A STUDY ON THE EFFECTS OF MOTIVATION ON TEACHERS WORK PERFORMANCE (A CASE OF TALA GIRLS, MACHAKOS COUNTY)

Abstract

The study sought to investigate the effect of motivation on teachers work performance in Tala Girls Machakos County. For the purpose of this study Motivation was measured in terms of Direction, effort (intensity) and persistence. Four indicators of teachers work performance were identified as; work preparation, teaching, examining and participation in school activities. The study was guided the three main objectives, effects of motivation on the effort and persistence of teachers in preparations, teaching, examining and participation in school activities, factors that influence effort and persistence of teachers in preparation, teaching, examining and participation in school activities and suggestion of strategies of improving teachers effort and persistence in preparations, teaching, examining and participation in school activities. The literature review was reviewed against the backdrop of the key variables and Victor Vrooms Expectancy theory of motivation (1964) formed the basis of the study. The study however adopted the version of the expectancy theory of Motivation which was developed by Edward Lawler (1973), Lawler and Porter(1983) which provided the platform upon which the study was grounded. The study employed explorative research paradigm employing purposeful research design. The study targeted teachers employed by the Teachers Service Commission (TSC) in Tala Girls Machakos County. 40 teachers from the five departments were selected using purposeful sampling techniques. Data was collected using questionnaire whose validity and reliability were asserted before being administered in the field for actual data collection. Data was analyzed and frequency and percentage were generated and presented in frequency distribution tables. The study revealed that motivation affected the direction, effort and persistence of teachers in work preparation, teaching, examining and participation in school activities. It was concluded that motivational factors such as responsibility, appraisals good performance, competence, credible examinations affected the teacher’s level of effort and persistence in preparations, teaching, examining, and participation in school activities.