Browsing by Author "Ndirangu, Loise Wanjiku"

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    Influence of Principals’ Financial Incentives and Exceptional Performance Recognition on Teachers’ Work Performance in Public Secondary Schools in Kenya
    (International Academic Journal of Social Sciences and Education, 2024-10) Ndirangu, Loise Wanjiku; Mungai, Joseph G.
    There is low motivation among the teachers in public secondary schools in Githunguri SubCounty. This has directly impacted their work performance especially in the quality of service delivery to learners. Motivation is a human resource management strategy that can be utilized to improve the work performance of employees. In the education sector, school principal is utilized this strategy to increase teachers' output. Consequently, the goal of this research was to explore how principals’ motivation strategies influence the work performance of teachers in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya with a bid to suggesting how the teachers’ productivity at their work stations can be improved through motivation. The specific objectives of the study were to establish the effect of the financial incentives on the teachers’ work performance and to assess how recognition of exceptional performance affect teachers’ performance of their work. The study was anchored the Herzberg’s Two-Factor Theory of Motivation. The study employed a descriptive research design and targets to gather information from a sample of 180 participants who were teachers and principals using stratified and simple random sampling methods. The primary research tool was the questionnaire, which was used to gather quantitative data. The Statistical Package for Social Sciences, Version 25, was utilized to evaluate the data into descriptive and correlational statistics. Descriptive statistics were analyzed into measures of central tendencies such as percentages, frequencies, means and measures of dispersion such as standard deviations. The study also employed Pearson’s Product Moment Correlation Model and a linear regression model to test the direction, strength and predict the association among the dependent and the independent variable of the study. The findings of the analysis were presented in form of tables, and graphs while qualitative data gathered from focused group discussions were shown using thematic analysis and holistic description. The study ensured that ethical considerations were upheld so that the findings were credible. The findings revealed that financial rewards, and teachers' recognition have an impact on teachers' job performance. The significance of these factors is indicated by the p-values of 0.023 and 0.046, are less than 0.05, implying a statistically significant relationship. The study concludes that financial rewards, and teachers' recognition positively influence teachers' job performance, as the observed relationships are statistically significant. The study recommends that principals to consider the implementation of financial incentives as a motivational strategy. By offering financial rewards such as bonuses based on performance, principals can effectively motivate teachers to excel in their roles. However, it's crucial to ensure that these incentives are transparent, fair, and tied to measurable outcomes to avoid any potential feelings of inequity or demotivation among teachers. The principals should prioritize the recognition of teachers' efforts and achievements. This can be achieved through various means such as verbal praise, awards, or acknowledgment in staff meetings.
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    Principals’ Motivation Strategies and Teachers’ Work Performance in Public Secondary Schools in Kiambu County, Kenya
    (Kenyatta University, 2025-03) Ndirangu, Loise Wanjiku
    Teachers in public secondary schools in Githunguri Sub-County face low levels of motivation, which negatively impacts their performance and the quality of education they deliver to students. Motivation, a key strategy in human resource management, plays a crucial role in enhancing employee productivity and effectiveness. In the context of schools, principals can leverage motivational strategies to improve teachers' performance and overall job satisfaction. Therefore, this study aimed to examine how principals’ motivation methods affect teacher performance in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya. The study also aims to find ways to enhance teachers' productivity through motivation. The study objectives were; to explore the effect of the financial incentives on the teachers’ work performance; to assess how recognition of exceptional performance affects teachers’ performance of their work; to determine the extent to which delegation of responsibilities to teachers influences their work performance; and to investigate how the provision of prompt feedback to teachers influences their work performance. This research is based on Herzberg’s Two-Factor Theory of Motivation. It adopted a descriptive research design and collected data from 180 participants, including teachers and principals chosen through stratified and simple random sampling techniques. The primary tool for data collection was a questionnaire, which gathered quantitative information. The data was analyzed using descriptive and correlational statistics with the help of the Statistical Package for Social Sciences (SPSS) Version 25. Utilizing descriptive statistics, the data was examined using means, standard deviations, frequencies, and percentages. Also, Pearson’s Product Moment Correlation Model and a linear regression model were used to examine the relationships between the independent and dependent variables. The results were presented using tables and graphs, while qualitative data from focus groups were analyzed thematically. Ethical considerations were maintained to ensure the findings' credibility. The findings showed that financial rewards, recognition of teachers, delegation of tasks, and timely feedback from principals positively affect teachers' job performance. The significance of these factors is highlighted by p-values of 0.023, 0.046, 0.037, and 0.032, all of which are below 0.05, indicating a significant relationship. The study concludes that financial incentives, recognition, delegation of duties, and prompt feedback all positively influence teachers' performance, as these relationships are statistically significant. It is recommended that principals implement financial rewards as a motivation strategy. Offering bonuses based on performance can effectively encourage teachers to excel. It is essential to ensure that these incentives are fair, transparent, and linked to measurable outcomes to prevent feelings of inequity among teachers. Moreover, principals should recognize teachers’ efforts and accomplishments through methods such as verbal praise, awards, or acknowledgment during staff meetings.