INSTITUTIONAL FACTORS INFLUENCING MOTIVATION AMONG TEACHERS IN PUBLIC PRIMARY SCHOOLS IN KIRINYAGA WEST DISTRICT, KENYA

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The purpose of the study was to investigate the institutional factors that affect motivation
among teachers in public primary schools in Kirinyaga West district. Specifically the
study examined how participation in decision making, role conflict, working conditions,
and monetary rewards affects motivation among teachers in public primary schools.
Descriptive survey design was used in this study. The target population for this study
included the 41 public primary schools in Kirinyaga West District with a population of 41
head teachers, 533 teachers and 82 students. Data was collected using questionnaires.
Prior to the main research, the study undertook a pilot study to measure validity and
reliability. The researcher ascertained instrument validity by comparing the pilot study
responses to the expected responses. From the findings the determined correlation
coefficients for teachers’ head  teachers and pupils were 0.703, 0.792 and 0.82
respectively. The researcher administered the questionnaire to the head teachers and
teachers in the selected schools on agreed dates. Data collected from the respondents was
both quantitative and qualitative in nature. Quantitative data was analyzed using
descriptive statistics while qualitative data was analyzed using content analysis. From the
findings, teachers were rarely allowed to participate in major decision making and rarely
felt as part of leadership.

Author: 
Kiritu Catherine Wanjiku
Unit: 
Department of Educational Administration and Planning
AttachmentSize
CATHERINE ABSTRACT.pdf11.07 KB

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