The purpose of this final chapter is to focus on answering the research questions on the topic strategies used by principals to motivate teachers in secondary institutions in Belize. In addition, suggestions are presented to the following participants: principals and the Ministry of Education in an effort to help teachers become highly motivated and have a better performance in the workplace. It also offers recommendations to future researchers who are interested in this area of research.
Conclusions
Despite the limitations of the study, there are a number of conclusions on the research topic that can be drawn.
There are numerous motivational strategies that are used by principals in secondary schools
First, as one can visualize, with only 24 hours in a day and the unlimited duties encountered by principals on a daily basis, that it is a difficult job to handle efficiently especially if they want the institution to be a success. Despite the magnitude of the task principals will not meet their goals and the level of institutional accomplishment desired if they overlook one of the ultimate factors, that is teacher motivation. The data reveals that the signs of low motivation displayed by teachers are areas of focal concern for principals in secondary education in Belize. It is accepted that the task of teachers is critical and central to the development and success of students and the institution. Hence it is important for principals to use numerous strategies both monetary and non-monetary forms in motivating their teachers to improve their performance in the workplace. The motivational strategies mentioned that are commonly used among principals and which should be used if teachers motivational level should increase are: 1) meeting the needs of the teachers; 2) planning professional development workshops; 3) recognition for hard work; 4) supporting teachers; 5) social gatherings; 6) make teachers a part of decision
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making and 7) staff retreats. Although principals believed that each of these strategies are important to increase teachers motivation the research believe that the most significant strategy that should be given first priority to is recognition which can be done in all forms.
Also mentioned were other strategies used but these were not common among principals but are also important to increase teachers’ motivational level. These are 1) monetary rewards; 2) assigning leadership role, 3) teachers paying half of the tuition for their child attending the institution; 4) creating a staff fund account, 5) being respectful to teachers, 6) creating a buddy system and 7) creating a bonus system.
Principals are faced with many challenges in motivating teachers
With all the many strategies, including both monetary and non-monetary forms employed by principals to motivate teachers, they are simultaneously faced with several challenges. These seven challenges encountered are: 1) no love for the profession; 2) older members of staff are not willing to make changes; 3) individual personalities; 4) untrained teachers; 5) teachers wanting to be a part of all decision making; 6) difficulty working with young teachers and 7) low level of co-operation. As these principals are confronted with these challenges, an as human being sometimes they become de-motivated, get emotional and cry, frustrated, agonize and even contemplating leaving the post. Nevertheless in spite of all these challenges they look at the positive side and find innovative ways of solving the dilemma. Principals of secondary institution and member of Ministry of Education are fully aware that motivating teachers is a challenge for many reasons. However from among them there are two major reasons that can be observed and can be damaging to the lives of students and the institutions. These are: (1) the teaching profession is seen as a stepping stone for individuals; and (2), too many untrained teachers are in the classroom without the requisite methodology and pedagogy.
We are however reminded that the teachers are not the only entity in this circle to be held solely accountable for the dilemma of poor performance, but that the other stakeholders in education namely principals, Ministry of Education, and parents all must likewise be held accountable. Firstly, focus must be placed on some principals who lacked the leadership ability and were still chosen for the post because: (a) they were seen as a role model for students; (b) knowing someone in Ministry of education; and finally (c)
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seniority in the education system. Secondly The spotlight must also be focused on members of MOE who are not performing their duties to the best of their ability and in the best interest of education; they neglect to show appreciation to principals and teachers for their hard work and also for showing unprofessionalism when it comes to discipline and making the right choice for the post as principal for institution. Thirdly, there are those parents who show very little or no interest in the performance of their children or show support in school activities.
Interventions used by principals in motivating teachers
As principals faced various challenges they then utilized some interventions to overcome the challenges with the aim to motivate teachers. The interventions implemented by the principals are as follows: 1) one on one discussion; 2) spiritual support; 3) seeking help from other co-workers; 4) involvement of the board of governors;
and 5) using penal measures as prescribed by the Ministry handbook polices.
