THE ROLE OF MOTIVATION ON TEACHER’S JOB PERFORMANCE IN PUBLIC AND PRIVATE SECONDARY SCHOOLS
ABSTRACT
Motivation encourages teachers to facilitate knowledge and skills of academic to learners. Therefore, this study found the relationship between motivation and teacher’s job performance; factors that affect teacher’s motivation and determine the motivational differences in public and private secondary schools in Tabora Municipality. Descriptive survey research design was adopted to get information through structured questionnaires and intensive interview schedules with 120 secondary school teachers, 10 school Inspectors and two District education officers. The key study findings showed that the performance of teachers were high although their payment were low to encourage them to work hard. The findings also revealed that most teachers facilitate teaching and learning process with high confidence and efficiency, due to evidence that most of them came early to school, provide tests and examinations to learners and marked them, also they attend staff meetings and other activities out of teaching and learning process which are sports and games. The study found the correlation between motivation, mostly intrinsic motivation and the performance of teachers in public and private secondary schools was also existed in secondary schools in Tabora municipality. The study suggested that in order to get better motivation and job performance in teaching and learning process the ministry of education should strengthen quality supervision as well as acknowledging good performers, among others.
TABLE OF CONTENTS
CERTIFICATION ii
COPYRIGHT iii
DECLARATION iv
DEDICATION v
ACKNOWLEDGEMENT vi
ABSTRACT vii
LIST OF TABLES xii
LIST OF FIGURES xiii
LIST OF APPENDICES xiv
LIST OF ABBREVIATIONS xv
CHAPTER ONE 1
BACKGROUND OF THE PROBLEM 1
1.1 Introduction 1
1.2 Background to the Problem 1
1.3 Statement of the Problem 8
1.4 Objectives of the Study 9
1.4.1 Specific Objective 9
1.5 Research Questions 9
1.6 Significance of the Study 10
1.7 Definitions of Key Terms 10
1.8 Delimitation of the Study 11
1.9 Limitations of the Study 11
CHAPTER TWO 12
LITERATURE REVIEW 12
2.1 Overview 12
2.2 Theoretical Framework 12
2.3 Empirical Literature 13
2.3.1 Motivation of Teachers and Job Performance 13
2.4 Conceptual Framework 18
2.5 Knowledge Gap 19
CHAPTER THREE 21
RESEARCH METHODOLOGY AND DATA COLLECTION
PROCEDURES 21
3.1 Introduction 21
3.2 Research Design 21
3.3 Study Location 22
3.4 The Study Population 23
3.5 Sample Size and Sampling Procedure 23
3.5.1 Sample Size 23
3.5.2 Sampling Procedure 24
3.6 Data Collection Procedure 25
3.6.1 Questionnaire 25
3.6.2 Interview 25
3.6.3 Observation 26
3.6.4 Documentary Analysis 26
3.7 Data Analysis 27
3.8 Reliability and Validity of the Instruments 28
3.9 Ethical Issues and Consideration 30
CHAPTER FOUR 31
DATA PRESENTATION AND ANALYSIS 31
4.1 Introduction 31
4.2 Characteristics of Respondents 31
4.2.1 Gender of Respondents 32
4.2.2 Age of Respondents 32
4.2.3 Marital Status of Respondents 33
4.2.4 Education Level of Respondents 34
4.2.5 Years of Employment 34
4.3 Relationship between Motivation and Teacher’s Job Performance 35
4.4 Factors of Motivation that Affects Teacher’s Job Performance 41
4.4.1 Monetary Motivation to Teachers 41
4.4.2 Different Motivations Offered to Teachers 42
4.5 Differences in Teacher’s Motivation and Job Performance in Public and Private Secondary Schools 45
CHAPTER FIVE 48
SUMMARY, CONCLUSIONS AND RECOMMENDATION 48
5.1 Introduction 48
5.2 Summary 48
5.2.2 Summaries of the Key Findings 49
5.2.2 Relationship between Motivation and Teacher’s Job Performance 49
5.2.2 Factors of Motivation that Affects Teacher’s Job Performance in Public
and Private Secondary Schools 50
5.2.3 Differences in Teacher’s Motivation and Job Performance in Public and Private Secondary Schools 51
5.4 Conclusion 52
5.5 Recommendations 53
5.6 Limitations of the Study 54
5.7 Areas for Further Research 55
REFERENCES 57
APPENDICES 64
CHAPTER ONE BACKGROUND OF THE PROBLEM
1.1 Introduction
Disparities in teacher effectiveness in public and private schools areas are a preoccupation of policymakers throughout the developing world. In Tanzania, for example, the leading students’ performance comes from private schools. In response, the government has tried to provide incentives to teachers in terms of hardship allowance in order to motivate and retain them, especially in rural areas. Yet despite the popularity of such policy, little is known about what real motivate teachers and keep them in their job despite “hardships” in remote location. This study aimed at assessing the Role of motivation on teacher’s job performance in public and private secondary schools in Tabora municipality. This chapter covers historical background information, the statement of the problem, the purpose of the study, research questions, significance of the study, delimitation and limitations of the study and definition of key terms.
