Ushuri, Alemu Hordofa (2016) Determinants of Teachers’ Work Motivation in Government Secondary Schools of Bole Sub-City, Addis Ababa. Masters thesis, Addis Ababa University.
![[img]](http://thesisbank.jhia.ac.ke/style/images/fileicons/application_pdf.png) |
PDF (Determinants of Teachers’ Work Motivation in Government Secondary Schools of Bole Sub-City, Addis Ababa)
ALEMU HORDOFA.pdf - Accepted Version Restricted to Repository staff only Download (304kB) | Request a copy |
Abstract
Teachers’ motivation plays a decisive role in the promotion of teaching and learning process. Motivated teachers are more likely to motivate students to learn. While teachers’ motivation plays an important role in the teaching and learning process, several teachers are not highly motivated. An investigation in to the determinants 0f teachers’ motivation was therefore necessary to achieve better educational outcomes in schools. The purpose of this study was to examine teachers’ motivation in government general secondary schools of Bole sub-city. Descriptive survey design was used for the study. The study targeted the teachers of the government secondary schools of Bole sub city. There are six government secondary schools in the sub city. Census sampling technique was used to select the schools while availability sampling technique was used to select the teachers. Self designed questionnaires were used to collect data from teachers. A total of four hundred fifty (450) teachers were selected where four hundred twenty nine (429) were filled and returned. Statistical Package for Social Sciences (SPSS, version 23) was used to analyze the quantitative data where descriptive statistics such as mean, standard deviation, frequencies, percentages, regression analysis, correlation analysis, and t-test were used to describe the data. The study found that teachers were de-motivated in various aspects such as lack of recognition for good performance, lack of professional freedom, lack of merit based promotion, inadequate benefits, lack of incentives and inadequate house allowance. The study also found that improving both intrinsic and extrinsic motivation for teachers increases the overall teachers’ work motivation. Furthermore, female teachers were found more motivated than male teachers. Regarding age variables, teachers of the age group between 26-30 years and 51 and above years were found to be more motivated than the rest age categories. In respect with qualification, teachers with second degree (MA/MSc) were found more motivated than first degree (BA/BSc/BEd) holders and there were no statistically significant differences found among different fields of specialization and teachers’ work motivation, concerning teaching services, teachers with service years between 6-10 years were found most motivated and teachers with 11-15 years of service were found least motivated. From the findings of the study, it was concluded that recognition, professional freedom, and reward system determine teachers’ work motivation. The study recommends that concerned educational stakeholders should ensure that teachers are well motivated toward their profession for the enhancement of better educational out comes. This can be achieved by ensuring that basic needs for teachers are fulfilled.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Educational Planning and Management |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| Divisions: | Africana |
| Depositing User: | Andriamparany Edilbert RANOARIVONY |
| Date Deposited: | 02 Aug 2018 13:07 |
| Last Modified: | 02 Aug 2018 13:07 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/8359 |
Actions (login required)
 |
View Item |