ABSTRACT This was a study carried out in selected secondary schools in Lunza zone, in Butere district to investigate the relationship between teacher motivationS and academic performance of learners in those schools. The following objectives guided the study; to establish whether bureaucratic structures influence students~performance; to establish whether situational/organizational variables•’ influence students’ performance; and to establish whetherjob satisfaction of the teachers in secondary schools influences the level of academic performance of secondary schools. The study employed se~f administered questionnaires with pre- corded question, interviews were also used and observations were made in the collection of the relevant data. Findings revealed that many of the respondents were uncomfortable and displeased at the bureaucratic structures which could be leading to demotivation of teachers. ft again emerged that organizational variables such as time of rest, recognition of teachers were less felt in teaching fraternity. The researcher also found out that teachers are not aware of their rights and what that means in the teaching profession. ft was recommended; that the government of Kenya should increase teachers and concentration in their teaching profession which will henceforth increase the academic performance of students .ft was also recommended that the•~• government should develop structures like performance related pay (PRP) so that at least those who are committed to their work have equity in payments and remuneration. Incentives should also be given to teachers so that they can enjoy what they do, and this will eventually be passed on the way they handle pupils in class which will eventually improve the academic performance of students. There should be more awareness and institutionalization of the notion of motivation to Kenyan teachers, so that they can readily know its performance and hence yield results. Students should endeavor to ask their parents to buy them necessary school equipments and any other scholastic materials. The ministry of education of Kenya should be made aware that however much they want performance they should motivate teachers in rural areas not only focusing on the easily accessible urban teachers.
TABLE OF CONTENTS
DECLARATION
DEDICATION
ACKNOWLEDGEMENT iv
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER ONE 1
INTRODUCTION 1
1.0 Background of the study 1
1.1 Statement of the problem 2
1.2 Purpose of the study 2
1.3 Specific objectives of the study 3
1.4 Research questions 3
1.5 Scope of the study 3
Geographical scope 3
Content of the scope 3
Time of the study 3
1.6 Significance of the study 4
1.7 Limitation of the study 4
CHAPTER TWO 5
2.0 Literature review 5
2.1 Theorists who define motivation 5
2.2 Theoretical framework and teacher motivation 6
2.2 .1 Social structural motivation 6
2.2.2 Spreitzer involvement system 7
2.2.3 Psychological motivation 8
2.3 Integration of teacher motivation and theories 8
2.3.1 Status 9
2.3.2 Self efficacy 9
2.3.3 Autonomy .10
2.3.4 Impact 10
2.3.5 Job satisfaction 10
CHAPTER THREE 13
Research Methodology 13
3.0 Introduction 13
3.lResearch design 13
3.2 Sample and Population of the study 13
3.2 Sampling instruments 13
3.4 Reliability and validity of instruments 13
3.5 Data management and analysis 14••
CHAPTERFOUR 15
PRESENTATION, DATA ANALYSIS AND INTERPRETATION 15
4.0 INTRODUCTION 15
4.1 Background characteristics of respondents 15
4.1.2 Gender of respondents 16
4.1.3 Religious affiliation 17
4.1.4 Marital Status 17
4.1.5 Level of education of respondents (qualifications) 18
SUMMARY OF FINDINGS, CONCLUSIONS ANb RECOMMENDATIONS 26
5.4. Suggestions for further research 32
REFERENCES
.APPENDICES 35
APPENDIX A: TRANSMITTAL LETTER 35
APPENDIX B: QUESTIONNAIRE TO THE TEACHERS 36
