EFFECTS OF MOTIVATIONAL TECHNIQUES USED BY HEAD TEACHER

ON THE PERFORMANCE OF PRIMARY SCHOOL TEACHER

MUHAMMAD ZUBAIR
Roll Number: BM675939

Submitted in partial fulfilment of the requirement for B.Ed. (1.5 year) degree
program in teacher education at department of education

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
2018

i
 APPROVAL FORM

The research project attached here to, titled” effects of motivational techniques

used by head teacher on the performance of primary school teachers” and submitted by

Muhammad Zubair Roll No. BM675939 in partial fulfilment of the requirements for the

degree of B.Ed. (1.5 year) in teacher education is hereby accepted.

Supervisor :_____________________
M. Saeed-ur-Rehman

Dated :_________________________

ii
 DECLARATION

I Muhammad Zubair son of Khushi Muhammad Roll No. BM675939 Registration

No. 13-NHP-02427, A student of B.Ed. (1.5 year) program in teacher education at

AllamaIqbalOpen University do hereby solemnly declare that the research project entitled

“effects of motivational techniques used by head teacher on the performance of primary

school teachers “submitted by me in partial fulfilment of B.Ed. (1.5 year) program, is my

original work, and has not been submitted or published earlier. I also solemnly declare

that it shall not, in future, be submitted by me for obtaining any other degree from this or

any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis / dissertation

at any stage, even after the award of a degree, the work may be cancelled and the degree

revoked.

Sig: ___________

Date: ________

Name: _________

iii
 RESEARCH PROJECT SUBMISSION APPROVAL FORM

Research Project entitled. “Effects of motivational techniques used by head

teacher on the performance of primary school teachers” submitted by Muhammad Zubair

Roll No BM675939 Registration No. 13-NHP-02427 B.Ed. (1.5 year) Program has been

read by me and has been found to be satisfactory regarding its quality, content, language,

format, citations, bibliographic style and consistency, and thus fulfils the qualitative

requirements of this study. It is ready for submission to Allama Iqbal Open University for

evaluation.

Name of Supervisor: M. SAEED UR REHMAN

Date:

Signature: _____________________

iv
 ACKNOWLEDGEMENT

All gratefulness and thanks to almighty ALLAH The gracious, The most

merciful and Beneficent Who gave us courage to undertake and complete this

research report. We are very much obliged to our ever caring and loving parents

whose prayers have enabled us to reach this stage.

With the tireless and superb supervision of Sir Saeed-Ur-Rehman, this work safely

reached its destination to him we are deeply indebted. And here is the special thanks

to the person who always encouraged us in our whole academic career in Allama

Iqbal Open University.

We would like to say thanks to Shahzad Ahmad & Sir Mazhar zahoor with the help of

his expertise we completed our research.

We are also thankful to all the staff and faculty members of Department of Education

University Allama Iqbal Open University for the guidance and support during our

studies at this department.

Special thanks goes to all our friends and class-fellows specially & Shahzad Ahmad

who were always there whenever we needed their help.

In the last but not least we are heartily thankful to Head of Department who always

encourage us in our studies. May Allah shower his countless blessings on him and his

family.

v
 ABSTRACT

This research is an attempt to investigate the Effects of motivational

techniques used by head teacher on the performance of primary school teachers for

this purpose an intensive study of related literature was made and following objective

were framed. To know students perception about their classroom discipline. To

investigate government school students about their classroom discipline. To explore

about private school students perception about their classroom discipline. To compare

of government schools students about their Classroom discipline. To identify the

significant difference between students discipline problem among the secondary

school students. In order to achieve these objectives standard procedure was followed

a) questionnaire was constructed and validated. b) Data were collected from a

representative sample drawn from the population. c) For analysis of data statistical

techniques were applied Major finding include that Classroom indiscipline is a major

concern for teachers and Contribute significantly to teacher’s stress, burnout, leaving

the profession etc. This study recommends that school administrations must take

necessary steps to improve the quality of classroom discipline.

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 TABLE OF CONTENTS

APPROVAL FORM ........................................................................................................... ii

DECLARATION ............................................................................................................... iii

Research Project Submission Approval Form ................................................................... iv

ACKNOWLEDGEMENT .................................................................................................. v

ABSTRACT ....................................................................................................................... vi

Chapter 1 ........................................................................................................................... 11

INTRODUCTION ............................................................................................................ 11

1.1 BACKGROUND OF THE STUDY ........................................................................... 13

1.2 STATEMENT OF THE PROBLEM .......................................................................... 14

1.3 OBJECTIVES OF THE STUDY .......................................................................... 14

1.4 RESEARCH QUESTIONS ................................................................................... 14

1.5 SIGNIFICANCE OF THE STUDY............................................................................ 14

1.6 SCOPE AND LIMITATION OF THE STUDY .................................................... 15

1.7.1 DELIMITATIONS OF THE STUDY ..................................................................... 15

1.8 RESEARCH METHODOLOGY................................................................................ 15

1.8.1 Population........................................................................................................... 16

1.8.2 Sample ................................................................................................................ 16

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1.8.3 Research Instrument .......................................................................................... 16

1.8.4 Data Collection ................................................................................................... 16

1.8.5 Data Analysis .................................................................................................... 17

Chapter 2 ........................................................................................................................... 18

Literature review ............................................................................................................... 18

2.1 Motivation ................................................................................................................... 18

2.2.1 Employee Performance ............................................................................................ 19

2.2.2 Motivation and performance .................................................................................... 19

2.2.3 Private Schools......................................................................................................... 20

2.3 THEORIES OF MOTIVATION............................................................................ 20

2.3.1 Maslow’s Hierarchy Theory .................................................................................... 20

2.3.2 The Achievement Theory ........................................................................................ 21

2.3.3 Expectancy Theory .................................................................................................. 21

2.3.4 McGregor’s Theory X and Theory Y ...................................................................... 22

2.3.5 Herzberg’s Two factor Theory ........................................................................... 22

2.3.6 Equity Theory ........................................................................................................ 23

2.4.1 STUDIES IN PAKISTAN ....................................................................................... 23

2.4.2 Studies in Nigeria ..................................................................................................... 25

viii
2.4.3 Studies in Uganda .................................................................................................... 26

2.4.4 Studies in Sub-Sahara Africa and Asia .................................................................... 26

2.5 Research Gap .............................................................................................................. 27

CHAPTER 3 ................................................................................................................. 34

Research Methodology ..................................................................................................... 34

3.1 RESEARCH DESIGN ........................................................................................... 34

3.2 POPULATION ...................................................................................................... 34

3.3 SAMPLE AND SAMPLING PROCEDURE ............................................................. 35

3.4 INSTRUMENTATION ........................................................................................ 35

3.5 DATA COLLECTION .......................................................................................... 36

3.6 DATA ANALYSIS ................................................................................................ 36

CHAPTER 4 ..................................................................................................................... 37

DATA ANALYSIS & INTERPRETATION.................................................................... 37

4.1 Demographic Characteristics of Respondents ............................................................ 37

4.2 Motivational Practices in Terms of Fringe Benefits and Nature of Working

Conditions in Secondary Schools ..................................................................................... 38

4.3 Nature of Working Condition among Secondary Schools in Haripur District ........... 45

4.4 The state of teachers’ performance among urban secondary schools in Haripur

District............................................................................................................................... 51

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4.5 The relationship between motivational practices and teacher’s performance in

urban Secondary schools in Haripur .......................................................................... 53

CHAPTER 5 ................................................................................................................. 55

SUMMARY, FINDING, CONCLUSION AND RECOMMENDATION................... 55

5.1 SUMMARY .......................................................................................................... 55

5.2 CONCLUSION ...................................................................................................... 55

5.3 Findings and Recommendations ............................................................................ 56

BIBLIOGRAPHY ............................................................................................................. 57

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 CHAPTER 1

INTRODUCTION

People do not learn or live merely to satisfy their bodily needs. They spend a lot of

time and energy doing things as working puzzles, reading books, going to church,

visiting friends and hosting other activities that serve to immediate biological purpose.

