Influence of Headteachers’ Motivational Practices on Teacher Performance in Public Primary Schools in Ikerege Division, Kuria West District, Kenya

Abstract

The purpose of this study was to determine the influence of headteachers’ motivational practices on teacher performance in public primary schools in Ikerege Division, Kuria West District, Kenya. The objectives of the study were to determine how headteachers’ staff recognition influence performance of teachers, to determine how shared leadership between teachers and headteachers influence performance of teachers, to establish how headteachers’ participation in staff development program influence performance of teachers and to determine ways in which support by headteachers influence teachers performance. The research design was descriptive survey. The sample size consisted of 14 headteachers, 67 class eight subject teachers and 168 class eight pupils in Ikerege Division, Kuria west district. Simple random sampling was used to select pupils who participated in the study. The instruments consisted of interviews schedule for headteachers, questionnaires for class eight subject teachers and focus group discussion guide for class eight pupils. The data collected was both quantitative and qualitative in nature and was analysed using descriptive statistics. The study has revealed that some headteachers recognized teachers’ efforts through material incentives, tours and very few through oral praise. The study also established that headteachers shared responsibilities with teachers especially on guidance and counseling and co-curricular activities. It was revealed that most teachers attend seminars organized by the DEO’s office. It was further established that new teachers were assigned experienced teachers to orientate them on the various school programmes as part of teacher support. The following conclusions were made from the study, there is a relationships between recognition and teacher performance, shared leadership between head teacher and teachers have positive influence on teacher performance, the professional growth of teachers is catered for by head teachers through attending seminars and workshops, there is a positive influence of teachers support by the head teacher on teacher performance. From the following recommendations were made. The school administration should recognize staff since recognition enables the teachers to achieve meaningful performance. The school management committee (SMC), TSC and the teachers should provide opportunities for shared leadership. Teachers must be engaged in several staff development programmes to constantly update their knowledge. The SMC, TSC and head teachers should find ways of supporting teachers improving the working conditions. The following suggestions for further research were made. An in depth study on the topic covering a wider geographical area and use of a bigger sample, study on the topic using government motivational strategies and a study covering both private and public schools be carried out.