Assessment of Motivation of Teachers in Primary Schools in Embu and Kirinyaga Counties, Kenya
DOI:
https://doi.org/10.23918/ijsses.v8i4p83Keywords:
Incentives, Intrinsic Motivation, Extrinsic Motivation, Motivation-Hygiene TheoryAbstract
Motivation of teachers plays an essential function in promotion and production of quality education in the world and Kenya in particular. It is critical to establish the role played by motivation of teachers in the stimulation and realization of an engaged and focused learner in the teaching and learning process. This study sought to assess the motivation of teachers in primary schools in Embu and Kirinyaga counties in Kenya. The study was guided by the following objectives, which were to; examine the status of motivation of primary school teachers and to compare the motivation of primary school teachers in Embu and Kirinyaga counties in Kenya. The study was guided by the Herzberg’s motivation-hygiene theory due to its theoretical framework. The Correlational research design was adopted for the study. The population that was targeted consisted of all public primary schools which were, 384 in Embu and 199 in Kirinyaga County while teachers in the two counties were 3,923 and 2,925 in Embu and Kirinyaga counties respectively. The sample was selected using the Mugenda & Mugenda (2003) criteria of 10-30% where the lower figure was used yielding a sample of 234 respondents, comprising of 58 head teachers, 58 schools’ Board of Management (BOM) chairpersons and 116 teachers. The two (2) County Quality Assurance and Standard Officers (CQASO) from the two counties were selected using the purposive sampling technique. The questionnaires and interview schedules were used for data collection. The questionnaires were administered to both the head teachers and teachers, whereas the interview schedule was for the CQASOs and BOM chairpersons. Data was analyzed using both descriptive and inferential statistics with aid of Statistical Package for Social Sciences (SPSS) version 21.0. Results of the data were presented using tables. From these results it is concluded that the motivation of teachers was very high at over 80.6%. The study recommends the need to sustain and strengthen the incentives given to teachers in the two counties.
References
Adelabu, N. A (2005). Teacher motivation and incentives in Nigeria. Eldis: Document Store.
Akyeampong, K. & Bennel P. S. (2003). Research project application to DFID: Teacher motivation and incentives in low-income developing countries. Brighton: Knowledge and Skills for Development.
Akyeampong, K., & Asante, K. (2005). Teacher motivation and incentives. Brighton: Centre for International Education, University of Sussex.
Alcazar, L., Rogers, F. H., Chadhury, N., Hammer, J., Kremes, M. & Muralidharan, K. (2006). Why are teachers absent? Probing service delivery in Peruvian primary schools. International Journal of Educational Research, 45 (3), 117-136.
Ayaydin, M., & Tok, M. (2015). Investigation class teachers’ opinion about motivation factors (Gaziantep Sample), Turkish studies -International periodical for the languages, literature and history of Turkish or Turkic, 10(11), Summer 2015, Ankara/Turkey. 187-200. https://doi.org/10.7827/TurkishStudies.8530
Bennell, P & Mukyanuzi, F. (2007). Is there a teacher motivation crisis in Tanzania, Knowledge and skills for development: Brighton?
Bennell, P. (2014). Teacher motivation and incentives in Sub-Saharan Africa and Asia. Brighton: Knowledge and skills for development.
Brown, D.L. (2003). Challenges for rural Africa in the 21st century. University Park PA; Pennsylvania state university press.
Chandrasekar, K. (2011). Workplace environment and its impact on organisational performance in public sector organisations. International Journal of Enterprise Computing and Business Systems, 1 (1), 1-19.
Dooley, K. E., Linder, J. R., & Dooley, L. M. (2005). Writing instructional objectives. In K.E. Dooley, J.R.
Linder & L.M. Dooley (Eds), Advanced Methods in Distance Education; Application and Practices for Educators, Administrators and Learners (pp. 118-131), Hershey, P.A: Information Science Processing.
Dornyei & Ushioda (2001, 2011). Teaching and researching motivation (2nd Edition), New York; Longman.
Emirbey, A. R. (2017). The relationship between school administrators’ ethical leadership behavior and teacher motivation (Denizli Province Çivril District Example). Unpublished Master’s Thesis, Uşak University.
Freire, P. (1972). Education for critical consciousness. New York: Seabury.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
Guajardo, J. (2011). Teacher motivation. Theoretical framework, situation analysis of save the children country offices and recommended strategies. Washington DC: Save the children.
Hardman, F. (2009). Changing pedagogical practice in Kenya: The impact of the school based in teacher development. York: University of York.
Hargreaves, L., & Flutter, J. (2013). The status of teachers and the teaching profession: A desk – study for education international. Unpublished. Manuscript Department of Education, University of Cambridge, UK.
Hedge, J., (2002). The importance of posting and interaction with the education bureaucracy I becoming a teacher in Ghana. International Journal of Education Development, 22, 353-366.
Herzberg, F. (1966). Work and nature of man. Cleveland. OH: World Publishing Company.
