Strategies used to Motivate Teachers in Kenya: A case of Rural and Urban Primary Schools in Embu and Kirinyaga Counties, Kenya
##article.subject##:
motivation, rural, urban, strategies, academic achievement, instructional materials
##article.abstract##
Teachers play fundamental role in the development of human resource in the world. The motivation of teachers significantly influences their effectiveness in the quest of producing desired educational outcomes in learners. The purpose of this study was to assess the strategies used to motivate teachers in rural and urban primary schools in Embu and Kirinyaga in Kenya. The objective of the study was to examine the strategies used to motivate teachers in rural and urban primary schools in Embu and Kirinyaga counties. It was hypothesized that there is no statistically significant difference in motivation among teachers in rural and urban primary schools in Embu and Kirinyaga counties. The study adopted a descriptive survey research design and the target population consisted of 583 primary schools distributed as follows, rural (464) and urban (119). A sample of (58)10% of the schools was selected from the population and proportionately distributed, thus Rural (38) and urban (20) schools. From each of the sampled schools three (3) teachers were selected one representing the lower, upper primary and the head teacher, thus the sample comprised of 174 respondents. The overall computed mean scores of motivations of teachers for rural schools was (= 3.11) and urban schools ( = 3.08). These mean scores indicated that on general scale rural schools had slightly better motivation strategies compared to urban schools, although the levels of motivation were average in both school categories. Testing the null hypothesis using t-test established that there was no significant difference between the levels of motivation between teachers in rural and urban primary schools. The study recommends the need to investigate the working conditions of teachers, opportunities for career development, remuneration, availability and adequacy of resources and leadership styles in schools as causal factors to low teacher morale in primary schools in Embu and Kirinyaga Counties.
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Akyeampong, K. & Stephens, D. (2002). Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualization of Teacher Education. International Journal of Educational Development 22 (3-4): 262-274.
Alam, M., & Farid, S. (2011). Factors affecting teacher’s motivation. International Journal of Business and Social Science, 2(1), 298-304.
Allen, R. & Helms, M. (2006). Linking Strategic Practices and Organizational Performance to Porter's Generic Strategies. Business Process Management Journal. 12. 433-454.
Ankomah, A. Y. (2005). The Success Story of Private Basic Schools in Ghana: The Case of Three Schools in Cape Coast. Journal of Educational Management 4, 1-4.
Armstrong, M. (2009). How to be an effective manager? New Delhi: Universal Book Stall.
Aswathappa, K. (2003). Organizational Behavior: Work Stress, 515 – 531.
Azam, J. P. (2001). The redistributive state and conflicts in Africa. Journal of Peace Research 38 (4) 429-444.
Bennell, P.& Akyeampong, K., (2005). Teacher motivation in Sub-Saharan Africa and South Asia. Education Paper prepared for DFID, Brighton: Knowledge and Skills for Development. International Journal of Social Science & Interdisciplinary Research, 1(12), ISSN 2277 3630
Benveniste, L. & McEwan, P. (2000). Constraints to implementing educational innovations. The case of multigrade schools. International Review of Education 46, 31-48.
Berger, L.A. (2002) The compensation handbook in a state-of-art guide to compensation strategy. USA: McGraw-Hill, Inc.
Brown, D. L. (2003). Challenges for Rural America in the 21st century. University Park,PA: Pennsylvania State University press.
CFBT. (2012). Partnership with non-governmental organisations in education – a review of the role of women’s self-help groups in Andhra Pradesh. Endline survey report. Reading: CfBT Education Trust.
Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. London: McKinsey & Company.
Davidson, E. (2005). The pivotal role of teacher motivation in Tanzania. Haki Elimu Working Papers, 1-10.
Gardner, R. C. (2005). Motivation and attitudes in second language learning. Encyclopedia of Language and Linguistics, (Second Edition). Oxford, UK: Elsevier.
Global Campaign for Education (2005) Teachers for All: What Governments and Donors Should Do? Cape Town: GCE.
Global Campaign for Education report (2005). Global Campaign for Education Reproductive Health Matters. 13(25), 19-22
Harding, J. B. & Mansaray, A. T. (2005) Teacher Motivation and Incentives in Sierra Leone. Division of Educational Studies: University of Sierra Leone. Available at: http://www.eldis.org/go/home&id=33287&type=Document#.V0ItlxN96Jc [Accessed 10 May 2020]
Hedges, J. (2002). The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana. International Journal of Education Development. 22, 353-366.
Hofstede, G. J. (2005) Culture and organization. Software of the mind. USA; McGraw-Hill, Inc.
Hoy, W. K.& Miskel, C. G. (1991). Educational Administration: Theory, Research, and Practice. New York: McGraw-Hill.
