Teacher Motivation Practices and Employee Performance in Selected Public Primary Schools in Nairobi County
| dc.contributor.author | Owacko, Dorine Carolyne | |
| dc.date.accessioned | 2026-02-10T09:44:18Z | |
| dc.date.available | 2026-02-10T09:44:18Z | |
| dc.date.issued | 2025-08 | |
| dc.description | A Research Project Submitted to the School of Law, Arts and Social Sciences. In Partial Fulfilment of the Requirements for the Award of the Degree of Master of Public Policy and Administration of Kenyatta University, August, 2025 Supervisor: | |
| dc.description.abstract | Teacher motivation plays a critical role in enhancing job performance and overall educational outcomes. This study examines the influence of both financial and non-financial motivation practices on teacher job performance in public primary schools in Westlands Sub-County, Nairobi. The research also aimed at exploring the extent to which work life balance influences employee performance among selected public primary schools in Westlands sub-county. The study adopted a mixed-methods approach, integrating both quantitative and qualitative data to provide a comprehensive analysis. Descriptive research design was employed, targeting 275 teachers and 24 school head teachers as key respondents. Data was collected through structured questionnaires and interviews, ensuring a balanced representation of perspectives. The analysis was conducted using statistical techniques, including descriptive statistics such as frequencies, percentages and means, to establish relationships between motivation practices and job performance indicators. Findings reveal that financial motivation, including timely salary payments and allowances, significantly enhances teacher commitment and effectiveness. However, salary dissatisfaction and delays emerged as key demotivating factors, contributing to absenteeism and reduced engagement. On the other hand, non-financial motivators, such as recognition, career growth opportunities, and professional development, were found to be equally, if not more, influential in sustaining long-term motivation and performance. Schools with structured mentorship programs, opportunities for skill enhancement, and positive work environments reported higher levels of teacher satisfaction and engagement. Despite the existence of motivation practices, the study highlights gaps in implementation, with some schools offering inconsistent incentives. The findings suggest that a holistic approach, one that combines both financial and non-financial motivators, is essential for improving teacher job performance. The study recommends that education policymakers, school administrators, and stakeholders prioritize structured and sustainable motivation frameworks to enhance teacher effectiveness. Further research should explore long-term impacts of motivation strategies and their role in shaping educational outcomes in diverse learning environments | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32345 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Teacher Motivation Practices and Employee Performance in Selected Public Primary Schools in Nairobi County | |
| dc.type | Thesis |