Effects of headteachers' motivational practices on teacher performance in public secondary schools in Koibatek District, Kenya

Abstract

The study was conducted in Koibatek district of Kenya. The purpose of the study was to determine the effects of head teacher's motivational practices on teacher performance in public secondary schools in Koibatek district Kenya. The objectives of the study were to determine the factors that motivate teachers in Koibatek district, the relationship between staff recognition by the head teacher and performance of teachers, to determine the effects of shared leadership between teachers and head teachers on performance of teachers, to investigate the relationship between participation in staff development programmes and performance of teachers and to investigate the effect of teacher support by the head teacher on teacher performance.

The study design was descriptive survey. The sample size consisted of 186 teachers in secondary schools in Koibatek district. The instruments consisted of questionnaires for the teachers and interview schedule for head teachers. The data collected was quantitative and was analyzed using descriptive statistics. A pilot study was conducted to test the validity and reliability of the instruments. The data collected was quantitative and qualitative in nature.

The quantitative data was analyzed using descriptive statistics and the results were presented using tables of frequencies and percentages. Bar graphs and pie charts were used to present information facilitated by Statistical Package for Social Statistics. The study has revealed that teachers need to be recognized for their performance by head teachers so as to boost morale in teaching, thus enhancing performance. The study showed that shared leadership had improved teachers' morale thus increasing performance. Staff personal and professional development is critical in improving teachers' performance and head teachers have supported teachers in various ways to ensure their maximum performance.

From the study the following recommendations were made the education administrators in a school should recognize staff since recognition enables the teachers to achieve meaningful performance. The BOG, TSC and the head teachers should provide opportunities for shared leadership. The teachers must be engaged in several staff development programmes to constantly update their knowledge. Principals should be given funding to enable them organize and execute in-service programmes for their teachers. There should be much improved school management through should be much improved school management through improved training of head teachers and other teachers with substantive management responsibilities.