An analysis of motivation in teacher performance: a case of primary schools in Ekerenyo division, Nyamira district, Kenya
Omenge, Cleve Agoki
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This research was an analysis of motivation on teacher performance in primary schools of Ekerenyo Division, Nyamira District, Kenya. The objectives were three fold. First to establish type and adequacy of current motivational practices, second to find out if and how teacher qualifications among other factors influence motivation to perform, third, to find out how motivation influences teacher performance. The target population was stratified disproportionately into school management and a representative number of teachers from randomly selected schools. Simple random sampling was used to select schools and teachers. The study applied the conceptual framework developed by the author (see figure. 1), as well as primary and secondary data. A self - reporting undisguised Questionnaire, Interviews and Observations were the main instruments in collecting primary data from the field. The data collected was analyzed using descriptive and inferential statistics, and at 0.05 level of significance, Chi - Square was used to establish the adequacy of what is done to motivate teachers and how teacher motivation influences performance. The Likert scale was used to determine the weight of factors influencing teacher performance. The present motivational system has not been effective in enhancing teacher morale and motivation to perform by recognizing and rewarding the best performers. This has contributed among other factors to low productivity and dismal performance in the teaching profession. The significance of this study lies in the fact that stakeholders including school managers, Head Teachers and Policy makers will use it for decision making. The findings shall also be used to fill gaps and contribute to the existing body of knowledge on performance motivation.