Strategies that relate to research framework
The summary of table 4.4 shows strategies that are used to influence principals’ in motivating teachers which are related to the theoretical framework of the study. The information gathered from the participants claimed that all participants believe that their role is important to the society and they do their best to meet the expectation of the mission statement of the organization. The study also showed that the participants understood clearly what the term “teachers’ motivation” means. They understand that it is having the internal drive and enthusiasm about their career and their physical work
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environment. According to the results, we can conclude that the occupation of a principal is not just being and instructional leader but that they also take on duties of other profession such as nurse, counselor, accountant, parents etc. Although bombarded with all these multi-task they still have yet another larger task of motivating teachers which is an area of major concern for principals if the institution should be a successful one.
Nevertheless the principals take on the job enthusiastically in seeking solutions to the problem. For this reason principals employ several strategies in achieving one of their goals of motivating teachers, both intrinsically and extrinsically so that teachers can love what they are doing; these strategies take two forms: monetary and nonmonetary.
Table 4.4 Strategies that relates to the research framework
Strategies Research findings
Recognition
Monetary
Organizational Culture
Self actualization Promotion Fair treatment Respect
*Salary Rewards Bonuses Benefits
Principal and coworkers relationship Working conditions
Communication
Note: *This indicates that principals do not see this as an employable strategy
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As the findings revealed, the most common strategy employed is recognition this is classified as a nonmonetary form. Principals believe that recognition is the best form of motivation for teachers because teachers feel that they are appreciated by the organization for a job well done. The literature also stated that “some experts argue that nonmonetary rewards can have a far more motivating influence than monetary form” (Harvard Business School Press, 2005). We must however take into account that the nonmonetary form is not the only motivator that will increase employee motivation and performance.
Principals also believe that monetary form plays a vital role as one principal mentioned that money makes the world go round. However because of the lack of financial resources especially in government institutions, only some of the institutions can apply this form of strategy. The analysis also reveals that principals did not use salary as a strategy motivator because teachers are paid according to their qualification and also it was mentioned that teachers should not look at an increase in salary as a motivator because a salary increase is usually nullified by heavy taxation.
As these principals take on the task in motivating teachers in some form it can be viewed that they are faced with a number of challenges such as untrained teachers, individual personality, and no love for the profession etcetera. Yet with all these challenges principals never give up. Instead they use a number of interventions such as:
one on one discussion, spiritual support, seeking help from others etcetera, to motivate their teachers.
From teachers perception they agreed that principals are doing their best to motivate teachers but there are some areas that they believe principals need improvement, such as being consistent, supporting teachers, respecting decision among others. Most important they believe that principals need to separate their personal and professional lives in the workplace. On the other hand the member of MOE states that there are several reasons why principals are faced with this dilemma in motivating teachers. These are because:
1. Some of them are chosen for the post of being a principal because they are seen as senior in the workplace.
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2. They are seen as a role model for students because they attend church regularly.
3. They have some connection with someone in MOE.
4. They lack the leadership ability because the people responsible for choosing principals wrongfully taught that they had the leadership abilities.
Therefore if all these negative ways of choosing a principal are eliminated it is believed that teachers motivation will be soaring through the ceiling and principals would spend less time in that area of motivating teachers. This then will lead to the school and MOE accomplishing the vision and mission of education.
Significance of five motivational theories
From the analysis we can conclude that there are five motivational theories that are significant to the study as indicated in table 4.5 which emphasize that employees as human beings has different needs. Apter (1982), cited that Maslow’s hierarchy of needs theory hypothesized that within every human being there exist five needs: (1) physiological, (2) safety, (3) social, (4) esteem and (5) self-actualization. All these five needs where presented in the study as ways to motivate teachers. The result also supports Herzberg Two-Factor theory belief, (Robbins & Judge, 2007), that an individual’s relation to work is basic and that one attitude toward work can very well determine successor failure.
Nevertheless most of the facts gathered from the research showed that the leaders of that institution contribute a great deal to teachers’ performance and meeting the overall goal of the organization. Nonetheless there is still room for improvement when it comes to treating workers fairly. As referred to in the literature review, equity theory states that people will work when they believe that there is a positive outcome from their behavior (Werner & DeSimone 2006); therefore the lack of unfair treatment can contribute to staff low motivation. The data also support (Vroom, 1964) expectancy theory which also states that people choose their behaviors and effort levels after considering whether their behaviors and effort will improve their performance.
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From the data collected principals and the MOE member identify that there are some teachers who are self-motivated but on the other hand there are some teachers that are not self-motivated. Therefore, in order to get these teachers motivated they must apply some negative reinforcement. According to Adair (1990), McGregor Theory X is labeled as negative which assumes lower-order needs dominate individuals and Theory Y is labeled as positive which assumes higher-order needs dominate individuals. Hence it can be seen that in secondary institution principals have both Theory X and Y teachers.
Table 4.5 Findings of motivational theories that is significant to the study
Maslow’s hierarchy
However, the data disclosed that principals’ do not pay much attention to their teacher’s behavior but place greater emphasis on the goals of the institution. As the literature bring to light that we have to bear in mind that what works best for one person will not work for another (Harvard Business School Press, 2005). For this reason it is important for a principal to not only focus on the goals of the institution, but also emphasis must be place on employees to identify and classify the type of employees in the institution and also the causes of their behavior. This will help principals to
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effectively work with teachers in using the right strategy to motivating them to increase their performance and make the environment a better place to work.
Emerging data from results
After collecting the results and analyzing the information it was interesting to find out emerging data from principals, teachers and the member of Ministry of Education on the research topic which was not mentioned in the literature review.
Principals are not consistent in giving recognition
The first emerging data from the findings is that teachers believed that some principals are not consistent in giving recognition. Teachers deemed that principals does not give recognition frequently, that it will be offered sometimes and in other instances it will take a long period of time for it to be offered again. Principals must bear in mind that teachers are human being as well and need to be treated equally and not like George Orwell’s ‘animal farm’ where some are more equal than others. In doing so teachers will feel like they are appreciated for a job well done which will give them that sense of motivation in the workplace.
Some principals lack vision and management ability
A second data that emerged from the findings is some principals lack vision and management ability. This is so for several reasons, these being: 1) because some principals were chosen for the post because they are seen as the senior person in the institution in regards to years; 2) they are seen as role models for students since they go to church regularly; 3) they know someone in the MOE; and 4) they are not able to transfer the information learnt to the real world. As a result of this some principals are not able to lead and manage their institution effectively and cause some teachers to become de-motivated.
Large group of untrained teachers
Lastly, there is a large group of untrained teachers in the profession.
Therefore these teachers are not able to function properly in the classroom because they
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lack the pedagogy and methodology skills. Hence this leads to teachers’ low motivation.
However, if principals and MOE wants to see teachers performing at their best it is imperative that principals hire teachers who are qualified or encourage them to be qualified to teach the students of the future.
Therefore one can conclude that the duty of a principal in motivating teachers to improve their performance is a challenge because of the diverse personality of teachers. However they must keep in mind that they should not give up because it is important to motivate employees through the effective use of monetary and non-monetary forms and a comfortable organizational culture to generate the excellent performance that enables secondary institution to meet its goals.
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