This implies that there are set goals that individuals strive to achieve. These goals may be

internally or externally influenced.

All institutions have goals and objectives to accomplish and this defines their

reason for existence. Effective management in these institutions is a necessary tool in

improving an enabling working environment in which all workers work together as a

team and as individuals towards the accomplishment of the organizations set goals.

Therefore, recognizing and understanding how and why motivating employees, is a central

point for every organization (Maicibi, 2003:61 and Draft, 2000: 214).

In schools, teachers and pupils are always on the look out to gain fame, to be praised,

to be promoted or even to gain material rewards from their supervisor, parents, guardians,

teachers and the like. The reverse may mean low morale in performance or even abandoning

the activity. Motivating the staff is a necessary tool at the work place for it incites, influences

one’s actions and behaviors towards the intended, desired goals and depending on how they

are motivated, determines the efforts that’s exerted at a particular time, situation and needs of

individuals (Dessler, 2003:283).

Institutions like schools cannot effectively achieve their mission without

motivating their personnel to work together for the attainment of the set goals

11
(Glenmyers 1999), and they have a lot to do with their teachers motivational level,

teachers’ behaviors, teaching style, the structure of the course and informal interactions with

learners all have a large impact. Similarly, teachers need to be motivated in monetary and

other incentives so as to be best performers in the work.

Employees are the key resources in sustaining the institutions‟ long term

competitive advantage and the ability to attract, maintain, retain and motivate its

workforce is a key influence in sustaining a constant success (Zimmerman, 2000).

Therefore, researcher feels that by understanding the employee’s motivational behaviors and

their effect at the work place, is very pertinent in any institution in attaining

significance performances.

Motivation is a desire to achieve a goal, combined with energy to work towards a goal.

Motivation as a concept which comes from the word „‟movers‟‟ meaning „‟motive‟ which is

the inner state that energizes behavior, activities, directs and channels behaviors towards the

stated goals (Belelson, 1999: 239 and Musazi 2006:44).

The direction of the person’s behavior, level of effort and performance in an organization

(Gareth et, al, 2000:721). From the management perspective, it’s a drive and effort to

satisfy the needs, desire and wishes of individuals (Maicibi, 2003:40). According to

Kemmerer (1990), the term incentives is as all the direct and indirect benefits offered

to teachers as intrinsic motivators, more especially, he states that direct monitory incentives

and all other financial resources need to be offered to teachers.

These might include professional support, such as initial and ongoing training

programs, teacher guides, fringe benefits, free or subsidized housing, food and transport. Non

-monetary include professional status in the community, promotion, recognition and

12
approval by, parents, the general public and ministry of education. It is believed that when a

teacher is given such motivation, his or her performance is influenced positively.

Therefore, the researcher’s study on motivational practices focuses on fringe benefit

and nature of working condition, which will be adopted from Maicibi, (2003). Musaazi,

(2006) and Robbins, (2003), who incorporated motivation as a force that determines the

individuals‟ behaviors and direction at the work place at a particular time.

However, from the researcher’s perception, it is a force within individuals that produces

behaviors directed towards a certain course of action, motivation arises as the result of

interaction of the individuals and situation.

Staff motivation, therefore, in institutions refers to the organized efforts and

activities aimed at making the staff happy, healthy and duty conscious in order to inspire, help

and encourage them perform to their level best (Lubanga 2006:5). In institutions staff

motivation and welfare help to uphold the staff firmly together and inspire them to achieve the

school’s set goals.

1.1 BACKGROUND OF THE STUDY

Motivation plays a role in achieving goals and objectives and is equally important for

organizations that work in team based environments or for workers who work

independently. For an organization to ensure that the employees‟ workplace goals and

values are aligned with the organization’s mission and vision, they should create and

maintain high levels of motivation leading to high performance.

Increased motivation, commitment and engagement levels are key system for what

employees do and can motivate the employees to deliver high levels of performance, effort

13
and contribution and retain them as well. Motivation is related to leadership, for good

leadership sets an example, provides guidance, encouragement and instructions. This can

be one of the greatest motivation strategies in schools which

Effective principals should use to motivate teachers and pupils. Good motivation of teachers

is definitely related to morale though, in large organizations, high morale is difficult to attain

(Herzberg‟s theory).

1.2 STATEMENT OF THE PROBLEM

The research study stated as.

1.3 OBJECTIVES OF THE STUDY

1. To identify the techniques that influence teachers’ performance in primary schools.

2. To find the difference of motivational techniques used by male and female head teachers

for improving the performance of teachers.

1.4 RESEARCH QUESTIONS

1. What techniques are used by head teachers for improving the performance of teachers

at primary level?

2. Is there any gender difference in the motivational techniques used by head teachers for

motivation of teachers?

1.5 SIGNIFICANCE OF THE STUDY

The study seeks to explore possible strategies for improving school administration

and management. It broadened the researchers‟ understanding of the various factors

influencing performance of teachers. It also developed an understanding to the teachers

14
on how motivation contributed positively towards their performance at work. It’s also

important to policy makers and administrators as it identifies the major strategies to

modify the behavior of teaching staff towards their performance. It also identified strategies to

help to improve teacher morale and working conditions as well as factors that hinder

performance.

1.6 SCOPE AND LIMITATION OF THE STUDY

The study was confined to teachers of Govt Primary Schools Haripur to represent Govt

schools in the region. The sample was made on the context that it’s the most famous and

biggest Govt School. However, the major problem faced during the data collection was

that some of the teachers lacked confidence in answering the questionnaire. They were

reluctant and never took time to understand what was asked and for that matter, during

data cleaning, irrelevant data was cleaned out. Time and financial factors were a great impact

on the scope thus decided on the coverage of three campuses as the case of study.

Respondents were suspicious to why the researcher wanted information related to motivation

and teachers‟ performance but that was minimized by the use of introductory letters.

1.7.1 DELIMITATIONS OF THE STUDY

Due to resources and time constraints the study was delimited to district Haripur. It was

further delimited to public sector primary schools.

1.8 RESEARCH METHODOLOGY

It consists on research design, population, sample, sampling technique, research tool, data

collection, analysis and interpretation.

15
1.8.1 POPULATION

The population of the study comprised on all the primary schools head teachers and teachers

working in public sector primary school of district Haripur.

1.8.2 SAMPLE

At first stage 20 primary schools were selected randomly 10 from male and 10 from

female Government primary schools. At second stage from each selected schools three

teachers were selected for the study. Hence the sample comprised of 10 male head teachers

and 30 teachers as well as 10 female head teachers and 30 female teachers. Total sample

consisted on 20 head teachers and 60 teachers.

1.8.3 RESEARCH INSTRUMENT

The researcher used self-constructed questionnaire for data collection. The

questionnaire was chosen due to the fact that it was more applicable and could gather

information from a large number of people within a short time. At the same time it was

cheaper and flexible using a questionnaire as it could provide accurate information. Section A

handled demographic characteristics of respondents, Section B motivational practices, Section

C other factors.