Nevertheless with the intervention utilized in motivating teachers it still appears that there is minimal improvement in some teachers’ behavior. The question then is what should be done to motivate teachers who are not highly motivated. Therefore, as leaders in education with vision as an important leadership behavior it is vital to search for motives regarding why these teachers are not performing to the best of their abilities and find solutions to the problem. The solution is not for principals of secondary education to focus solely on the goal of the institution but also on teachers as individuals; this corresponds both with the literature review and the major findings. Principals need to be aware that leadership in schools is mainly characterized by relationships with individuals, and it is through these relationships that principals are able to establish clear direction and encourage teachers to apply their abilities, skills and efforts towards shared purposes and goals. Also, incentives seem to be a concern in the profession of teaching. Probably this is the reason for these two events: (a) teachers showing no passion for the profession; (b) and they use the profession as a stepping stone. Hence if the MOE does not find some way of compensating teachers properly they will always face the problem of losing the money they spent for the training of teachers. Likewise they are also losing teachers which could be an asset to the education system.
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It can be concluded, therefore, that the principal is still the leader of the institution and must be held responsible to ensure that teachers are motivated in the workplace. Discovering what matters to teachers and how best to motivate them for sustained and improved performance is a complicated challenge for principals. Evidently the research shows that teachers are most likely to value intrinsic rewards such as self-respect, responsibility and a sense of accomplishment. The results have also shown that extrinsic rewards have been used by principals but generally do not produce the desired results; this nevertheless it is still an important way of motivating employees. Also special attention must be given to the individual since they are motivated differently.
Hence, it is important that principals use both monetary and non-monetary strategies if they want to motivate teachers. The end result will be positive for principals, teachers, students, parents and the wider community.
Recommendations
This section provides recommendations by the researcher to the following groups:
principals and members of MOE who are responsible for teachers’ motivation in secondary institution in Belize. These recommendations were generated from this research finding. The researcher believes that the following will be valuable to the improvement of teachers’ motivation in secondary institution in Belize.
Recommendations for Principals in Secondary Institution
Based on the findings, the researcher provides five recommendations for principals in Belize secondary institutions to increase teachers’ motivational level in the workplace and to increase performance for a better education system in Belize.
Focus on teachers as individuals and not as a group
Principals should focus on teachers as individuals and not as a group in order to see what motivates each person and apply a strategy that will work for that person. It is evident that each institution has a diverse culture where each person is unique and has different needs and behaviors. Hence they are motivated differently depending on what they hope to achieve. In realizing each individual characteristics and motivators, the
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principals will see what strategies should be employed to elicit best results from their teachers.
Pay attention to your environment
As principals of an education system it is important to pay attention to your environment and address any situation that may cause teachers to be withdrawn from their responsibilities and objectives in the institution. Therefore it is important that principals make use of teachers’ motivational survey each year so it can give them a better understanding of the needs of teachers.
Give teachers recognition, respect and support on a regular basis
It is important for principals to give teachers recognition, respect and support on a regular basis if they want to strive to get teachers’ motivation soaring through the ceiling.
In doing so, it will make teachers feel that they are recognized and appreciated for their hard work which will lead them to develop a sense of belonging to that institution.
Plan professional development programs for teachers especially untrained teachers Professional development programs should be planned for teachers,’ especially untrained teachers in the areas of stress management, classroom management and team building. These programs will help teachers to better cope with students’ behavior and also in building better relationships with co-workers so that the environment will be a happier workplace.
Principals need to liaise and share information with each other
The findings also indicated that principals are not willing to share information with other principals in other secondary institutions. However if principals are to overcome the problem of teachers motivation in secondary institutions they need to liaise and share information with each other. Hence it is important for principals to unite and help other principals who are searching for answers to the problem.
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Recommendations for Members of MOE
These six recommendations from the findings at the completion of the research are provided to members of MOE to help them in making the right selection for principals in secondary institutions and supporting principals in education so that they can be effective leaders.
Re-examined selection and promotion policy for principals in secondary institutions Selection and promotion policy for principals in secondary institutions need to be re-examined. The study reveals that some principals were not coping with the heavy responsibilities entrusted upon them. This calls for qualified and experienced personnel to be promoted to occupy headship positions when they become vacant. Promotion or selection of principals based on an assessment of classroom competency alone is inadequate. Competencies in leadership and organizational knowledge and skills among other appropriate qualities should also be included in the criteria for selection and promotion in order to ensure that the beginning principals have sound knowledge and skills in educational administration.
