Effect of Teacher Motivation on Performance in Private Secondary Schools in Hodan District, Mogadishu Somalia

Abstract

Motivation plays an important role for teachers because it drives them to attain predetermined goals. Due to poor academic performance in private secondary schools in Somali, the objective of this research was to determine the influence of teacher motivation on school performance in Hodan District, Mogadishu, Somalia. The objectives of the study were to analyze the effect of rewards, workplace environment, incentives and performance appraisal on school performance in private secondary schools in Hodan District, Mogadishu, Somalia. The study was based on Herzberg’s Motivation Theory. The results of this study will help school leaders and other stakeholders in education to recognize motivational challenges that influence the job performance of teachers. The researcher used the design of the correlation analysis. The study was located at Hodan District, Banadir region, Somalia, where school performance was expected to be low. The target population was 120 teachers in 3 private secondary schools in Hodan district. Using Slovene’s formula, the study arrived at a sample size of 92 respondents which were sampled from the three private secondary schools using systematic random sampling. Questionnaires and interview schedules were used to gain knowledge from the students. In one private secondary school in Hodan District, a pilot study was carried out and the school did not participate in the main study. The validity of the instruments was determined by experts by content analysis, while reliability was determined by the test-retest process. The alpha coefficient of 0.801 was obtained by Cronbach, which indicated that the instrument was accurate. To summarize details, descriptive statistics including frequencies and percentages were used while regression analysis was used to evaluate the effect of independent variables on the dependent variable. rewards and recognition had a significant effect on school performance with a p value of 0.003 which indicated a positive correlation between rewards and recognition and school performance. In addition, the study established that workplace conditions influenced school performance with p value of 0.002, which is less than 0.05 which shows that there is a positive relationship between working conditions and school performance. Further, the study established that performance appraisal significantly influenced school performance; this was indicated by a p value of 0.000, which is less than 0.055, which means that performance appraisal had a very significant effect on school performance. Finally, the study established that incentives influenced school performance which was indicated by p value of 0.000 which is less than 0.05, suggesting that incentives had a very significant effect on school performance in private secondary schools in Hodan District, Mogadishu Somalia The study recommended that school managers and heads of schools need to reward teachers, give incentives, create good working environment and use performance appraisal to increase teachers’ motivation thus better school performance.