1.8.4 DATA COLLECTION

The questionnaire was self-developed and administered to all sampled participants

personally by the researcher. The participants were briefed about the purpose of the study and

then asked to respond.

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1.8.5 DATA ANALYSIS

After the process of collecting data, the researcher analyzed the data by using a

Statistical Package for Social Sciences (SPSS).

Motivation that comes from external sources, such as monetary rewards and trophies is called

extrinsic motivation.

17
 CHAPTER 2

LITERATURE REVIEW

2.1 MOTIVATION

Motivation is the willingness of an employee to contribute high levels of effort

towards his or her work, conditioned by the capacity of the effort to satisfy needs as well

as his or her personal environment. A motivated employee willingly tries hard to contribute

his or her best performance towards accomplishing his or her work( Ngirwa2006

).Harry Potter (2005) defined motivation as a person’s active participation and

commitment to achieve the prescribed results. Basically, from the

above definitions, employee motivation was seen as the inner drive or push that led to a

certain human action or inaction in a given time, given specific prevailing conditions. It

is a force that considers individual inner drive in the pursuit of pushing people to do something

in turn.

However, the process of motivation usually started with someone recognizing

unsatisfied needs, then establish a goal to be achieved and thus satisfying the need and

accomplishing the goal (Maslow,1948).Motivation can also be affectedly the social

context. This context comprises the organizational values and culture, leadership and

management as well as groups or teams in which people work. This attitude greatly

discouraged academically able young men and women from enrolling

in teacher training courses. Many teachers resorted to other employment even those left do

not provide the quality of education expected of them (World Bank 1990).

18
 Motivation is closely related to job performance not merely job satisfaction

which was a characteristic of motivated employees or quality of work life improvement

programs which was aimed at creating a situation of motivation. Therefore, for private

schools to have a motivated workforce, they need to create an environment in which higher

levels of motivation are maintained.

2.2.1 EMPLOYEE PERFORMANCE

Employee performance plays an important role in the organization’s performance. It

comprises what the employee does or doesn’t do. Performance involves quality of output,

quantity of output, timeliness of the output, cooperation and the presence at work (Gungur

2011). Employee performance can be defined as the record of outcomes achieved for

each job function during a specified period of time (Mackey and Johnson 2000). However,

performance could be measured by variety of parameters which show an employee’s pattern of

performance over time.

Performance in the organization context is usually defined as the extent to which an

organizational member contributes to achieving the goals of the organization. It involves

an organization to communicate its mission and strategies to the employees, setting individual

performance targets to meet the employee as well as the organization mission. The

continuous review of performance management ensures organizational performance (Ying

2012).

2.2.2 MOTIVATION AND PERFORMANCE

According to Hoy and Mislal (1987), employee motivation is a complex force, drive,

need, tension state that starts and maintains voluntary activity directed towards the

19
achievement of personal goals. Therefore, motivation is what starts and energizes human

behavior, how those forces are directed and sustained as well as the outcomes they bring

about (performance).It therefore follows that there is a relationship

between motivation and performance which is paramount in any organization’s

existence. It is possible that an employee may display low motivation from the

organization’s perspective yet enjoy every aspect of the job. This state represents high

job satisfaction. (Ifnedo, 2003) demonstrated that a motivated worker is easy to be spotted by

his or her agility, dedication, focus, zeal and general performance.

2.2.3 PRIVATE SCHOOLS

These are schools owned and funded privately with no state support. They ensure

adequate pupil-teacher ratio, conform to certain qualification regarding the recruitment of

principal and teacher assuring their financial viability, Ramachan (2008). All management

decisions are taken by the school and they frame their own admission rules and fee structure

for students.

2.3 THEORIES OF MOTIVATION

2.3.1 MASLOW’S HIERARCHY THEORY

Maslow, (1943) hypothesized human needs in a hierarchy of importance. Physiological

needs, security needs, social needs, esteem needs and self actualization. Once each of the

needs was significantly satisfied, it would lead to a driving force for the next need. People

need to satisfy physiological needs first which act as primary motivators, individuals then

move up the hierarchy to seek to satisfy

20
Safety needs self-esteem and finally seeks self-actualization. This dominates a person’s

behavior especially among managerial personnel. Maslow provided that for an employee to be

productive, he should be satisfied with these needs otherwise the failure to meet organizational

goals.

However in the current situation, most people want to get jobs to make them sure of

daily bread, meeting their needs as much as a better future with promotions and use of

talent. Teachers would also be more motivated if given freedom and power to carry out

tasks so as to give own results.

2.3.2 THE ACHIEVEMENT THEORY

The theory stated that the major part of a person’s performance was driven by the

intensity of the person’s need for achievement, Ngirwa(2006). In the current situation,

people would perform highly if they had to achieve their needs or if they wanted to get

something.

2.3.3 EXPECTANCY THEORY

The theory argued that the motivational force to an individual’s performance was a

function of the expectancies that individuals had concerning future outcomes times the

personal value they placed on those outcomes. According to the expectancy theory, the

strength of a tendency to act in a certain way depended on the strength of the expectation

that the action would be followed by a particular outcome and on the attractiveness of that

outcome to the actor, Ngirwa(2006).

21
2.3.4 MCGREGOR’S THEORY X AND THEORY Y

McGregor (1960) proposed two theories in trying to view employee motivation. He

distinguished two alternative basic assumptions about people and their work.

Theory X and Theory Y, which according to him, they took opposite views of

people’s commitment to work. They tended to have no ambitions, responsibilities, wants

and preferred to follow than lead others. They are self-centered therefore caring less about

organizational goals. Theory Y assumed that people would be moved to meet their work

goals if they were committed and that rewards should be in place to address their

higher . Order need. In the current situation, the two groups of people are applicable though in

theory Y, people don’t normally get their expectations.

2.3.5 HERZBERG’S TWO FACTOR THEORY

The theory was based on the need for fulfillment because of how best to

satisfy workers. According to Herzberg, he referred to environmental factors that caused

workers‟ dissatisfaction as the hygiene factors. The presence of these factors didn’t cause

satisfaction thus affecting the performance of workers. Hygiene factors included pay,

supervision, security, work conditions among others. They were perceived necessary but not

sufficient conditions for satisfaction. The theory further

Identified factors that made workers work harder. These were motivational factors and

they included; recognition, achievement, responsibility, growth, advancement thus high

performance.

In the current situation, Herzberg‟s theory is applicable in schools in that, they need to

appoint good supervisors who have leadership skills and ability to treat teachers fairly, ensure

22
that policies didn’t frustrate teachers therefore needed to be clear, equal and fair. Teachers

should be allowed reasonable amount of time to socialize thus a sense of teamwork. The

environment in which people work has an effect on performance so the employees should

address both motivators and hygiene factors to

Retain teachers.

2.3.6 EQUITY THEORY

According to Adams, a person’s job satisfaction depended on his perceived equity as

determined by a call for fair balance to be struck between employees‟ inputs for

example hard work, skills, tolerance, enthusiasm and employees‟ output for example salary,

benefit and intangibles like recognition.

According to the theory findings, a fair balance served to ensure a strong and

productive relationship with the employees with the overall result being satisfaction thus

motivated employees.

The theory was built on the belief that employees become demotivated both in

relation to their job and their employers if they felt as though their inputs were greater

than the outputs. Employees therefore could be expected to respond in different ways

for instance reduced effort, became disgruntled, disruptive among others.

