Influence of motivation on teachers’ job performance in public secondary schools in Rachuonyio South Sub - County, Homa-Bay County: Kenya
Ombuya, Hesborne Nyakongo
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This study sought to investigate the influence of motivation on teachers’ job performance in public secondary schools in Rachuonyo South Sub-county. It was guided by three objectives; influence of in-service training, working conditions and promotion on teachers’ on job performance. The study was grounded on the basic assumptions that respondents would be willing to give information objectively and honestly, data collection instruments would be valid and reliable in measuring the desired outcomes and that the study sample would represent the target population in its major characteristics. Literature was reviewed against the backdrop of the key study variables and Mc Cleland’s Achievement theory provided the platform upon which the study was grounded. The study adopted a quantitative research paradigm employing a descriptive survey research design. The study targeted a population of 1568 teachers in public secondary schools in Rachuonyo South Sub-county from which a 10% sample size of 158 respondents was selected using stratified random sampling techniques. In this study, data was collected using questionnaire, whose validity and reliability were ascertained before being administered in the field for actual data collection. To ascertain the effectiveness of the data collection instruments, a pretest sample of 10% of the study sample size was used with a sample that was similar, but not the actual study sample. The questionnaire was prepared in such a manner that different items were integrated to ensure collection of maximum data, with most questions being closed ended and a few open ended, contingency and matrix items. Data was analyzed with the aid of SPSS (Statistical Packages of Social Scientists) using computer in which descriptive statistics such as frequencies and percentages were generated and presented in frequency distribution tables. The study, upon data collection realized a good questionnaire response rate of 76.43%, hence a strong justification for analysis. The study revealed that motivation was crucial in enhancing teachers’ commitment to job performance, given that most public secondary schools in Rachuonyo South Sub-county had qualified teachers and were therefore expected to perform their tasks well, yet this remained a tall order as a result of the presence of motivation gaps. It was concluded that motivation strategies such as frequent in-service training, regular promotion and the general improvement of the working conditions that formed the major study variables, were critical in enhancing teachers commitment to their tasks performance. For policy formulation, the study recommended that the administration of public schools should formulate internal motivation policies for enhancing commitment to task performance, the government to formulate policies that are geared towards improving the general working conditions in public schools to facilitate superior job performance. On further research, the study recommended an investigation of the influence of intrinsic rewards on teachers job performance, the extent to which working conditions alone influence teachers job performance, the difference in job performance between teachers in Rachuonyo and other areas in Kenya and an examination of significant negative influences of motivation.