Motivation and service delivery in secondary schools a case of schools in Makindye Division, Kampala District Uganda

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Kampala International University ,College of Education, Department of Open and E-distance Learning
The study assessed the Impact of Motivation and Service Delivery in Secondary Schools: A Case of Schools in Makindye Division, Kampala District — Uganda. The objectives of the study included: To determine the impact of directors or Head teachers on teachers’ motivation, establish the implications of teachers’ lack of motivation in secondary school and determine whether there is a significant relationship between the motivation and service delivery in secondary schools in Makindye East Division among others. The research employed Descriptive research approach where simple random sampling technique was used to get the sample size which required collecting information through questionnaire and interviews to ensure accuracy in data collection. Finally, data was analyzed quantitatively and qualitatively in form of; tables, figures and conclusions were drawn at the end. The major finding of the study was that up t~,7O% of the respondents revealed that there is a mutual relationship between motivation and service delivery. This relationship helps in attracting, retaining experienced and knowledgeable employees as well as motivating them to work harder thus increasing productivity. Recommendations were that Teacher management and development policy should be geared towards improving teacher accountability, effective deployment, and promotion. Also, there is the need to strengthen monitoring and supervision mechanisms to improve teacher efficiency and effectiveness. The welfare of teachers should be improved to get the desired results between teachers and directors as well as to students. In conclusion, therefore, the levels of teacher motivation and service delivery tend to vary depending on whether she/he works in a rural or urban area or at a public or private school. Secondary school teachers tend to be more motivated than primary teachers. The weak culture of teacher and school accountability and lack of supportive supervision are key reasons given for low job motivation. xi
A dissertation submitted to the college of education, open and distance e-learning in partial fulfillment of the requirements of the award of a Bachelor’s Degree of Arts with education of Kampala International University
Motivation, Service Delivery