Teachers’ Participation in Management of Financial Resources and Motivation

Abstract

Achieving transformational knowledge based economy as provided in Kenya’s Vision 2030 requires motivated teachers. There is however a dearth of literature on the effects of teachers’ participation in management of financial resources on teachers’ motivation. The purpose of this study was to establish the relationship between level of teachers’ participation in management of school financial resources and its effect on teachers’ motivation in the secondary schools. The study was anchored on Change Management Model and Hertzberg Motivation Theory. Correlation design was adopted with a sample size of 58 principal and 345 subject teachers. Data was collected using questionnaires for the teachers and principals and self administered observation guide. Stratified random sampling technique was used to get the sample size of the respondents. Validity was established through expert consultation and reliability determined using cronbach alpha. Means were computed to compare the teachers’ and principles opinions on the teachers’ level of participation in management of physical and material resources. 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. ANOVA was used to establish whether the gender for head teachers and teachers had any influence on teachers’ participation. A simple independent t-test was used to establish whether there was a significance difference between teachers and principals on teachers’ participation in management of school finances. Simple regression analysis was conducted to establish the effect of teachers’ participation in the management of financial resources on teachers’ motivation. The findings indicate that teacher were at different levels of participation in the management of finance (means were between 2.00 and 5.0). The study revealed that there was a significant relationship between the principals and teachers participation in management of school finances by gender. The findings also indicated a significant statistical relationship between teachers’ and the principals’ opinions regarding teachers’ participation in management of school finances. Teachers’ level of participation in management of finances had a statistical significant effect on motivation ( = .35, p-value< .01). It was concluded that teachers’ level of participation in the management of school finances was a positive determinant of teachers’ motivation. The study recommended schools to embrace participatory structures that encourage high levels of teachers’ participation in management of school finance in order to increase their motivation. The study recommended sensitization of stakeholders on the need for teachers’ participation in management of school finance through training conferences and workshops.