Influence Of Training, Motivation On Teachers’ Performance In Selected Public Secondary Schools. A Case Study: Kimaka Division, Jinja Municipality
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Date
2018-08
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Publisher
Kampala International University. College of Education,open distance and e-learning.
Abstract
The purpose of the study is to establish the effect of provision of fringe benefits and the
nature of working conditions under motivational practices on teacher’s performance in
secondary schools.
Qualitative, quantitative, and descriptive~correlation research design is used in the study. The
researcher used purposive and simple random sampling techniques to select the research
participants respectively from selected secondary schools. The targeted population is 105 and
the sample size of the participants was 103. Data was collected using questionnaire as
research instrument and analyzed by means of descriptive statistics, namely; frequencies,
percentage, and mean. Pearson Correlation Coefficient is used to establish the relationship
between motivational practices and teacher’s 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 are still favorable to some employees
and this reflected undesirable behaviors among the employees. Good working conditions are
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 teacher’s 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 have an effect on teacher’s
performance when paid after completion of the task. The nature of working conditions is still
favorable in some institutions and this affected the actual performances in schools, Good
working conditions are therefore, pertinent for all employee’s performance in any institutions.
The study findings also indicated a weak correlation between motivational practices and
teacher’s performance as Pearson correlation is 106 and the coefficient of determination is
0.0112, which is 1.12% level of determination; and this implies that there are other many
factors that contribute to teacher’s performance. In conclusion, the results of the study
indicated that there is a very weak relationship between motivational practices and teacher’s
performance in urban secondary schools in Jinja.
INDEX WORDS: Motivational practices, fringe benefits, nature of working conditions,
teacher’s performance, and secondary schools.
Description
A Research Report Submitted To The College Of Education Open Distance And E Learning In Partial Fulfillment For Award Of Bachelor Degree In Arts With Education Of Kampala International University.
Keywords
Training, Motivation, Teachers’ Performance