Thesis:

Influence of principals’ motivation strategies on teacher performance in public secondary schools in Saku sub-county, Marsabit county, Kenya

By using motivational techniques to encourage teachers to perform, principals play a crucial part in providing instructional leadership. However, many secondary school teachers in Saku Sub-county register low performance. Most teachers don't cover syllabus on time, and as a result, most of their students perform poorly on internal and national examinations. The purpose of the study was to assess the influence of principals’ motivation strategies on teacher performance in public secondary schools in Saku Sub-county, Marsabit County, Kenya. The objectives were; to determine how teacher performance in public secondary schools was influenced by principals' reward strategies, teacher evaluation , provision of opportunities for professional development, and workplace situational factors. Motivation management theory and achievement theory guided the study. The study employed a concurrent triangulation research design with a mixed methodology. The target population consisted of 11 principals and 115 teachers, totaling 126 participants, from whom 96 respondents were chosen as a sample using Yamane's Formula. Stratified sampling was used to create four strata based on the number of zones in Saku Sub-county. Two principals from each zone were chosen by purposive sampling, taking into account schools where teacher attrition and poor student performance in the KCSE for the last five years. However, 22 teachers were chosen at random from each zone. The researcher was able to sample 88 teachers and 8 principals thanks to this sampling techniques. Quantitative data were gathered from teachers using questionnaires, and qualitative data from principals through interviews. To establish validity, reliability, credibility, and dependability, piloting was done among 10 respondents from a sample of secondary schools in Saku Sub-county. Based on the opinions of professionals in educational management, validity was determined. Test-re test methodology was used to determine reliability, and Cronbach's Alpha Method yielded a reliability coefficient, r = 0789, which indicated high internal reliability. Multiple analyses were used to establish credibility, and dependability through detailed reporting of the data collection process. Qualitative data were analyzed thematically and presented in narrative forms along the objectives. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferential analysis was done using Pearson's Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented using tables. According to the study, many teachers who are unable to finish syllabus time, which has led to low KCSE results. The motivational techniques employed by principals have not resolved this challenge. The study recommends that principals to develop fresh plans for inspiring and boosting the morale of teachers. By engaging in instructional supervision activities focused on teachers' classroom pedagogy, principals can create time to provide instructional leadership. For teachers to pursue further education, the Ministry of Education should design flexible programs. The Ministry of Education and other stakeholders should provide funds to create a comfortable working environment.