Relationship between teachers' motivation and their work performance in pre-primary schools in Kenyenya District, Kisii County, Kenya

Abstract

Teacher motivation is very important in schools. When teachers' motivation is high they feel good about themselves and may influence their performance. Intrinsic and extrinsic factors affect teacher motivation. Extrinsic motivation results from the attainment of externally administered rewards while intrinsic motivation is an inducement derived from within a person or from the activity itself and positively affects behaviour and work performance. The purpose of the study was to investigate the effect of pre-primary school teachers' motivation on their work performance. The study also explored the techniques used by head teachers to motivate pre-primary school teachers to improve their work performance. This study was guided by Maslow Hierarchy of needs theory. A descriptive survey design was employed in this study. The dependent variable in this study was work performance of pre-primary school teachers. The independent variables were teacher motivation, motivation techniques, and type of school. The study was conducted in Kenyenya district in Kisii County. The population in this study was pre-primary school teachers and head teachers in both public and private pre-primary schools in Kenyenya district. Stratified and random sampling techniques were used to select the sample for the study. The sample of the study includes all pre- primary school teachers from the sampled schools. A questionnaire was used to collect data from the schools. The instruments were piloted with pre-primary school teachers in two pre-primary schools both public and private. Validity of the instruments was measured using content validity and was achieved by ensuring that items in the questionnaire covered all variables of the study. Test re-test method was used to measure the reliability of the instruments as a way of improving them. The descriptive statistics calculated in this study include frequencies, means and percentages. Inferential statistics calculated include t-test and Pearson r. HOI was tested using t-test, while H02 was tested using Pearson r. Results from the data analysis revealed that the majority of the ECDE teachers have the minimum professional qualifications. A good number of pre-primary school teachers were motivated by internal factors as opposed to external rewards. Study findings also indicated that there was a positive relationship between intrinsic motivation and performance of teachers in Pre- Primary Schools in Kenyenya District. Majority of the teachers were affected by extrinsic motivational factors. Teachers appeared to like positive motivational techniques therefore head teachers should use appropriate motivational techniques. In order to improve pre-primary teachers' motivation and work performance stakeholders should collaborate to ensure they provide the much required resources. For instance there is an urgent need for the government to employ pre-primary teachers