Principals’ Motivational Strategies and their Implications on Teachers’ Job Performance in Public Secondary Schools in Mombasa County, Kenya

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dc.contributor.advisorDaniel Mbirithi Mangeen_US
dc.contributor.authorOkwatsa, Deborah Wangari
dc.date.accessioned2022-04-28T09:28:16Z
dc.date.available2022-04-28T09:28:16Z
dc.date.issued2021
dc.descriptionA Research Project Submmitted to the School of Education, Department of Educational Management, Policy and Curriculum Studies, in Partial Fulfilment for the Award of Degree of Master of Education of Kenyatta University, June, 2021en_US
dc.description.abstractThe study purposed to assess principals’ teacher motivation plans and the implication on teachers’ job performance in public secondary schools in Mombasa County, Kenya. The problem statement shows the significance of the aim of the study which found obtainable influence of Principals’ motivational approaches on teachers’ job accomplishment of their job which is crucial to students’ job performance. The following objectives directed the study: to establish the effect of rewarding on teachers’; to establish the inference of principals’ recognition of teachers’ efforts and to determine the implication of principals’ support for professional development of teachers’ on their job performance in public secondary schools in Mombasa County. The study used expectancy theory of motivation and two-factor motivation theory. A cross sectional survey research design was used in the study. The study targeted principals and teachers of public secondary schools in Mombasa County. A sample size of 228 respondents was used. The main tool for data collection were questionnaire. Pearson Correlation Coefficient (r) was calculated at 0.72 to determine reliability of instruments. The Statistical Package for Social Sciences (SPSS) was used to analyse quantitative (‘soft’ data); the software has a systematic coding that sort materials into groups based on hierarchy, assigning colours, weights and defining variables to text segments. Quantitative data being the ‘hard’ data that can be broken down into coherent pieces was analysed by use of data tabulation techniques and descriptive statistics. It entailed attaining total scores for every subject in the study and presenting statistical data in frequency distribution tables via descriptive statistics. The findings showed the principals and teachers believed rewarding teacher encouraged their job performance positively and extensively. It also found regular recognition of teachers’ effort had a positive impact on teachers’ job performance. This was also encouraged with positive working environment created by the principal. The study concluded that principals’ support reward system, professional development and recognition had positive effect on teachers’ job performance. The study recommended that principals should improve the extrinsic motivation factors. The head teachers should also maximize on a more reward-oriented system as opposed to the punitive strategy to facilitate effective teacher job performance.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23688
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectPrincipals’ Motivational Strategiesen_US
dc.subjectImplicationsen_US
dc.subjectTeachers’ Job Performanceen_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectMombasa Countyen_US
dc.subjectKenyaen_US
dc.titlePrincipals’ Motivational Strategies and their Implications on Teachers’ Job Performance in Public Secondary Schools in Mombasa County, Kenyaen_US
dc.typeThesisen_US
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