2.4.1 STUDIES IN PAKISTAN

Atiya & Palwasha conducted a study on the influence of motivation on performance. The

objective of the study was to examine the effect of motivation on teachers‟

performance in public and private schools in Peshawar city, Khyber Pakhtunkwa. The

aim was to reveal the significant and positive relationship between teachers‟ motivation and

23
their performance. The research was quantitative in nature and a survey was conducted to

acquire the views of the respondents who were the teachers themselves.

Motivation and performance were important factors in terms of organizational

success and achievement to gain competitive advantage and for this reason, they

required skilled and competent employees (Latte, 2008). Motivation increases

productivity of employees thus achieving goals in an effective way. Teacher motivation was

important as it improved skills and knowledge of teachers as well as directly influencing

students‟ achievement. (Mustafa and Othman, 2010). If in schools the teachers didn’t have

sufficient motivation then they would be less competent which directly influence the

students and the education system. An instrument was designed to measure the

variables and high scores indicated that teachers‟ motivation towards performance was

measured using self- developed

Questionnaires. The findings were described in respondent characteristics and were

organizational.

As such, the correlation between motivation and performance proved that there was a

moderate positive correlation. However, regression analysis was also used to examine the

influence of motivation on performance and this was not associated with teaching experience

of the teachers.

The analysis revealed that there was a positive relationship between teachers‟

motivation and performance. As motivation increased, the level of performance increased.

The research showed great importance to motivation of teachers in the field of

education. If teachers were not motivated and had low performance then they couldn’t give

their best efforts.

24
2.4.2 STUDIES IN NIGERIA

(Chudi-Oji, 2013) conducted a study on the impact of motivation on teachers students‟

performance in secondary schools in Udi local government area. The study revealed that

education was recognized as the fundamental basis on which the nation could function

effectively. The government’s social-political and economic viability depended solely on

the quality education given to her citizens. Therefore the technical development of the

population had to be well educated and so those who imparted the needed knowledge had

to be motivated adequately as it’s the key to performance and improvement.

The purpose of the study was to identify the impact of motivation on the teachers‟

performance and academic performance of students. A survey study was carried out in

selected schools in Udi local government area in public and private schools.

Questionnaires were administered, organized and analyzed to determine the mean

score. Findings were based on the responses of respondents as regards to the research

questions. However, (Chudi, 2013) found out that teachers refused to teach effectively in

class causing a decline in performance because of irregular payment of salaries.

The research also showed that teachers required more knowledge from programs like

seminars, workshops to mention a few. Teachers weren’t also serious with their work because

of inadequate promotions, also teachers abandoned teaching and went for better paid jobs

and they refused to carry out their duties effectively and efficiently because of their welfare

being neglected.(Chudi,2013) recommended school heads to make use of correct motivation

strategies in schools like recognition, responsibilities and others. Teachers should also work

hard to enhance knowledge and skills. The society should recognize teachers and respect

them in building the nation.

25
 Institutional materials and other facilities should be made available to teachers

in carrying out their duties.

2.4.3 STUDIES IN UGANDA

(Aacha Mary,2010) conducted a study investigating the effects of motivation on the

performance of primary school teachers in Kimanya-Kyabakuza division, Masaka district.

The study was to find out whether motivation of teachers had any effect on their role to

perform and the effect of intrinsic and extrinsic motivation. A descriptive survey design

was adapted. Primary data was collected using structured questionnaires for teachers as well as

key informative guides for head teachers and education officers in the municipal. Both

qualitative and quantitative data was collected. The research findings revealed that the

performance of teachers was good despite the fact that motivation was inadequate. A

significant positive relationship between intrinsic motivation and performance of

teachers was found to exist in primary schools in the division. On the other hand the

relationship was revealed between extrinsic motivation and performance of teachers implying

extrinsic motivation affected teachers‟ performance.

In order to improve teachers‟ motivation and performance at work, the study

recommended an increment in primary teachers‟ salaries to match their cost of living,

provision of accommodation, strengthening of supervision as well as instituting awards

to good performers among others.

2.4.4 STUDIES IN SUB-SAHARA AFRICA AND ASIA

The research focused on teachers‟ motivation and incentives in low income countries.

The study assessed the extent to which the material and psychological needs of teachers were

26
being met. These included; occupational status, pay and benefits, attrition, job satisfaction to

mention a few. Teachers‟ status declined resulting from de-professionalism for example;

increased reliance on less educated and qualified teachers with low job security, low standards

of teaching, feminization and declines in standard of living (Paul Bennel, 2004).

Paul Bennel also argued that pay on its own didn’t motivate though pay and other

material benefits were motives dominating but were too low for individual and

household survival needs. He reported that available evidence suggested that teacher pay was

generally very low and declining in real terms in most countries. The findings revealed that

improvement of quality education had generally failed to be recognized in the pivotal role of

teachers. He further identified African countries like Madagasca and Malawi where

teachers had only two years of secondary education, form 4 levers in 1990 were employed

in Malawi and Tanzania in 2001.

The key issues of teachers‟ motivation and pay had been skimmed over at

times ignored. Education reforms focused on improving teachers‟ competence, learning

and working environment as well as trying to increase workload ignoring to pay other

conditions of service.

2.5 RESEARCH GAP

There have been a number of studies on pay related incentives to motivating teachers

of which these studies argued that monetary rewards couldn’t be the only way to

motivate employees to improve performance. Studies further argued that teachers in private

schools were highly motivated as such, the researcher tended to investigate why the

performance of some of these schools was still poor despite the high motivation.

27
 The nature of working conditions in any organization lays a basis for good

performance. According to Herzberg as quoted by Maicibi, (2003) the working

conditions properly manipulated by the management and leadership hence, job

satisfaction and subsequently motivation in employees.

The nature of working conditions in institutions entails the conditions in which

employee work. These are governed by factors like adequate accommodation for the

staff, terms of payments, how and when, hours of work, environment itself, provision and

assurance of leave pays like sick, maternity and holiday pay, job security, pension

assurance, retirement packages, empowerment and interpersonal relationships (Maicibi,

2003:84). The provision of these adequate working securities enlists higher commitment

subsequently more efforts that strive for good work.

As conceptualized by Herzberg, (2003) good working conditions create job

satisfactions and motivation of employees and where such conditions are inadequate,

yield into dissatisfaction of employees, others leave the organization and develop

negative attitudes towards the organization thus affecting their performance at the work place.

When employees work under poor management conditions, they tend to behave like caged

animals looking for the slightest opportunity to escape and when such a time comes, they leave

the institution without looking behind. (Musazi, 2003:79). However, according to

clarification of employees in institution is a difficult variables to determine for it is

caused by a combination of factors some of which are externally correlated to the

workplace and these should be thoroughly observed by all managers and school

administrators. Working conditions in institutions are very important to the way employees

feel

28
About where they work. Employees feel proud of their institution when conditions are

conducive and friendly to the workforce. In institutions, they are more concerned with their

work environment for both personal comfort and these facilities in doing a good job. Once

they are provided to their staff, would enable them perform to their best remain

committed and interested in the job.

Better still, Ssekamwa, (2001) contends that clean environment, classroom, staffroom,

adequate rooms for teachers, family friendly policies, balance between work and leisure and

other fringe benefits are the necessary conditions for the teachers‟ performance in

schools. Other external conditioned like holiday pay, sick leaves, timely and adequate pays,

job security and pension schemes are a catalyst to teachers‟ performance in schools.

