Influence of teachers’ institutional motivation on pupil’s performance at Kenya Certificate of Primary Education in public schools, Ndoleli division Kenya

Abstract

The purpose of this study was to examine the influence of teachers’ institutional motivation on pupils performance at Kenya corticated of primary education in public primary school in Ndoleli division, Igembe north district. One of the challenges faced by the public primary schools in the division is poor performance at KCPE. The stake holders have raised alarm over the poor performance of the pupils at the KCPE. the objectives of the study were to determine or establish the extend to which incentives given to teachers influence pupils performance at KCPE, determine how teachers – pupil ratio influence pupils performance at KCPE, establish the extent to which availability of teaching/learning facilities influence pupils performance at KCPE, determine how democratic sharing of subjects among teachers influence pupils academic excellent at KCPE and establish the extent to which head teachers leaderships styles influence pupils performance at KCPE. The study design used was descriptive survey which was conducted on a sample of 102 public primary schools teachers in Ndoleli division. The total sample of study was selected using stratified random sampling procedure in order to achieve a proportionate representation. Descriptive statistics where used in analyzing the data. Data was summarized in bar graphs, pie charts and in frequency tables and percentages. It was found that from the study teachers’ institutional motivation is lacking in public primary schools in Ndoleli division. Based on the finding of the study, it was recommended that schools management to find means and ways possible to provide institutional motivation to the teachers in their schools to improve their academic excellence of pupils at Kenya Certificate of Primary Education.