TEACHER MOTIVATION AND JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MATAYOS SUB- COUNTY, BUSIA COUNTY, KENYA.

Abstract

ABSTRACT This study investigated the relationship between teachers’ motivation and job performance in public secondary schools in Matayos Sub-County, Busia County, Kenya. The study was guided by the following research questions: what is the relationship between professional development and job performance among teachers in public secondary schools? What relationship exists between the working conditions and teachers job performance in public secondary schools? How does renumeration relate to teachers’ job performance in public secondary schools? To what extent does teacher supervision relate to their job performance in public secondary schools? The study was anchored on motivational theory, specifically Frederick Herzberg’s two- factor theory. The study adopted mixed methods design, specifically convergent parallel mixed method design, qualitatively; phenomenology design and quantitatively cross-sectional survey design. Target population was:340 teachers,17 principals,17board of management members, 3teachers service commission officials, and 3 educational officers. Both probability(stratified) and nonprobability(purposive) sampling procedures were used in the study. Data collection instruments were questionnaires and interview guides. Research instruments were subjected to both content and construct validity. Cronbach Alpha technique was used to determine the reliability of quantitative data. Quantitative data was analyzed using Statistical Package for Social Sciences software version 26 to generate frequencies and percentages that were summarized in form of; means, frequencies and percentages. Qualitative data was analyzed using content analysis and was in form of; narratives and direct quotes. Inferential statistics were analyzed using; linear regression analysis and correlation analysis. Ethical considerations were considered throughout the research process. Findings showed that; there is a moderate significant correlation between professional development and teacher performance (r=0.430, p=0.000), a moderate significant correlation between working conditions and teacher performance (r=0.470, p=0.000), a small insignificant correlation between remuneration and teacher performance (r=0.259, p=0.014), and a strong significant correlation between instructional supervision and teacher performance (r=0.528, P=0.000). The study recommended that; the ministry of education in conjunction with TSC should improve on the frequency of organizing workshops/seminars and in-service training for teachers. The school’s administration should with the help of stakeholders build extra classrooms, laboratories with equipment and improving classrooms conditions and teaching facilities to facilitate easy teaching-learning process. Teachers’ salary should be reviewed and allowances particularly housing and commuting allowances increased. Teachers Service Commission should appoint principals who are experienced in instructional supervision.