These still lack in institutions and most of the teachers have Found it difficult to cope up

with situations. Their attitudes and behaviors have also been affected as well as their

performance. In similar development, Robbins and Maicibi, (2003) assert that “Most

employees

Prefer physical surroundings that are not dangerous and uncomfortable, prefer working

relatively close to home in a clean environment with modern facilities, adequate tools and

equipments. In some schools, teachers are adequately provided with enough institutional

materials like laboratory equipments, chalk, textbooks and adequate furniture which

enable them to perform above average through experiments and teaching than those

which do not. Therefore, the researcher feels that adequate equipments and healthy

atmosphere are a prerequisite for job performance for a highly motivated workforce in the

institution. In institutions, job satisfaction and good performance occur when there is joy and

excitement among the employees at the workplace which vary in most schools. (Maicibi,

29
2003:97). Most jobs however, require constant social interactions and consultations with

other workers in the organizations through seminars, workshops and others need formulated

rules and family friendly policies which have resulted into a happier staff, reduced staff

turnover and frequent absenteeism at the work place.

Social interaction with colleagues is still an important source of motivation in

many jobs. In schools, teachers interact in formulating school rules and regulations,

performing weekly duties, co-curricular activities, teaching, enforcing discipline and in

performing other duties assigned to them.

The provision of necessary conditions in time encourages the staff to work harder and

keep them united as a team towards the achievement of the set goals. This not only reduces

personal conflicts but also reduces the risks of demotivating factors with their related

effects of their work places (Bent et al 2002), working as a team promotes the staff

effectiveness, productivity and organizational efficiency. (Maicibi, 2003:109).

In schools, socialization of employees enables them to freely express their

feelings, opinions, attitudes all other affairs that affect them at work place. It is therefore, a

healthy system for the institutions survival, teamwork and productivity. (Maicibi, 2003:61).

However, it is important to note that institutions that put their working staff first,

(consideration0 have a more committed and dedicated workforce than other which do not.

This leads to higher employee productivity and satisfaction that subsequently results into

good performance. Workers respect or deserve a lot of attention by all

Managers for the organizations‟ effective performance at the work place. In other secondary

schools, there is a continual replacement of the teaching staff especially in private schools.

This has affected the academic progress of the schools, teachers‟ performance as there is

30
no assurance of staying longer in the organization (job security) in private schools, and

teachers‟ services are terminated without any notice despite the overload given to them.

This has caused a lot of stress and uncertainties between and among the teaching staff, as well

as their behaviors and efforts to perform.

Their rights in institutions have been violated and this has scared or threatened others

still at the work place. The costs of these institutions have also increased through retraining

and recruiting an experienced and resourceful work force more especially in private

schools (Dessler, 2003:303). Therefore, researcher feels that a comprehensive human

resource plan is pertinent in the institution in foreseeing the likely occurrences and

prepare more adequately in time. Individual resource profiles need to be reviewed and

studied by all managers.

According to the study by Robbins (2003), married couples in institutions have fewer

absences as compared to their counterparts (unmarried ones), undergo less labor

turnover and are more satisfied with their jobs. Women still conform to the authorities in

institutions than their counter parts (men) who are more aggressive with their

counterparts (men) with more expectation for success. In other institutions, the tedious and

demotivating nature of the jobs often lead to high rates of employee turnover as

postulated by Gray (2004). This has led to the reduction in resource manpower as well as

performance at work place. Edward and Daniel (1996) and the Hawkmere Group Report

(1998) observed that, managers need a conducive atmosphere for the employees to enable

them measure their independence, increase their responsibilities, autonomy and gradually

make tasks more challenging if the set goals or targets are to be achieved. In schools,

individual workers are only encouraged to work to their best of their abilities. If they realize

31
that they are in charge of their own lives and responsibilities, their jobs are more challenging,

stimulating for them to be more accountable and participative. (Hawkmere Group Report,

1998).

In institutions, having too much workload, being stretched beyond limits, having no

clear understanding of what is unexpected of them, greatly demotivates and demoralizes

the staff to perform. Such institutions usually find it increasingly difficult to retain and attract

the most capable, motivated and resourceful employees. Frequent interferences also

demoralize the staff and where these employees are dissatisfied, motivation diminishes.

Employees are motivated, when they realize the values, their work ads and their effects to

others. The researcher, therefore feels that minimum work load with limited

supervisions, enable teachers to exhibit their potentials, measure their independences as well

as their degree of participation in any activity.

As observed by Ssekamwa (2001), feeling good at the workplace, being in control over

ones immediate environment are perfect recipes for job satisfaction and optimum work

performance of employees in organizations or institutions. Fringe benefits, in

institutions have however, become effective in attracting new employees but rarely

motivate them to use their potentials more effectively. In institutions and schools in

particular, teachers and management perform well when the work is very interesting with

greater participation, challenges and opportunities for development which are all the

Aspects of motivation .

These vary from institution to institution and from individual to individual. According

to Evans, (1999:82) employees in institutions experience new challenges, face new situations

which require adequate knowledge, skills and experience to succeed them. It is therefore, a

32
challenging responsibility that must be handled with great care to suit with the existing

situation. Mullins, (2002) observed that motivation is a necessary contributor for job

performance but also other factors like knowledge and skills which are achieved

through training in specific fields. In schools, the teachers‟ efforts would therefore be

wasted without the ability to perform which is achieved

Through training. Therefore, both theoretical and practical trainings are very pertinent for

teachers in their effective performances at the workplace. Besides, Kyambalisa, (2000)

observes that managers and administrators in institutions cannot achieve meaningful results

through others unless they have the ability to induce them to invest their full energy time and

commitment to attain higher levels of performance

33
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter represents a description of how the whole research process was

carried out. It focused on the key areas of which the researcher used in conducting the study

such as the research designs, target population, sample size and sampling techniques,

research tools, data collection method and data analysis methods.

3.1 RESEARCH DESIGN

The researcher used a descriptive-correlation design in the study process to

establish the grounded facts regarding the motivational practices and teachers‟

performance in urban secondary school in haripur district. The researcher employed open-

ended and close-ended questionnaires. The rationale behind the choice of using

descriptive-correlation design was that the researcher intended to describe the existing

situation and establish the relationship that may exist between motivational practices and

teachers‟ performance in secondary schools. A modified instrument target motivation for

academic study scale by Usiki (2001) was used where some items were adapted, and was

delivered into two parts. The first part required participants‟ demographic information

like sex, age, class and name of the school, and the second part contained a five Likert

Scale type.

3.2 POPULATION

The study was carried out in District Haripur.

Population of the Study

34
Haripur District has 20 secondary schools of which are private and government

schools. The target populations of the study, the researcher choose 19 head teachers, 25

deputies, 180 teachers that had undergone a professional training course in the field of

education. Most of those who had been in the field for more than 2 years were given a special

consideration as professionalism was recognized and respected by the Ministry of

Education. The targeted population was 225 teachers, deputies and head teachers.

3.3 SAMPLE AND SAMPLING PROCEDURE

The sample included nineteen (19) schools out of the twenty (20) schools which

participated. The researcher used the elite and modest schools. Both male and female, 123

teachers, 19 head teachers, 24 deputy head teachers were given or considered for study.

For the purpose of making inferential statistics, deductions and generalizations, the researcher

used purposive sampling technique on head teachers and their deputies for they provide very

useful, relevant information and their involvement and participation in administration is

responsible for the teachers‟ performance. Simple random sampling technique was used in the

study in collecting data and information specifically from teachers, who comprised the

majority in the teaching profession and their views, aspiration, feelings, attitudes and

opinions were very important. All the respondents were given equal opportunity and

independent chance of being selected.

