Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/10082
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dc.contributor.authorWahome, Samuel-
dc.contributor.authorM.-
dc.date.accessioned2020-07-22T08:08:52Z-
dc.date.available2020-07-22T08:08:52Z-
dc.date.issued2008-11-
dc.identifier.urihttp://hdl.handle.net/20.500.12306/10082-
dc.descriptionA research project submitted to Kampala International University in I.O.D.L in partial fulfillment of the requirements for the Award of Degree in Bachelor of Education Scienceen_US
dc.description.abstractThis study is based on Broom’s expectancy theory. Expectancy theory concerns choice of behaviors that can lead to desired rewards . The theory postulates that individuals will evaluate various strategies of behaviour and then choose the behavior that they belief will lead too those work related outcomes or rewards that they value like pay increase, promotion or recognition. If the individual believes that hard work will lead to desired pay, he will work hard for it. Misleel and Ugawa ( 1988) says that this theory rests on the consumption that motivation is a coonskins process in which decisions lawfully were related to psychological events that occur with behaviour and the forces in the individual and the environment combines to determine behaviour. Vroom ( 1964) explained that expectancy theory involves three main variables: instrumentality valence and expectancy that are derived from the relationship among efforts ,performance ,outcomes and rewards .( Stilagyi( 1981) Explains expectancy as the perceived relationship between efforts and performance . For example, the teacher may not be IOO% certain that success of his / her students in an examination will be IOO% since this depends on a number of factors beyond his / her control in an examination. Instrumentality on the other hand, is the probability that performance will lead to desired rewards. It represents the belief by the employee that a reward will be received once the task has been accomplished. Valence has been defied as the employee’s performance for a particular outcome or reward, which can be either intrinsic or extrinsic valence. Teachers expect such outcomes as pay increase, promotion and recognition by superiors to have positive valence. Such outcomes as reprimands, job pressures, stress and interpersonal conflicts may have negative valences. The valence that workers attach to outcomes may vary with age and type of work.en_US
dc.language.isoenen_US
dc.publisherKampala International University, College of Education, Open and Distance Learningen_US
dc.subjectTeachersen_US
dc.subjectWork appreciationen_US
dc.subjectSecondary schoolen_US
dc.subjectKenyaen_US
dc.titleFactors contributing to work appreciation among secondary school teachers a case study Of Mathioya Division,Murang’a District, Kenya.en_US
dc.typeOtheren_US
Appears in Collections:Bachelor of Science with Education

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