INFLUENCE OF PRINCIPALS’ MOTIVATION STRATREGIES ON TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, MAKUENI COUNTY, KENYA

  • Edwin Otieno Makokha
  • Mary Mugwe Chui

Abstract

Statement of the Problem: Principals play a crucial role in providing instructional leadership by adopting motivation strategies to enhance teacher performance. However, teachers in public secondary schools in Makueni Sub-county have continued to express dissatisfaction with their professional roles, despite initiatives aimed at improving educational standards.

Purpose of the Study: To assess the influence of principals’ motivation strategies on teachers’ job satisfaction in public secondary schools in Makueni Sub-county, Makueni County, Kenya.

Methodology: The study employed a mixed-methods approach with a descriptive survey design, targeting a sample of 380 respondents (8 principals, 228 teachers, and 144 students) selected through stratified and purposive sampling. Data were collected using questionnaires and interviews, and analyzed thematically for qualitative data and through descriptive statistics using SPSS for quantitative data.

Findings: The study found that many teachers expressed dissatisfaction with their roles, attributed to principals' inability to implement effective motivation strategies. Conversely, motivated educators tend to be more satisfied with their positions and actively contribute to a collaborative and supportive learning environment, as they feel valued and appreciated.

Recommendations: Principals should establish acknowledgment systems, whether through formal awards or informal praise, to significantly boost morale. Additionally, they should encourage participation in workshops, conferences, and collaborative projects that enhance skills and knowledge.

Keywords: Principals’, Motivation Strategies, Teachers,’ Job Satisfaction, Public Secondary Schools

References

Aaronson, D., Lisa, B. & William, S. (2014). Teachers and Student Achievement in the Chicago Public High Schools, Journal of Labor Economics 25: 95–135. https://doi.org/10.1086/508733

Alarm, A., & Farid, F. (2011). Assessing leadership effectiveness in educational institutions. In Educational Leadership (pp. 75-90).

Angela, P. (2006). Teacher Motivation and Classroom Dynamics, pp. 30-50.

Byaruhanga, T. (2018). Impact of Educational Policies on Student Learning Outcomes, pp. 40-60.

Creswell, J. (2014). Research design: qualitative, quantitative and mixed methodology. Thousand Oaks, California: Sage Publications.

Dorney, J. (2001). Technology integration in K-12 classrooms. In J. Smith & R. Jones (Eds.), Innovations in education: Strategies for the 21st century (pp. 75-90). Educational Publishing.

Gizem, T. (2013). Exploring educational leadership strategies in urban schools. In Educational Leadership in Diverse Contexts, pp. 55-70.

Hornby, G. (2000). Educational leadership and curriculum development (pp. 50-70).

Iwu, C. G., Mbandi, E., & Mpofu, J. (2013). Collaborative learning in higher education: A multi-institutional study. Tanzania Education Publishers.

Kemunto, T. N. (2015). Factors Affecting Teacher Motivation in Public Secondary Schools in Thika West District, Kiambu County. Unpublished Thesis, Kenyatta University.

Luhmann, N. (2004). Systems Theory. Suhrkamp.

Nyakundi, K. (2015). Factors Affecting Teacher Motivation in Public Secondary Schools in Thika West District, Kiambu County. Med Published Thesis, Kenyatta University.

Odul, A. (2012). Teacher burnout and well-being. Teacher Well-being Journal, 1, 59-82.

Okumbe, J. A. (1999). Teacher Professional Development and Student Achievement. Teacher Development Journal, 3, 103-126.

Onyambu, C. (2014). Analysis of The Effect of Teacher Motivation on KCSE Performance: A Case of Masimba Division, Masaba South District, Kenya. Med Thesis, Kenyatta University Press.

Owens, R.G. (2008). Ethical Leadership in Educational Institutions. In Educational Leadership Ethics Journal, pp. 43-66.

Robbins, S. (2012). Leadership Styles in Corporate Environments. In Corporate Leadership Journal, 29-52.

Smith, T. & John, M. (2018). Teacher Professional Development: A Longitudinal Analysis." In Longitudinal Education Studies, pp. 115-138.

Sogomo, G. (1993). Cultural diversity in educational settings. Cultural Education Journal, 87-110.

Usman, Y. & Adelabu, O. (2015). Comparative Analysis of Educational Policies: A Decade Apart." In Education Policy Analysis Journal, pp. 67-90

Villegas-Reimas, E. (2015). Teacher professional development: A worldwide review of the literature. UNESCO. International School for Educational Planning.
Published
2024-09-27
How to Cite
Makokha, E. O., & Mugwe, M. C. (2024). INFLUENCE OF PRINCIPALS’ MOTIVATION STRATREGIES ON TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, MAKUENI COUNTY, KENYA. African Journal of Emerging Issues, 6(14), 110 - 123. Retrieved from https://ajoeijournals.org/sys/index.php/ajoei/article/view/670
Section
Articles