3.4 INSTRUMENTATION

The main tool the researcher used to gather data was a self-constructed

questionnaire. It contained both closed and opened-ended questions. The questionnaire was

chosen due to the fact that it was more applicable and could gather information from a large

number of people within a short time. At the same time it was cheaper and flexible using a

35
questionnaire as it could provide accurate information. Section A handled demographic

characteristics of respondents, Section B motivational practices, Section C other factors and

Section D the open ended items. The questionnaire was self-constructed and administered to

all sampled participants, mainly; deputy head teachers, and teachers.

3.5 DATA COLLECTION

The questionnaire was self-developed and administered to all sampled participants

personally by the researcher. The participants were briefed about the purpose of the study and

then asked to respond.

3.6 DATA ANALYSIS

After the process of collecting data, the researcher analyzed the data by using a

Statistical Package for Social Sciences (SPSS).

36
 CHAPTER 4

DATA ANALYSIS & INTERPRETATION

4.1 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

Table 1: Demographic Characteristics of Respondents

Items Description Frequency Percent

Gender of the Respondent Male 62 60.2

Female 41 39.8

Total 103 100.0

Age of the Respondents 20-25 16 15.5

26-31 35 34.0

32 and above 52 50.5

Marital Status Single 33 32.0

Married 66 64.1

Divorced 3 2.9

Others 1 1.0

Education level Certificate 7 6.8

Diploma 41 39.8

Bachelors' 51 49.5

Masters degree 4 3.9

The total numbers of teachers from the secondary schools who received and returned

the questionnaires were 103 respondents. In analyzing the demographic characteristics of the

respondents the following items were considered; sex, education level, marital status and

education level. Majority of the respondents were males, 62 (60.2%) while females were 41

37
(39.8%). This implies that more respondents were males. It was found that 52 equivalent to

50.5% of the respondents had 32 and above in terms of age, 35 (34.0%) had 26-31 years of age

and only 16 had 20-25 years of age. It was also discovered that 66 (64.1%) were married,

However, 7 of the teachers married had certificates, 33 (32.0%) were single, 3 (2.9%) were

divorced. It was also discovered that 51 equivalents to( 49.5%) of the respondents under study

were degree holders followed by 41 (39.8%) diploma holders, 7 (6.8%) certificate holders and

only 4 (3.9%) were Master degree holder. This implies that most of the respondents found in

schools had Degree level of education as indicated in Table 1 shows below.

4.2 MOTIVATIONAL PRACTICES IN TERMS OF FRINGE BENEFITS AND

NATURE OF WORKING CONDITIONS IN SECONDARY SCHOOLS

Table 2: Motivational Practices in Terms of Fringe Benefits among Secondary

Schools

Items Description Freq Percent Mean Interpretation

.

Teachers are given Strongly 5 4.9

disagree

allowances for Disagree 16 15.5

additional

responsibilities at Undecided 5 4.9 3.7282 High

school

Agree 53 51.5

Strongly Agree 24 23.3

The school Strongly 5 4.9

administrators disagree

make sure that teachers Disagree 19 18.4

38
are

recognized for the work Undecided 11 10.7 3.5146 High

well done Agree 54 52.4

Strongly Agree 14 13.6

Promotion is one of the Strongly 11 10.7

disagree

factors the Disagree 18 17.5

administrators

does not take for Undecided 17 16.5 3.3010 Moderate

granted

Agree 43 41.7

Strongly Agree 14 13.6

There are always Strongly 2 1.9

disagree

occasions where Disagree 11 10.7

teachers

are praised/appreciated Undecided 2 1.9

for

the work well done Agree 59 57.3 3.9903 Moderate

Strongly Agree 29 28.2

Allowances are always Strongly 16 15.5

disagree

paid on equitable Disagree 40 38.8

ground

to all the teaching staff Undecided 7 6.8 2.7864 Moderate

Agree 30 29.1

Strongly Agree 10 9.7

Allowances are given to Strongly 14 13.6

disagree

39
teachers promptly Disagree 34 33.0

Undecided 7 6.8 3.0000 Moderate

Agree 34 33.0

Strongly Agree 14 13.6

Recognition at work Disagree 4 3.9

improves on teachers' Undecided 1 1.0

moral and commitment Agree 25 24.3 4.6214 Very

high

Strongly Agree 73 70.9

Grand Mean 3.5631 High

Legend:

Descri Mean Sc Interpretatio

ption Rang ale n
e

SA 4.50- 5 Very high

5.00

A 3.50- 4 High
4.49

UD 2.50- 3 Moderate
3.49

D 1.50- 2 Low
2.49

SD 1.00- 1 Very low

1.49

The second study objective was to assess the extent to which motivational

practices in terms of fringe benefits and nature of working condition are implemented

among secondary schools in Haripur District. To meet this objective, the researcher

40
analyzed the application of two main motivational practices in secondary schools of

which the results are shown in Table 2 below.

The extent of motivational practices in terms of fringe benefits among

secondary schools in Haripur District had a grand high mean of 3.5631, this shows that

motivational practices in terms of fringe benefits among secondary schools in Haripur

District, was practiced more.

Motivation of teachers in schools depends on the availability of resources and

the culture of the institution and this result in the statement or views that salaries do not

have additions for productivity. In secondary schools, teachers get allowances in form

of PTA‟s (Parents Teachers Association) which are allocated to each member of staff

(teachers) depending on the duties performed, responsibilities held by each and

sometimes after attaining an academic progress on excellent performance in school

activities like sports and drama. Fringe benefits also differ from school to school and

according to location. Most allowances include transport, PTA, medical staff

development, duty, academic performance, and over load allowances. In private

schools, these benefits are linked with seniority, closeness to the boss and to ones‟

performance. The more responsibilities, the more allowances paid to teachers.

As observed by Dessler (2003), fringe benefits paid to teachers provide a basis

for achieving the set goals. Therefore, in institutions, managers and administrators

often use fringe benefits as a means of improving on ones performance. However,

these fringe benefits should be always paid after achievement is immediately

ascertained or after work, if it is to have a meaningful impact. Fringe benefits in

schools make teachers intrinsically happy more productive and committed. Therefore,

41
recognizing them with high pay raises, words of praise, recognition, promotional

opportunities improve on their behaviors and performance at the work place (Robbins,

2003:80). However, regardless of their pay, their existence and provision in time,

creates a vivid and concrete reason for the teachers‟ stay and work for the organization.

On whether, fringe benefits improve on teachers performance, 98 teachers

agreed that, allowances paid to teachers provide a basis for good performance while 18

disagreed

with the statement, (See table 2). In general analysis it was concluded that over 98

teachers agreed with the view (statement) meaning that teachers are universally

motivated by fringe benefits when paid on time and on equity grounds.

On equity fringe benefits, (table 2) it was observed that, fringe benefits in

schools are not uniform to all members and this varied from school to school and from

individual to individual. This was in line with teachers‟ response where 56, disagreed

with the statement and admitted that fringe benefits vary in their schools and among

teachers while only 29 agreed with equity in pay of fringe benefits. As postulated by

Robbins, (2003:81), employees with more responsibilities access more fringe benefits

hence, more pay and an increase in ones material well being.

As postulated by Kyambalesa, (2000) managers and administrators cannot

effectively attain meaningful performances, unless they have the ability to induce their

staff to fully invest their full energies, time and commitment at the workplace.

Therefore, the researcher feels that through discussions and interactions with teachers

enable them to fully exhibit their potentials, become more committed, responsible and

accountable at the workplace.