Iliya, A., & Ifeoma, L. G. (2015). Assessment of teacher motivation approaches in the less developed countries. Journal of Education and Practice, 6(22), 10-18.
Kadzamira, E. C. (2006). Teacher motivation and incentives in Malawi: Centre for educational research and training. University of Malawi. Unpublished.
KNEC. (2010). Monitoring learner achievement; study for class three in literacy and numeracy, June (NASMLA) class 3 study. Nairobi: KNEC.
Kothari, C. R. (2014). Research methodology: Methods & techniques. New Delhi: New Age International Publications.
McKenna, E.F. (2000). Business psychology and organizational behavior: A Student Handbook. Hove: Psychology Press
Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in francophone Sub-Saharan Africa. Discussion Paper 188, Hamburg Institute of International Economics.
Mooji, J. (2008). Primary teachers, teacher’s professionalism and social class about motivation and demotivation of government school teachers in India. International Journal of Education Development, 2 (5) 508-523.
Mugenda, O. & Mugenda, A. (2003). Research methods qualitative and quantitative approaches. Nairobi: African Centre for Technology Studies Press Nakuru District Strategic Plan 2005-2010.
Mulkeen, A. (2005). Teachers for rural schools. A challenge for Africa working paper. Biennale on education in Africa (Libreville, march 27-31, 2006) Association for the development of education in Africa.
Murname, R.J., & Ganimian, A.J. (2014). Improving educational outcomes in developing countries: Lessons from rigorous evaluations. Working papers 20284. Cambridge: National Bureau of Economic Research.
Mwangi, S. (2011). Towards context based learning as a model for pre-service primary education in Kenya- A case for Meru and Igoji TTC. Ph.D Thesis Nairobi, Kenyatta University.
Nadeem, M., Rana, M., Lone, A., Maqbool, S., Naz, K., & Ali, A. (2011). Teachers competencies and factors affecting the performance of female teacher in Bahawalpur (Southern Punjab) Pakistan. International Journal of Business and Social Science, 2 (19), 1-6.
Neuman, A. J., & Forsyth, D. (2008). Teaching in the effective domain for institutional values. Journal of Continuing Education in Nursing, 39, 248-254.
Njiru, L. M. (2014). Job Satisfaction and Motivation among Teachers of Kiharu District in Kenya. Mediterranean Journal of Social Sciences, 5(5), 135-152. https://doi.org/10.5901/mjss.2014.v5n5p135
Nwachukwu, J. F (2002). The impact of the family background on the academic performance of students. Journal of the Nigerian Society for Educational Psychologists (NISEP).
Oklay, E. (2016). Leadership skills and competence areas of school administrators. Ahmet Aypay (Editor) Inspectorate of education in educational management and selection appointment and training in Turkey (pages 87-110). Ankara: Pegem.
Razzaque, A. (2013). Understanding pre-service teachers motivations for joining teaching in Pakistan (Doctoral Dissertation) retrieved from Proquest, LLC. (3593480).
Richardson, P. W., Karabenik, S. A., & Watt, H. M. G. (2014). Teacher and motivation; Theory and practice. New York: Routledge.
Sargent, T., & Hunum, E, (2005). Keeping teachers happy, job satisfaction among primary school teachers in rural northwest China. Comparative Education Review, 49 (2), 173-204.
Simion, M. K (2011). Dissertation and scholarly research: Recipes for success. Seattle, WA: Dissertation success LLC.
Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36.79-104.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession—What do teachers say? International Education Studies, 8(3), 181–192.
Smith, M. K. (2007). Paulo Freire and informal education, the encyclopaedia of informal education.[https://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/. Retrieved: insert date]
Taylor, P., & Mulhal, A. (2001). Linking learning environment through agricultural experiences enhancing the learning process in rural primary schools. International Journal Educational Development, 21, 135-148.
Ubom, I.U., & Joshua, M.T. (2004). Needs Satisfaction Variables as Predicators to Job Satisfaction of Employees: Implication for Guidance and Counseling. Educational Research Journal, Vol. 4. No.3.
Unsar, A. S. (2011). The effect of motivation on learning behavior. A field study. Academic Overview, 25, 1-15.
Uwezo (2012) Are our Children Learning? Literacy and Numeracy across East Africa August 2012. Nairobi.
Voluntary Service Overseas Report (2002). The role of volunteers in international development (Position paper). London: Voluntary Service Overseas.
Waga, R. A., & Simatwa, M.W. (2014). Hygiene and motivational factors that influence job satisfaction and dissatisfaction among teachers of public primary schools in Kisumu East and West Sub counties, Kenya: An analytical study. Department of Educational Management and Foundations, 5(8), 296-314.
Wills. B.A. (2006). Mineral processing technology, 6th ed. Pergamo Press, Oxford.
World Bank. (2009). Teacher motivation: Incentives and working conditions- policy brief. Washington D.C: World Bank.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)