1.2 Background to the Problem
The teacher is the one who translates educational philosophy and objectively into knowledge and skills and transfers them to students in the classroom. Always teachers facilitates academic knowledge and skills to pupils, so teachers who motivated well worked hard hence influence student’s better academic performance. Motivation and performance are very important factors in terms of school success and students’ achievements. If changes occur in school external environment then it is necessary for a school to adopt that change because it may motivates to gain a
competitive advantage. For this, the main thing they required is the skilled and competent teachers (Latt, 2008). Motivation plays an important role in the school because it increases teacher morale and performance and school goals can be achieved in an efficient way. The behavior of teachers can be change through motivation in any school. From situation to situation, the level of motivation differs within an individual (Robbins, Judge, and Sanghi, 2005). Literature (see for example Mustafa, and Othman, 2010) has confirmed that if in schools, the teachers do not have sufficient motivation then they are less competent which directly influence the students and the education system.
Motivation can be defined as a driving force that compels an individual to take actions with a goal to achieve certain goals (Maslow, 1993). This implies, motivation is a force that drives one to do things that he or she would not normally do. In its more technical usage, motivation is a psychological process that facilitates an organization of behavior towards achieving some specific course.
In order to reach the expected goals motivation should activated by providing incentives. Obi Ndu, Ocho and Okeke (1977) defined motivation as a complex socially learned pattern of behavior. In a workplace, motivation embraces all factors in an employee’s development toward the achievement of organizational goals. Peretomode (1991) defined motivation as the process of influencing or stimulating a person to take action that will accomplish desire goals. From the above definitions, it can be said that motivation is a process of stimulating, channeling and sustaining behavior.
Just like perception and attitude, motivational level of individual is different from one person to another. For example a person may be motivated by money, another by job environment; still another may be motivated by a sense of having a job, and the like.
Teacher motivation encompasses forces both within and external to the individual. The internal teacher motivation comprises of the needs, wants and desires which exist within an individual; as such influence the teachers thought which in turn leads to a positive change behavior toward improving learning.
Teacher motivational level can rise when the teaching job enables teacher to satisfy the life supporting elements of his or her physical body like food, water, shelter etc. It can also rise, when the teacher feels useful in his or her job and when he or she feels satisfied with what she or he is doing.
In the literature, there are many determinants of teacher motivation. These include teacher status, class size, workload, professional development and salary. Performance can be regarded as almost any behavior, which is directed towards task or goal accomplishment in the views practice and in evaluating teacher’s performance at the work place (Campbell and Pritchant, 1976). Good performance among teachers in an organizational has many implications such as high motivation.
(Hornby, 2000), Teacher performance can note the teacher’s roles of teaching students in class and outside the class. The key aspects of teaching involves the use of instructional materials, regular assessment to the students, making lessons plans,
assessment of pupils, conduct of field work, teachers` participation in sports, teaching methods, attending school assembly and guidance and counseling, so teacher job performance is the teachers` ability to integrate the experience, teaching methods, instructional materials, knowledge and skills in delivering subject matter to the students in and outside the classroom.
Performance is something, a person does, which is normally affected by motivation. When teachers are motivated, their performance automatically rise towards high level. In schools teacher’s performance can be seen in their interaction with students, with other teachers and with their superiors. However, teachers in secondary schools in Tanzania have been reported to perform the least due to a number of challenges which hinder their effective working (Shahzad, 2007). Most teachers have reported their dissatisfaction as emanating from lack of housing, lack of improved salaries and other compensation needed to motivate and raise their performance.
