Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya

Abstract

Teachers’ participation in the management of change has been highlighted as a significant contributor to teacher motivation. The purpose of this study was to establish the level of teachers’ participation in management of school change in the secondary schools and its effect on teachers’ motivation. The objectives of the study were to establish: the effect of teachers’ level of participation in management of curriculum and instruction on their motivation, the effect of teachers’ level of participation in management of physical facilities on their motivation, the effect of teachers’ level of participation in management of students’ and teachers’ activities on teachers motivation, the effect of teachers’ level of participation in management of school-community partnership on teachers’ motivation and the effect of teachers’ level of participation in management of school financial resources on teachers’ motivation. The study was anchored on Change Management Model and Hertzberg Motivation Theory. The study used correlation design. Proportional stratified random sampling technique was used to select a sample size of 403 respondents comprising of 58 principals and 345 teachers. Data were collected using questionnaires for teachers and principals and self-administered check list. The study used Quantitative statistics. Means were computed to compare the teachers’ and principles opinions on the level of teachers’ participation in management of change. Mean of below 2.00 was considered low level, mean between 2 to 3.5 was moderate whereas as mean above 3.5 was regarded high level. Simple and multiple Regressions was used to establish the effect of teachers’ level of participation in the management of curriculum and instruction, physical and material resources, students’ and teachers’ activities, schoolcommunity partnership and financial resources on teachers’ motivation. The study established that teacher were at different levels of participation in the five areas of school management (means were between 2.00 and 5.0).In objective one, the study revealed that teachers’ level of participation in management of curriculum and instruction had a statistical significant effect on their motivation ( = .28, p-value< .01). In objective two, the study showed a statistical significant relationship between teachers’ level of participation in the management of physical facilities and their motivation ( = .399, p-value< .01). For the third objective, it was found that teachers’ level of participation in the management of students’ and teachers’ activities had a statistical significant effect on teachers’ motivation ( = .652, P-value< .01). In the fourth objective, the study established that teachers’ level of participation in the management of school community-relations significantly affected their motivation ( = .641, p-value< .01). For the fifth objective, it was found that teachers’ level of participation in management of school finances had a statistical significant effect on teachers’ motivation ( = .35, p-value< .01). It was concluded that teachers’ level of participation in the management of the five task areas of school management was a positive determinant of teachers’ motivation. It was recommended that schools embrace participatory structures that encourage high levels of teachers’ participation in management of change in order to increase their motivation. The study recommended sensitization of school principals and other stakeholders on the need for teachers’ participation in management of school change through their conferences workshops.