42
 This is much linked with Victors‟ theory on what employees expect to gain

from their inputs. When performance and expectations are high and motivation is very

low, this reduces morale in them as well as performance (Maicibi, 2003:52). in most

institutions, there is always a breach of psychological contracts by the management and

this has created conflicts with their employees. What is promised is not practically put

into practice. In most institutions, administrators do not give enough recognition to

their members of staff regarding the schools‟ staff actual performances and lack

information

On who performs what, when and to what extent? In schools, this demoralized the

teachers‟ presence and performance at the work place.

Praising the best performers depends on the management’s perception,

availability of funds, culture of the institution and cost of living in which these

institutions work. Therefore, the behavior of one’s boss is the major determinant of job

satisfaction and subsequently good performance of his employees. According to the

research studies by Robbins, (2003) good performance in employees‟ arises when

immediate supervisions are understanding and very friendly, listen to employees

opinions, show personal interest in them and subsequently praises them for good

performance.

Employees with more responsibilities have the opportunities of getting more

fringe benefits than those with few responsibilities. This is in line with the research

studies conducted in Chicago as quoted by Robbins, (2003:81) that workers with high

levels of job satisfaction and performance had more attendance levels than those who

43
did not. Therefore, attendance indicators are a characteristic of good performance in

any institution of employees.

Other research studies in New York by Robbins, (2003) indicated that

employees, who were unsatisfied with the job, had high absenteeism rate than those

with job satisfaction and with many attendance levels. The findings concluded that

employee satisfaction and performance are correlated with absenteeism. However, in

Uganda’s institutions, there is no significant difference with this study as the majority

of the teachers conduct private business for a living, absentee themselves and collude

with other members of staff not to perform. It is therefore, important to note that, the

attainment of

results in any institution basically lies within the hands of the people of that

organization, how they are motivated in terms of payments, (monetary and non-

monetary rewards) for they all complement each other at the work place, enhance the

achievement of the set goals and continued good performance of employees. Since the

findings have revealed that there is poor performance on the side of the teacher and it

has been observed that there exists motivation in terms of fringe benefits, there must be

other factors which affect the performance of teachers other than motivation in terms of

fringe benefits. These might be the political condition of the country, management

policy, and many others.

44
4.3 NATURE OF WORKING CONDITION AMONG SECONDARY SCHOOLS
IN HARIPUR DISTRICT

Table 3: the nature of working condition among secondary schools in Haripur

District

Items Description Freq % Mean Interpretation

Our school provides

adequate Strongly disagree 12 11.7

working condition Disagree 25 24.3

Moderat
Undecided 8 7.8 3.2039 e

Agree 46 44.7

Strongly Agree 12 11.7

Interpersonal relationship
is Strongly disagree 5 4.9

part of the school policies Disagree 12 11.7

Undecided 15 14.6 3.6699 High

Agree 51 49.5

Strongly Agree 20 19.4

Most teachers have
adequate Strongly disagree 9 8.7

atmosphere to operate in Disagree 26 25.2

Moderat
Undecided 13 12.6 3.1845 e

Agree 47 45.6

Strongly Agree 8 7.8

The administration has

clear Strongly disagree 4 3.9
and good relationship
with Disagree 31 30.1

the teachers in terms of Undecided 6 5.8

Moderat
communication Agree 45 43.7 3.3883 e

Strongly Agree 17 16.5

45
Teachers are given
opportunities to
express themselves Strongly disagree 13 12.6
about their feelings
to the top Disagree 33 32.0
management
3.0291 Moderate
The top administration Undecided 6 5.8
makes sure that teachers
participate fully in the Agree 40 38.8
schools activities
Strongly Agree 11 10.7

Strongly disagree 5 4.9

The working
conditions improve Disagree 12 11.7
on the teachers' Undecided 2 1.9 3.8641 High
performance at
school Agree 57 55.3

Strongly Agree 27 26.2

Strongly disagree 1 1.0

Disagree 4 3.9

Very
Agree 37 35.9 4.4854 High

Strongly Agree 61 59.2

Grand Mean 3.5464 High

46
 The extent of motivational practices in terms of nature of working conditions

among secondary schools in Haripur District had a grand mean of 3.5464, this shows that

motivational practices in terms of nature of working conditions among secondary schools

in Haripur District, was more practiced as indicated in Table 3.

According to Herzberg as quoted by Maicibi, (2003) the working conditions

properly manipulated by the management and leadership hence, job satisfaction and

subsequently motivation in employees.

The results from the study showed that the nature of working condition has an

effect on teachers‟ performance. Some of these working conditions include housing

conditions, terms of pay, how, when, hours of work, leave assurances, job security and

pension assurance, empowerment, interpersonal relationships, medical and education

(Maicibi, 2003:84) However, the provision of these working conditions, create more

commitment to the staff is subsequent good performance. As conceptualized by

Hertzberg, good working conditions create job satisfaction and motivation of employees

and where such conditions lack, yield negative attitudes subsequently a fall in teachers‟

performance. Where conditions are good, friendly and conducive, employees feel proud

of their institutions.

As postulated by Robbins (2003:85), teachers prefer physical working conditions

which are not dangerous, prefer working close to home, in a clean environment with

modern facilities and equipment’s for the teachers. This creates joy and excitement

among the teachers at the work place, reduces demotivational factors, and promotes staff

effectiveness, productivity as well as organizational efficiency (Maicibi, 2003:106). In

47
A school what is provided is still average and this has affected teachers‟ performance. As

form the study on whether the nature of working condition for the teachers were

adequate, majority of the teachers agreed with the statement that their school provided

adequate working conditions however 37 disagreed. (See table 3)

As conceptualized by Herzberg, (2003) good working conditions create job

satisfactions and motivation of employees and where such conditions are inadequate,

yield into dissatisfaction of employees, others leave the organization and develop

negative attitudes towards the organization thus affecting their performance at the work

place. The same was confirmed by Musazi, (2003). When employees work under poor

management conditions, they tend to behave like caged animals looking for the slightest

opportunity to escape and when such a time comes, they leave the institution without

looking behind.

Working conditions in institutions are very important to the way employees feel

about where they work. Employees feel proud of their institution when conditions are

conducive and friendly to the workforce. In institutions, they are more concerned with

their work environment for both personal comfort and these facilities in doing a good job.

Once they are provided to their staff, would enable them perform to their best, remain

committed and interested in the job.

In similar development, Robbins and Maicibi, (2003) assert that “Most employees

prefer physical surroundings that are not dangerous and uncomfortable, prefer working

relatively close to home in a clean environment with modern facilities, adequate tools and

equipments. In some schools, teachers are adequately provided with enough institutional

materials like laboratory equipments, chalk, textbooks and adequate furniture which

48
Enable them to perform above average through experiments and teaching than those

which do not. Therefore, the researcher feels that adequate equipments and healthy

atmosphere are a prerequisite for job performance for a highly motivated workforce in

the institution. In institutions, job satisfaction and good performance occur when there is

joy and excitement among the employees at the workplace which vary in most schools.

(Maicibi, 2003:97). Most jobs however, require constant social interactions and

consultations with other workers in the organizations through seminars, workshops and

others need formulated rules and family friendly policies which have resulted into a

happier staff, reduced staff turnover and frequent absenteeism at the work place.