Therefore, in view of the above situation, studies examine the role of motivation in teacher’s job performance in public and private secondary schools in Tabora municipality. In Tanzania, many reports show that the status of teachers has declined in recent years. This decline is due both to material and non-material factors. In some cases teachers believe that they do not receive the moral support and material recognition appropriate to the work they perform in society.
In many secondary schools, there is an increase of the number of students in each class. Class sizes have reached unacceptable levels in many public secondary schools. Many studies report class sizes exceeding 100 students. Obviously, learning
suffers under such conditions, but also teacher motivation to handle such classes suffers. Furthermore, research supports that teachers with smaller classes have less stress and higher morale, and turnover rates are also lower.
With class size apart, the current system of competence based teaching from content based, there is strong evidence that the workload of teaches has increased. Teachers are expected to prepare more to facilitate students’ competencies in the subjects they teach instead of just lecturing them. In the new system, teachers generally are used to working hard for a good cause, but if their good will is exploited, the results can be counterproductive.
In some instances, there is a lot of political interference in the teaching profession to the extent that teachers have lost freedom in their teaching. It is important to trust teachers’ competence and creativity, but politicians normally prescribe what teachers should do and what they should not do. Canning for example, teachers have been asked not to can (beat) a student. This can be for psychological reasons but teachers are professionals and they should be left to exercise their profession in their classrooms. This does not mean that education authorities should not encourage new teaching methods, but teaching methods and strategies should not be dictated to teachers.
Many studies in Tanzania and elsewhere have reported acute shortage of teaching and learning resources in schools. In Tanzania, like many other countries investment in school equipment and resources has been neglected during recent decades. It is essential to provide at least the basic teaching equipment and materials in each
school. Studies have reported a consistent relationship between teacher motivation, job performance and student performance.
Teacher professional development is another neglected area that may lessen teacher motivation in schools. All too often, teachers begin their duties without proper or sufficient pedagogical and psychological training. Continuous professional development through in-service training to up-date the teachers’ professional development in new teaching methodologies is of crucial importance, not only in providing quality education, but also in raising teacher motivation.
Motivation guide peoples actions and behaviors towards achievement of some goals (Analoui, 2000). Therefore, motivation is often described as being intrinsic or extrinsic in nature (Sansone and Harackiewicz, 2000). But the study was based on finding the role of motivation in teacher’s job performance in public and private secondary schools in Tabora municipality.Intrinsic motivation existing within a person while extrinsic motivation existing externally of a person likes payments, progressions and better evaluation.
Extrinsic motivation on the other hand results from the attainment of externally administered rewards, including pay, material progressions, prestige and positive evaluation among others. Motivation increases have been realized work behaviors including attendance, punctuality, work of productivity and customer service (Komaki, 1982). In contrast to extrinsic motivation, intrinsic motivation is said to exist when behavior is performed for own sake rather than to obtain material or social rein forcers. Maslow (1993) addressed similar needs that teacher’s motivation
can measure in terms of job satisfaction resulting from enjoyment in teaching and learning process.
Also motivation can terms as extrinsic motivation through provision of salary, free accommodation, meals, allowances and medical care (Ibid). Therefore the provision of motivation to teachers influence better teaching and learning process. A report by South East Asia Ministers of Education Organization (SEAMAO) on achieving EFA goals by 2015 recognized the great role played by teachers and consequently recommended teacher motivation strategies through pay and regular performance based promotions besides other measures as a key component of education development plan (Jeradechakul, 2011).
Elton (1984) also identified the payment of salaries, allowances and promotions as the key factors that shape teacher altitudes towards their work. Amadi (1983) also concluded that the irregular payments of salaries are one of the major problems facing the teaching professional in Nigeria. Davidson (2007) identified teachers’ motivation as a key factor that had been shown to affect the quality of education in Tanzania. At a basic level, he asserted, teacher motivation is linked to how teachers feel they are being treated and how they perceive their own living and learning conditions.
