An Evaluation of Ways in Which Public Secondary Schools in Marigat Sub- County Provide Incentives for Teachers
Journal Title: International Journal of Humanities and Social Science Invention - Year 2017, Vol 6, Issue 11
Abstract
Teacher motivation is a term used to refer to those variables and factors which in some way influence the manner in which teachers engage themselves towards doing certain things. The study’s objective was to evaluate ways in which public secondary schools in Marigat Sub-County provide incentives for teachers. Performance of the learners is inspired by the teacher among others who provides moral support and controls the learners’ emotions, environmental distractor and peer pressures in schools. The researcher targeted all the 20 public secondary schools in Marigat Sub-county with a total of 20 principals and 83 teachers. The sample was 12 schools using purposive sampling that had presented candidates for national examination for at least five years. 12 principals and 63 teachers using census. The study employed descriptive survey research design to gather information whereby interview schedule and questionnaires for principals and teachers were the main instruments. Reliability was ensured through a pilot study and by using test and re-test method and Cronbach’s Alpha was applied to measure the co-efficient of internal consistency which yielded a result of 0.84. Validity was ensured by consulting experts. Data were analyzed using SPSS software version 21. The researcher utilized descriptive analysis and data was presented in form of frequency tables, percentages and graphs. Majority of the schools in the Sub-County do not have enough teachers. There are regular transfers of teachers in the schools in the sub-county and the teachers are not regularly replaced. The Sub County do not provide sufficient incentives to teachers in secondary schools which may act to de-motivate teachers and compromise academic achievements of the learners. Most schools in the sub-county have adequate class rooms, lockers and chairs, the text books and teachers’ reference books. Majority of the schools do not have adequate games facilities, library, dining hall, and school buses. Lack of facilities in the schools affects teacher’s motivation and also the academic performance of the students. School principals regularly monitor teachers’ professional documents such as records of work, schemes and students’ progress records which are believed to result in orderly school environment. The factors which motivate teachers include good leadership, perceived fairness on teacher promotion, promotional opportunity in other professions and work environment/ condition. The students are engaged through administering of assignments since the assignments are given to students on daily basis. The teachers correct all the assignments given to students. There is a relationship between teachers’ motivation and learners’ academic performance. The principals believe that discipline in schools is essential for good learning and it is essential for good teacher relationship. Majority of the schools have school rules and regulations in which the learners are required to sign to uphold school rules on admission. In most schools’ guidance and counselling department are not well supported. Similarly, schools do not involve parents and guardians in students’ discipline. The study recommends that the ministry of education employs more teachers while the schools would employ others under BOM. The schools should ensure that school environment in general motivates the teachers.
Authors and Affiliations
Charles Keiyo, Dr. Enock Obuba
Keywords
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