Thesis: Motivational strategies on teachers’ job commitment in Public secondary schools in Samburu west sub- county, Samburu county, Kenya
Authors
Nkoitiko Sayialel BenardAbstract
To enhance teacher happiness and dedication, motivation plays a crucial role. Teacher dedication contributes significantly to achieving institutional objectives through effective motivation. This study aimed to assess the impact of motivational strategies on teachers' job commitment in public secondary schools in Samburu West Sub-County, Samburu County, Kenya. The study objectives included to examine the influence of work environment on teacher’s job commitment in public secondary schools in the Samburu West Sub- County, Samburu County, Kenya.to establish the influence of opportunities for in-service training on teacher’s job commitment in public secondary schools in the Samburu West Sub- County, Samburu County, Kenya, to determine the influence of job promotion on teacher’s job commitment in public secondary schools in the Samburu West Sub- County, Samburu County, Kenya, to find out the influence of reward systems on teacher’s job commitment in public secondary schools in the Samburu West Sub- County, Samburu County, Kenya. The study was grounded in McClelland's Achievement Theory of 1986, as it focuses on the factors affecting employees' job commitment, which aligns with McClelland's core area of interest in formulating the theory. A descriptive research strategy was employed for this investigation. The target population consisted of 909 respondents, comprising 881 teachers and 28 principals. Data collection involved a sample size of 280 participants, including 264 teachers and 16 principals from public secondary schools. To select the respondents, the probability proportional to size (PPS) sampling method was utilized. The study employed questionnaires and an interview guide. To ensure the research instruments' accuracy, the researcher consulted with supervisors. The internal reliability of the instruments was assessed using the split-half reliability approach. The two sets of scaled items were then compared using Pearson's product-moment coefficient. Quantitative data were cleaned, checked, and tabulated using SPSS version 28. The interview guide was thematically analyzed in line with the study's objectives. The study encourages school principals to implement appropriate and effective motivation techniques. Findings indicated that teachers who perceive fair and transparent job promotion opportunities within their schools are more committed to their teaching roles. Clear career advancement plans and the recognition of internal talent significantly contribute to their motivation. In terms of in-service training, teachers benefit from frequent sessions with practical content. Annual conferences and relevant training content boost their professional growth and commitment. Support and follow-up assistance after training are crucial for effective knowledge application. The study also underscores the critical role of the work environment. A supportive school administration, modern teaching resources, and effective conflict management positively impact teacher dedication. A harmonious work environment fosters morale and motivation among teachers. Promoting teacher commitment involves establishing clear career advancement pathways, offering relevant and frequent in-service training, and fostering a positive work environment. This study recommends that educational institutions prioritize fairness in job promotions, provide ongoing professional development, and implement conflict resolution strategies. These findings underscore the significance of teachers' commitment in improving education quality and student outcomes. Future studies should explore the long-term effects of these factors and consider regional variations to enhance teacher commitment in diverse contexts.
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