In Tanzania, strong evidence exists that the vast majority of teachers are unhappy with their salaries, housing, workload and status with their communities (MOEC, 2003, 2004; Davidson 2004, 2005; Haki Elimu 2005). These poor living and working conditions have overtime, seriously eroded many teachers motivation to carry out
their teaching and non-teaching in acceptable manners. Most teachers paid low salary that demoralized them in teaching and learning process because that salary does not meet the basic needs effective per month like food, clothes and other luxury goods, but due to this situation encourage teachers to seek another job like driving motorcycle and part time job in order to meet the basic needs for them and their family.
1.3 Statement of the Problem
The motivation in Africa and south Asia is a wide range of discussion. While most of teachers who working in public secondary schools are poor motivated, for instance poor incentives and inadequate payments of salary, irregular salary payments, lack of proper housing and inadequate teaching facilities.
Davidson (2005) focused on the role of teachers in providing good quality of education in primary schools through motivation where it suggested some initiatives to increase the teacher’s level of motivation that will improve the performance in. Also Mustafa and Othman (2010) examined the perception of teachers about the effects, of motivation on the teachers job performance in teaching and learning process, they found that there is a positive relationship between motivations and working performance of teachers, for example the greater level of motivation the job performance will increase, but the absent of motivation to teachers always demonize teachers in academic performance and lead to teacher absenteeism and poor performance, Therefore ,this study aims to analyze the role of motivation in teacher’s job performance in public and private secondary schools in Tabora municipality.
1.4 Objectives of the Study
The general purpose of this study was to analyze the role of motivation on teacher’s job performance in public and private secondary schools in Tabora Municipality. This overarching objective was achieved through three specific objectives as below stated.
1.4.1 Specific Objective
(i) To assess the relationship between motivation and teachers’ job performance in public and private secondary schools.
(ii) To examine the factors that affect teachers’ motivation in public and private secondary schools in Tabora Municipality.
(iii) To determine the motivational differences in public and private secondary schools in Tabora Municipality.
1.5 Research Questions
In order to collect data from teachers, municipal education officers and school inspectors, this study was guided by three research questions that provided the foundation on which the research is built. The questions were.
(i) What is the relationship between motivation and teacher’s job performance in public and private secondary schools in Tabora Municipality?
(ii) What are the factors that affect teachers’ motivation in public and private secondary schools in Tabora Municipality?
(iii) Are there motivational differences in public and private secondary schools in Tabora Municipality?
1.6 Significance of the Study
This study was importance to school Inspectors, education officers, headmasters or headmistress and minister of education so to identify the methods and character of secondary school teachers in teaching process towards their job performance in related to motivation. This research would help to identify the importance of motivation that has strong impact on the productivity and performance of teachers in both public and private secondary schools. This study would help to improve the teacher’s performance by motivational factors in order to enhance the educational system. Also the study is expect to encourage other researcher to conduct a research related to role of motivation on teacher’s job performance in public and private secondary schools in Tabora municipality.
1.7 Definitions of Key Terms
Teacher motivation is a general term that explains teacher drives, desires, needs, wishes in order to induce them to act in desirable, academically and productive manner.
(i) Extrinsic motivation is an inner drive towards attainment of externally administered rewards, including pay, material possessions, prestige and positive evolution from others.
(ii) Intrinsic motivation can also be termed as inner drive to achieve a certain goal for the sake of personal satisfaction.
(iii) Performance is the act or process of carrying in a satisfactory manner. In the case of teachers, performance can be seen in punctuality, positive relationship with the students and the like.
1.8 Delimitation of the Study
The study was carried out in secondary schools in Tabora municipality district. The schools were selected in order to examine the role of motivation on teacher’s job performance in public and private secondary schools. The study showed the relationship between motivation and teacher’s job performance, factors of motivation that affects teacher’s job performance and whether teacher’s motivational and job performance differs in public and private secondary schools. Intrinsic motivation that available to teachers were observed through job recognition, teaching enjoyment and career development among teachers but the extrinsic motivation were included the provision of free accommodation, meals and payment of salary that influence effective teaching and learning process.
1.9 Limitations of the Study
The study experienced several limitations. The first limitation related to data collection and analysis where by the numbers of respondents (sample) that took part in study was small thus generalizing the results should be done with high caution. Another limitation was scarce of resources such as time and financial constraints. The last limitation involved some respondents mainly teachers were not able to receive my questionnaire due to terminal examination that conducted during my study.
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