Iliya, A., & Ifeoma, L.G. (2015) Assessment of Teacher Motivation in Less Developed countries. Journal of Education and Practice, 6(22), 10-17.
Ingersoll, R. (2001). Teachers turnover and teachers shortages. An organizational analysis. American Research Journal 38(3), 499-534.
Kadzamira, E. (2006). Teacher motivation and incentives in Malawi. University of Malawi, Malawi.
Kerlinger, F. N. (2000). Foundations of Behavioral Research. San Diego, CA Harcourt College Publishers.
Kornberger, M., & Pitsis, T. (2005). Managing and organizations: an introduction to theory and practice. London: Sage.
Lawler, E. (2003). Reward Practices and Performance Management System Effectiveness. Organizational Dynamics. 32. 396-404.
Markel, S. (2004). The condition of teacher quality in Arizona.
Mugenda, O. M. & Mugenda, A.G. (2003). Research methods quantitative and qualitative approaches: Nairobi, Acts Press.
Mulkeen, A. (2005). Teachers for rural schools. A challenge for Africa working paper. Biennale on Education in Africa (Libreville, March 27-31, 2006). An association for the development of education in Africa.
Mullins, L. J. (2007). Management and organizational behaviour. 8th Edition. Prentice Hall.
Nadeem, M., Shaheen, M. & Lone, A. (2011). Teacher's Competencies and Factors Affecting the Performance of Female Teachers in Bahawalpur (Southern Punjab) Pakistan. 2.
Nelson. M. F. (2005. Emerging Voices: A report on education in South African rural communities. Available at: https://www.nelsonmandela.org/images/uploads/Emerging_Voices.pdf.
Odden, A. (2000). New and better forms of teacher compensation are possible. Phi Delta Kappan. 81. 361-366.
Onanda, B. (2015). The Effects of Motivation on Job Performance. International Journal of Scientific and Research Publications, 5(5), 2250- 3153.
Pitsoe, V. J. (2013). Teacher Attrition in South Africa: Trends, Challenges and Prospects. Journal of Social Sciences. 36. 309-318.
Rihani, M. A. (2009). Academy for Educational Development, Washington, D.C. (aedkeepingpromisegirlsecschooledu.pdf-Adobe Reader).
Rosenbloom, J. S. (2005) The hand book of employee benefits, design, funding and administration. USA: McGraw-Hill Companies, Inc.
Rust, V. & Dalin, P. (1990). Teachers and Teaching in the Developing World. New york: Garland.
Segun, O.A. & Olanrewaju, O. (2011). Improving the conditions of teachers and teaching in rural schools across African countries. Addis Ababa: UNESCO.
Sirima, L. C. N & Poipoi, M. W. (2010). Perceived factors influencing public secondary School teachers ‘job satisfaction in Busia District, Kenya. Journals of Educational Research, 1(1), 99-105.
Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers. Slough, UK: National Foundation for Educational Research.
Stone, F. M. (2003) The managers question and answer book. USA: AMACOM.
Thomas, K. W. (2002) Intrinsic motivation at work: Building energy and commitment. San Francisco: Berret-Koehler Publishers, Inc.
Torrington, D. H. (2002) Human Resource Management. Prentice Hall.
Tucker, C. (2011). Online Display Advertising: Targeting and Obtrusiveness. Marketing Science. 30. 389-404. 10.2307/23012474.
UNDP. (2009). Revision of World Urbanization Prospects.http://unstats.un.org/unsd/methods/m49/m49.htm
UNDP. (2015). Human Development Report. Human Development for Everyone. UNDP.
UNESCO. (2015) Education for All Global Monitoring Report. Policy Paper 19. Available at: http://unesdoc.unesco.org/images/0023/002327/232721E.pdf [Accessed 2 May 2016]
UNESCO. (2016). Incheon declaration and Framework for action for the implementation of Sustainable Development Goal 4. Towards inclusive and equitable quality education and lifelong learning opportunities for all. Education 2030. Paris: UNESCO.
Vegas, E. & Umansky, J. (2005). Improving teaching and learning through incentives. Incentives to improve teaching: lessons from Latin America: Washington DC: World Bank.
Velez, S. (2007). What is motivation? Ezine articles. Retrieved December 5, 2011, from
Wadesango, N. (2012). The Influence of Teacher Participation in Decision-making on Student Performance. Anthropologist. 14. 425-431.
Wasseman, T. & Wasseman, L. (2020). Motivation efforts and the neutral network model. New York: Springer.
Wayne, F. C. (2006). Managing Human Resources Productivity, Quality of Work Life, Profits Eighth Edition. The Business School University of Colorado Denver.
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2021-10-25
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