However lower impact on performance but together
with financial motivation can make a bigger impact on teacher’s effort to work hence increase their performance.
iii) Regular inspection to school teachers by the ministry should be encouraged to monitor progress on
motivation, if not provided, they should take responsibility to ensure strategies are put in place to bring in the
idea of motivation to teachers.
5.2 Suggestions for further research
The research suggests for further research in motivation of teachers especially in the following areas,
8. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.30, 2014
74
i) Effects of promotion on teachers performance
ii) Impact of merit pay on teacher performance
iii) Effects of bonus pay on teacher performance
iv)The impact of motivation in enhancing teacher performance
References
Anaoui, F. & Fell, P. (2002). Have been appraised? A survey of the university administrative staff. The
international journal of Educational Management.http:/dadini.emeraldinsight.com. Accessed 2004 -01-
27.
Armstrong, M. (2006). A hand book of Human resource management practice 10th
Edition, Cambridge, UK.
University Press.
Armstrong, M., Murlis ,H (2007). Rewards management: A Handbook of Remuneration strategy and practice.
London. Kogan pages limited.
Bennell, P. (2004). Teacher motivation in developing countries; paper prepared for DFID, Brighton: knowledge
and skills for development.
Evans, L. (1999). Teacher Morale, job satisfaction & motivation London: Paul Chapman Publication.
Green, B. (1992). Performance and Motivation Strategies for today’s work force. A guide to expectancy theory
applications, USA. Greenwood publishing Group, Inc.
Gunter, M .(2002). Teacher appraisal 1988-1998: A case study. School Leadership & Management 22: 61-72.
Hertzberg, F. (1966). Work and nature of man, New York: Crowell publications.
Maicibi, A. (2003). Pertinent issues in employees’ management: human resource and educational management.
Kampala. Net Media Monitor Publishers.
Mugenda, O. & Mugenda, A. (2003) Research Methods. Qualitative and Quantitative Approach. Nairobi: Acts
Press.
Mumanyire, M. (2005). Factors affecting teacher motivation in secondary schools in Mukono district,
unpublished (masters of education) dissertation, makerere university, kampala, Uganda.
Murnane, J. (1987). Understanding teacher attrition, Harvard Educational Review, 57:177-187.
Spear, M, Gould ,K. and Lee, B. (2000). Who would be a prospective and practicing teachers, London: National
foundation for educational research.
Spear, M., Gould, K. and Lee, B. (2000). Who would be a Teacher? A review of factors motivating and
demotivating and practicing of teachers; London: National foundation for Educational research.
Sylvia, D. and Hutchinson,T. (1994). What makes Ms. Johnson teach? A study of teacher voice and vision in the
narrative of rural South African and Gambian primary school teachers’ international journal of
educational development 18:393-403.
Taylor, W. (1911). Principles of scientific management, Harper, New York.
9. Business, Economics, Finance and Management Journals PAPER SUBMISSION EMAIL
European Journal of Business and Management EJBM@iiste.org
Research Journal of Finance and Accounting RJFA@iiste.org
Journal of Economics and Sustainable Development JESD@iiste.org
Information and Knowledge Management IKM@iiste.org
Journal of Developing Country Studies DCS@iiste.org
Industrial Engineering Letters IEL@iiste.org
Physical Sciences, Mathematics and Chemistry Journals PAPER SUBMISSION EMAIL
Journal of Natural Sciences Research JNSR@iiste.org
Journal of Chemistry and Materials Research CMR@iiste.org
Journal of Mathematical Theory and Modeling MTM@iiste.org
Advances in Physics Theories and Applications APTA@iiste.org
Chemical and Process Engineering Research CPER@iiste.org
Engineering, Technology and Systems Journals PAPER SUBMISSION EMAIL
Computer Engineering and Intelligent Systems CEIS@iiste.org
Innovative Systems Design and Engineering ISDE@iiste.org
Journal of Energy Technologies and Policy JETP@iiste.org
Information and Knowledge Management IKM@iiste.org
Journal of Control Theory and Informatics CTI@iiste.org
Journal of Information Engineering and Applications JIEA@iiste.org
Industrial Engineering Letters IEL@iiste.org
Journal of Network and Complex Systems NCS@iiste.org
Environment, Civil, Materials Sciences Journals PAPER SUBMISSION EMAIL
Journal of Environment and Earth Science JEES@iiste.org
Journal of Civil and Environmental Research CER@iiste.org
Journal of Natural Sciences Research JNSR@iiste.org
Life Science, Food and Medical Sciences PAPER SUBMISSION EMAIL
Advances in Life Science and Technology ALST@iiste.org
Journal of Natural Sciences Research JNSR@iiste.org
Journal of Biology, Agriculture and Healthcare JBAH@iiste.org
Journal of Food Science and Quality Management FSQM@iiste.org
Journal of Chemistry and Materials Research CMR@iiste.org
Education, and other Social Sciences PAPER SUBMISSION EMAIL
Journal of Education and Practice JEP@iiste.org
Journal of Law, Policy and Globalization JLPG@iiste.org
Journal of New Media and Mass Communication NMMC@iiste.org
Journal of Energy Technologies and Policy JETP@iiste.org
Historical Research Letter HRL@iiste.org
Public Policy and Administration Research PPAR@iiste.org
International Affairs and Global Strategy IAGS@iiste.org
Research on Humanities and Social Sciences RHSS@iiste.org
Journal of Developing Country Studies DCS@iiste.org
Journal of Arts and Design Studies ADS@iiste.org
10. The IISTE is a pioneer in the Open-Access hosting service and academic event management.
The aim of the firm is Accelerating Global Knowledge Sharing.
More information about the firm can be found on the homepage:
http://www.iiste.org
CALL FOR JOURNAL PAPERS
There are more than 30 peer-reviewed academic journals hosted under the hosting platform.
Prospective authors of journals can find the submission instruction on the following
page: http://www.iiste.org/journals/ All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than those
inseparable from gaining access to the internet itself. Paper version of the journals is also
available upon request of readers and authors.
MORE RESOURCES
Book publication information: http://www.iiste.org/book/
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische Zeitschriftenbibliothek
EZB, Open J-Gate, OCLC WorldCat, Universe Digtial Library , NewJour, Google Scholar