Motivational Practices and Teachers' Performance in Jinja Municipality Secondary Schools, Jinja District, Uganda
Author: Justine, Nairuba
Date: 2011-10-00
Type: Dissertations/Theses - Masters Theses
Subjects: Secondary Schools,Fringe Benefits,Measures (Individuals),Correlation,Motivation Techniques,Teacher Motivation,Teaching Conditions,Questionnaires,Best Practices,Educational Practices,Schematic Studies,Teacher Effectiveness,Quality of Working Life,Performance Technology,Teacher Characteristics,Performance Factors,Interviews,Predictor Variables,Likert Scales,Foreign Countries,Administrator Attitudes,Teacher Attitudes,Municipalities

The purpose of the study was to establish the effect of provision of fringe benefits and the nature of working conditions under motivational practices on teachers' performance in secondary schools. The study was qualitative and quantitative; and descriptive-correlation research design was used in the study. The researcher used purposive and simple random sampling techniques to select the research participants respectively from selected secondary schools. The target population was 225 and the sample size of the participants was 166. Data was collected using questionnaire as research instrument and analyzed by means of descriptive statistics, namely; frequencies, percentage, and mean. Pearson Correlation Coefficient was used to establish the relationship between motivational practices and teachers' performance in secondary schools. The findings from the study indicated that 59.2% of the respondents with a high mean of 3.5464 reported that the nature of working conditions were still favorable to some employees and this reflected undesirable behaviors among the employees. Good working conditions were necessary for all employees for their effective performance in institutions. The study showed that the payment of salaries and wages have no direct bearing on teachers' performance. The study findings indicated that 70.9% of respondents with a high mean of 3.5631 reported that fringe benefits like allowances, recognition, promotion and praises still depends on availability of funds and management's perception. These benefits had an effect on teachers' performance when paid after completion of the task. The nature of working conditions was still favorable in some institutions and this affected the actual performances in schools. Good working conditions were therefore, pertinent for all employees' performance in any institutions. The study findings also indicated a weak correlation between motivational practices and teachers performance as Pearson correlation was -0.106 and the coefficient of determination was 0.0112, which is 1.12% level of determination; and this implies that there are other many factors that contribute to teachers' performance. In conclusion, the results of the study indicated that there is a very weak relationship between motivational practices and teachers' performance in urban secondary schools in Jinja. The following are appended: (1) Motivational Practices Questionnaire for Research Participants; (2) Deputy Head Teachers'/Head Teachers' Questionnaires; (3) Map of Uganda with Jinja District; and (4) Krejcie and Morgan's Sampling Formulae. (Contains 10 tables and 4 figures.)