Influence of teacher motivational strategies on students’ improved academic performance in day secondary schools: A case of Trans nzoia west district.

Abstract

Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners. Consequently, the purpose of this study was to investigate the influence of teacher motivation strategies on the students‘ performance in day secondary schools of Trans –Nzoia west district, Trans Nzoia County, Kenya. Specifically, the study sought to establish how staff development influence students‘ performance in day secondary schools; to determine how staff recognition influences students‘ performance in day secondary schools; to establish how teachers‘ growth and advancement influences students‘ performance in day secondary schools and to determine the influence of teachers‘ incentives on the students‘ performance in day secondary schools. The significance of this study is that it will help educators in Trans Nzoia west district and Kenya at large to explore possible motivation strategies for improving performance amongst the students. It will also inform other stake holders on their role when it comes to teacher motivation. The policy makers will also use the findings to explore new motivation strategies to enhance students‘ good performance. This study delimited itself to Trans Nzoia west district and the day secondary schools only which were 20 in number. This study was based on the assumptions that the respondents would fill the questionnaires on time and that they were also truthful in the information they gave. The study was limited to the information the respondents gave. A case study design was used for this study. Simple stratified sampling technique was used for sampling with each stratum being represented by a sample size using the Kreijcie and Morgan tables. The data collection instrument was the questionnaire which was tested for validity and reliability before being used in the study. Structured questionnaires were administered to the teachers and head teachers of the day secondary schools in trans-Nzoia west district. The quantitative data that was collected was analyzed using statistical methods to determine the tables, frequency and percentages. The findings of the study were that most teachers lacked motivation in their work and this accounts for the low performance in these schools. Motivation strategies such as recognition, training and development, incentives and career advancement were minimal in the schools. These findings were in line with those of the principals where 67% of the answers indicated lack of motivation.