Effects of motivational practices on teachers and pupils performance in kcpe in public primary schools in central division, Machakos District, Kenya

Abstract

The purpose of this study was to identify the motivational practices available to teachers and their effect on pupils' performance in KCPE in public primary schools in central division, Machakos District. The motivational variables, recognition, nature of work, supervision and working conditions in relation to pupils' performance were highlighted. The problem of pupils' low achievement was attributed to lack of teacher motivation.

Performance through motivation has become a global concern. In the developed countries, like England and Israel, studies have been done on incentive payment programmes where performance was noted to increase once rewards were given. In the developing countries such as Zambia, Malawi and Kenya motivation has not been given prominence as a priority. Teachers are poorly paid and are shown less respect by the society.

The significance of the study was to provide information to stake holders in Education, such as; the Ministry of Education, Teachers Service Commission, school committees and parents on the motivational needs of teachers and their influence on pupils performance. Literature was reviewed on the motivational concepts, which include related studies in the developed and developing

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countries. Ex-post-facto research design was used in the study and the research objectives were used to develop research instruments.

A questionnaire which comprised of three parts was used to collect data from class eight teachers. Section one contained 6 closed ended questions while section two assessed teachers' motivational levels based on 3 point likert scale. Section three contained one closed and two open-ended questions. 147 teachers were targeted by the questionnaire whereby 107 responded. An interview guide collected data from the targeted 37 head teachers out of which 21 responded. The sample of this study was selected by using simple random

sampling procedure.

From the analysed data, most of the class eight teachers were females while males dominated positions of responsibility. Motivational practices available for head teachers and teachers were extrinsic rewards, which include tokens and gifts. In a few schools, intrinsic rewards like recognition, effective communication and feedback from supervisors made some teachers motivated. Working conditions led to dissatisfaction, low motivation and low pupils achievement in KCPE in most of the schools. There is need for headteachers to embraced intrinsic motivators on teachers, as they are motivators whose longevity can be appreciated. The government and other policy makers need to

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carry out major improvement in the incentives for teachers in rural schools as a top priority. Unless this is done, the large majority of children who live in rural areas will continue to receive poor quality education.