Relationship between teachers' motivation and their work performance in pre-primary schools in Kenyenya District, Kisii County, Kenya
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Date
2014
Authors
Nyakundi, Jerusha Sophia
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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
Description
Master of Education (Early Childhood Studies) in the School of education, Kenyatta University, 72P. December 2014. LB 2840 .N9