Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya
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Date
2018-06
Authors
Kingi, Petronilla Mutinda
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
A thesis submitted in partial fulfillment of the requirements for the award of the degree of doctor of philosophy in education administration of Kenyatta University. June 2018