A system of mentoring should be mandatory for new principals
Upon selection of a principal, a system of mentoring should be mandatory for the purpose of providing a proper induction into the responsibilities that they are expected to perform. The new principal will have regular contact with the mentor. The mentor in this situation could be a practicing principal.
To keep teachers for a long period of time in the profession it is important to create attractive benefit packages
If members of MOE want to have teachers working in this profession for a long period of time then it is important that more monetary and non-monetary rewards are given to them especially creating attractive benefit packages. As a consequence this will give them satisfaction and a sense of belonging to the institution. Teachers will see the job as a long-lasting career and not as a stepping stone.
83 Provide leadership workshops for principals
Provide leadership workshops for principals because education is neither stagnant nor static. Hence in providing these workshops for principals it helps them to keep abreast of the changes in the role as a leader; therefore they will be equipped with the knowledge and skills to apply changes to their environment when the needs arise.
Work along with principals of secondary institutions
Ministry should work along with principals of secondary institutions to ensure that teachers are identified in order to get the proper training needed to be efficient in the classroom.
Establish professional representative bodies for secondary institutions
Ministry of Education should establish professional representative bodies for secondary institutions such as counselors which help to ease the workload of principals.
Hence this will give principals more time to deal with other pressing issues that is important to the success of the institution.
Recommendations for Future Study
The following four recommendations are for future researchers to explore other areas in the field of education as it relates to principals and their immediate environment.
Research on the role of the secondary institution principals
There is a need to conduct further research on the role of the secondary school principals and their understanding of the demands and challenges as principals. This research then will help principals to be better equipped for the dynamic educational environment.
Explore teachers’ motivational level from teachers’ perspective
Researchers could explore teachers’ motivational level from teachers’ perspective to see how they view their leaders when it comes to motivating teachers. This information
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can be compared with this research to see if there are any similarities between the strategies used by principals and the expectation of teachers in secondary institutions.
Research on effective programs for principals
Additional research can be done on effective enhancement programs for principals that may help them to become better leaders. Probably programs or methodologies from other country’s can be reviewed to determine if they can be effective to Belize.
Research on the motivational level of untrained teachers
Additional research can be done on the area of the motivational level of untrained teachers in secondary school in Belize. Therefore the research could give rise to the reasons for the lack of motivational level in secondary schools and suggestions could be given to principals and to members of the Ministry of Education to solve the issue.
Limitations of the Study
The study was delimited to secondary school principals who had at least two years experience, teachers in secondary education and member of the MOE who works directly with secondary institutions in Belize. Therefore the results of this research should not be generalized to all teachers and principals in Belize. The research was delimited to 15 principals selected through random sampling. The random sampling limited the research to having majority of the principals from the Belize district and none from the southern district of Toledo. Because the researcher had to return to Taiwan, time was a major limitation and interviews had to be done within one month. The distance in getting to the teachers and principals for the interviews, also made time delimitation. Also because of time factor the researcher only interviewed one person from the MOE. Several attempts were made to get in touch with the other two members but these were unsuccessful because these people were always busy and could not be reached. This was a major limitation because the study could have been strengthened by the increased representation from this group which would have given more contribution on the government’s education officer’s point of view.
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Because of unavailability of Belizean literature on this topic, the researcher had to rely mainly on literature not directly related to our Belizean society. Hence no comparison was made between literatures and findings at the end of the study.
Nevertheless the research instruments were used to obtain results related to the Belizean environment to give answers to the research questions. Hence the researcher was limited to formulating questions for the interview and the survey based on arbitrary issues that arise in Belize; to date there is little or no documented studies on issues or problems that arise in secondary schools in Belize.
In conclusion the researcher hopes that the information gathered on the topic
“strategies used by principals to motivate teachers in secondary institution in Belize” will be beneficial to both principals and members of the MOE in solving the problem of teachers’ motivation in secondary institution for the betterment of education in Belize.
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