Effects of teacher motivational styles by principals on Students academic performance in Kenya Certificate of Secondary Education, Migori District, Migori County Kenya
Awiti, Jael Atieno
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The purpose of the study was to investigate the effects of teacher motivational styles by principals on students' academic performance in Kenya Certificate of Secondary Education. Three research objectives were formulated to guide the study namely; (1) to examine the effect of affiliation motivation on KCSE performance, (ii) to establish the effect of achievement motivation on KCSE performance and (iii) to find out the effect of power motivation on KCSE performance. The study targeted principals and teachers of public secondary schools in Migori District, Migori County. The district has 32 public secondary schools with approximately 540 teachers. Random sampling technique was used to select teachers, while purposive sampling technique was used to select the principals. A sample of 150 teachers and 10 principals was included in the study. Questionnaire was used to collect the data from teachers while interview schedule was used to collect data from principals. To test the reliability of the instruments Cronbach coefficient Alpha formula was used and it yielded a coefficient of 0.805. Statistical Package for Social Sciences (SPSS) was used to analyze the quantitative data while qualitative data was analyzed thematically. Data was analyzed using descriptive, correlation and regression analysis and presented in tables. The study found that affiliation motivation has a significant and positive effect on academic performance. This was evidenced by the fact that teachers in their schools prefer having contact with their fellow teachers as indicated by 54.9%. 36.1% of the respondents strongly agreed that there is high level of personnel interaction between their staffs. Affiliation Motivation was (P=0.490, t=6.846, p<0.05).It was found that power motivation has a significant and negative effect on teacher motivation. This was evidenced by 47.2% who moderately agreed that they are allowed to make their own decisions. 42.4% agreed that teachers have control over their own work. 34% moderately agreed that teachers take initiative in making things happen in their school, while 55.6% agreed that they persuade and influence each other. Power Motivation was (P=-0.376, t= -6.165, p<O.05).The study also found that achievement motivation has a significant and positive effect on academic performance. This was indicated by 37.5% who agreed that teachers are encouraged and given opportunity in setting their own goals, 38.2% agreed that they have independence of doing their work, and 38.2% agreed that the school has feedback mechanism regarding their work. Achievement Motivation was (P=O.329, t=4.515, p<O.05). From the findings of the study, teachers are encouraged and given opportunity to set their goals as well as independence of doing their work. Feedback mechanism has been instituted regarding teachers work and there is notable cooperation between teaching staff. The study recommends that teachers be allowed to make their own decisions, have control over work and have independence of doing their work. This will enable them to take personal responsibility and to be goal oriented. Finally, another study should be done on effects of extrinsic and intrinsic motivation on students' academic performance in national examinations.