In institutions, having too much workload, being stretched beyond limits, having

no clear understanding of what is unexpected of them, greatly demotivates and

demoralizes the staff to perform. Such institutions usually find it increasingly difficult to

retain and attract the most capable, motivated and resourceful employees. Frequent

interferences also demoralize the staff and where these employees are dissatisfied,

motivation diminishes. Employers therefore, make work challenging because their

employees are motivated, when they realize the values, their work adds and their effects

to others. The researcher, therefore, feels that minimum work load with limited

supervisions, enable teachers to exhibit their potentials, measure their independences as

well as their degree of participation in any activity.

Besides, Kyambalisa, (2000) observes that managers and administrators in

institutions cannot achieve meaningful results through others unless they have the ability

to induce them to invest their full energy time and commitment to attain higher levels of

performance. Since the findings have revealed that the poor performance on the side of

49
Teacher and it has been observed that there exists motivation in terms of working

condition; there must be other factors which affect the performance of teachers other than

motivation in terms of working condition. These might be the political condition of the

country, Management policy, Culture, and many others.

Generally from the responses, it can be stated that the nature of working

conditions determines the teacher’s level of performance. In some schools, teachers

prefer friendly policies, balance between work and leisure and all other fringe benefits.

Where teachers enjoy adequate working conditions, teachers interact; socialize in

formulating rules, instituting discipline, teaching, marking and in performing other school

activities. Where there is tedious and demotivating nature on the jobs, teachers

complaints increase resulting into high labor turnover. Manager and school

administrators need to create a conducive atmosphere for employees to enable teachers‟

measure their independencies at their places of work, (Edward and Daniel, 199). As

observed by Ssekamwa, (2001) feeling good at the work place is a recipe for job

satisfaction and optimum job performance at the school.

The third research objective was to assess the state of teachers‟ performance

among urban secondary schools in Haripur District. The results on this objective are

shown in table Above.

50
 4.4 THE STATE OF TEACHERS’ PERFORMANCE AMONG URBAN
SECONDARY SCHOOLS IN HARIPUR DISTRICT

Table 4: The state of teachers‟ performance among urban secondary schools in

Haripur District

Items Description Freq. Percent Mean Interpretation

Performance of teachers in Very poor 8 7.8

terms of exams setting time Poor 42 40.8

Moderate 14 13.6 2.8738 Moderate

Good 33 32.0

Very good 6 5.8

Performance of teachers in Poor 30 29.1

terms of Scheme of work Moderate 38 36.9

Good 35 34.0 3.0485 High

Performance of teachers in Poor 42 40.8

terms of record of work Moderate 13 12.6

Good 43 41.7

Very good 5 4.9 3.1068 High

Performance of teachers in Very poor 12 11.7

terms of Students report Poor 50 48.5

Moderate 32 31.1 2.4272 Low

Good 3 2.9

Very good 6 5.8

Performance of teachers in Very poor 7 6.8

terms of Time management Poor 77 74.8

Moderate 7 6.8 2.2330 Low

Good 12 11.7

Grand Mean 2.7378 Low

51
Legend:
Mean
Description Range Scale Interpretation

SA 4.50-5.00 5 Very high

A 3.50-4.49 4 High

UD 2.50-3.49 3 Moderate

D 1.50-2.49 2 Low

SD 1.00-1.49 1 Very low

The state of teachers‟ performance among urban secondary schools in Haripur

District.

Among secondary schools in Haripur District had a grand mean of 2.7378, this shows

that teachers‟ performance among secondary schools in Haripur District, was low. As

pointed by Evans, (1999:82) employees in institutions experience new challenges, face

new situations which require adequate knowledge, skills and experience to succeed them.

It is therefore, a challenging responsibility that must be handled with great care to suit

with the existing situation. Mullins, (2002) observed that motivation is a necessary

contributor for job performance but also other factors like knowledge and skills which are

achieved through training in specific fields. In schools, the teachers‟ efforts would

therefore, be wasted without the ability to perform which is achieved through training.

Therefore, both theoretical and practical trainings are very pertinent for teachers in their

effective performances at the workplace.

52
4.5 THE RELATIONSHIP BETWEEN MOTIVATIONAL PRACTICES AND
TEACHER’S PERFORMANCE IN URBAN SECONDARY SCHOOLS IN
HARIPUR

The fourth study objective was to establish the relationship between motivational

practices and teachers‟ performance in secondary schools. Table 6 below shows the

relationship between motivational practices and teachers performance in urban

secondary

Schools in Haripur. From the results got from the computation of correlation, it was

discovered that there is a very weak relationship between motivational practices and

teachers performance in urban secondary schools in Haripur at an r value of .106. Since

the r2 is 0.0112, and the level of determination is 1.12%, motivational practices affect

only at very insignificant level teachers‟ performance. The implication is that since

motivational practices are practiced in secondary schools but still teachers‟ performance

is low, therefore, there are other factors like monetary incentives and many others, which

may be significantly affecting the performance of teachers in secondary schools.

Table 5: The relationship between motivational practices and teachers

performance in urban secondary schools in Haripur

Teachers performance

Motivation n
Practices R-Value .106 s

P-Value .288

Relationship is
Significant at 0.05 N=103
 The study findings did not support the hypothesis as there was no

indication of a significant relationship between motivational practices and

teachers‟ performance in secondary schools. As concluded earlier, the

implication of the findings is that there are other factors that contribute to work

performance of teachers in secondary schools besides motivational practices in

terms of fringe benefits and nature of working condition.

 CHAPTER 5

SUMMARY, FINDING, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

In conclusion therefore, the results of the study indicated that there is a very

weak relationship between motivational practices and teachers‟ performance in urban

secondary schools. As regards fringe benefits paid to the staff, it was found out

that the fringe benefits of all types, when paid in time provide job satisfaction and

subsequently good performance in schools.

5.2 CONCLUSION

The provision of fringe benefits have an effect on teachers‟ performance

when paid on equity and on one’s performance. Therefore, good performance in

schools was linked to teachers‟ educational level, experience, performance

indicators and allowances paid. With reference to working condition, it was

concluded that adequate working atmosphere instills high levels of commitment to

the staff, job satisfaction, and subsequently good performance by the teachers. It was

also found out that the nature of working condition reflects the teachers‟ behaviors

as well as performance at the work place. The study, therefore, concluded that

favorable working conditions were necessary in improving the employees‟ performance

in any institution. Still on working conditions it was concluded that adequate working

atmosphere, instills high levels of commitment to the staff job satisfaction and

subsequent good performance by the teachers. It was found out that the nature of

working condition reflect the teachers‟ behaviors as well as performance at the

work place. Good and adequate working conditions, enlisted good and desirable
behaviors among the teachers and subsequently good performance by the teachers.

Undesirable behaviors like absenteeism, late arrivals at school, poor performance,

avoiding responsibilities, dodging classes, all reflect un conducive working conditions.

Therefore, the study concluded that favorable working conditions were necessary

in improving the employees‟ performance in any institution.

5.3 FINDINGS AND RECOMMENDATIONS

In line with the findings and Recommendation of the study, the following

recommendations are made in order to improve teachers’ performance. The study

found out that public primary school teachers agreed that recognition by the head

teacher is an important factor in motivation. Hence the education administrators in a

school should recognize staff recognition enables the teachers to achieve meaningful

performance. Teachers enjoy autonomy in decision making which had a positive

influence on the performance of teachers leading to a more motivated teacher.

The school management committee (SMC), T.S.C and the head teachers should provide

opportunities for shared leaderships.

The study shows that teachers’ personal and professional growth has a positive influence

on teachers’ morale and subsequently their performance. The teachers must be

engaged in several staff development programmers’ to constantly update their

knowledge in order to be adaptive to their job.

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