Influence of Institutional Motivational Practices on Teachers' Performance in Public Secondary Schools in Taita/Taveta County, Kenya
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Motivation of teachers is integral to performance because it influences teacher's actions and behavior towards the intended and desired goals. How and to what level the teachers are motivated will determine the efforts that are exerted at a particular time, situation and on a task-assignment. The purpose of this study was to establish whether teacher motivation and performance in public secondary schools in Taita/Taveta County was ascribable to the influence of institutional based motivational practices. The purpose of the study was guided by four objectives: to find out how teachers perceived the state of their motivation to work; to establish which motivational practices were prevalent; to ascertain the state of teachers' performance; and to establish the relationship between institutional motivational practices and teachers' performance in public secondary schools in Taita/Taveta County. Secondary data on the influence of motivation and motivational practices on teacher performance was reviewed in the form of related literature. The study adopted descriptive research design; and used both qualitative and quantitative data. The target population was 1021 consisting of all the 658 TSC employed teachers comprising of 540 teachers, 59 Deputy Principals and 59 Principals; and 354 PAR from 59 public secondary schools of Taita/Taveta County. The respondents comprised 87 teachers, 14 deputy principals, 10 principals and 36 PAR. Data was collected using questionnaires and interviews, analyzed with the aid of SPSS Version 21 and presented by means of descriptive statistics mainly frequencies and percentages. The study found that in spite of schools having adopted various motivators and hygiene factors, teachers perceived their motivation to work to be low and that institutional motivational practices were not highly prevalent. These were attributed to weak and haphazard implementation as revealed by lack of adequate institutional motivational policies. Further, the study found out that teachers were performing averagely in their task areas. Institutional motivational practices were found to influence teachers' performance in all areas but highly in six areas namely: knowledge and understanding of instructional practices in teachers' areas of specialization, participation in co-curricular activities, willingness to commit more time to guide and counsel learners, willingness to take extra responsibilities, preparation of schemes of work in time at the beginning of the term/year and willingness to take-up assignments given by the administrators. The study therefore recommended that schools should evaluate their institutional motivational policies, come up with clear policies and as a precursor entrench practices that involve no cost such as praises and commendations so as to enhance institutional teacher motivation. Teachers on the other hand, should take cognizance of the need to motivate the learner through professional undertakings; while the Ministry of Education, Science and Technology should design educational programmes through the necessary institutions such as the Kenya Education Management Institute (KEMI) to guide principals of schools, the Boards of Management and the Parents' Associations on how best to policy institutional motivational practices and enhance their influence on teachers' performance.