The Factors Which Motivate Zimbabwean Teachers Amid the Economic Challenges the Country Is Confronted With (original) (raw)
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Teacher incentives: a death knell for education in Zimbabwe?
2011
Government is failing to pay teachers sustainable salaries. In an attempt to improve the teacher’s incomes and to check strikes and brain drain, The Government through circular minute number 5 of 2009, directed that ten percent (10%) of the levies collected by schools should go towards paying teacher’s incentives. This led to an outcry in the media by both parents and teachers. This study set out to establish the problems that emanated from the payment of the 10% incentives at local level. One hundred and fifty (150) questionnaires were distributed to teachers who were conveniently sampled among 1200 teachers who were marking the ZIMSEC November 2009 O level examinations at Chinhoyi University of Technology. Interviews were conducted with 30 parents who were conveniently sampled from 100 parents whose children attended school in three Gweru district secondary schools. The total sample was one hundred and eighty (180) participants. The findings indicated that the incentive paymen...
The study focused on, 'Investigation of factors influencing staff motivation in selected secondary schools of Isoka District in Zambia. This study attempted to answer the following research questions (a). Are there some options in terms of factors that influence motivations among teachers? (b). What factors influence motivation of teachers in the secondary schools? The population of the study consisted of secondary school teachers and head teachers in the selected schools that were sampled in Isoka District. The instrument used for data collection were questionnaires that were prepared using open ended questions but were different for both head teachers and teachers. The major findings were that: (a) Improved living conditions of teachers especially in rural and remote areas influence motivation. (b) Improved condition of services for teachers influence motivation (c) Providing quality infrastructure, rewarding teachers in monetary terms, providing adequate teaching and learning material and better pay influence the motivation of teachers. (d) Allowing freedom of opinion among teachers is one of the factors that influence motivation. In this study the conclusions that came out of the findings as stated below. (a) Improved living conditions of teachers in rural and remote areas influenced motivations among teachers (b) Improved condition of service for teachers influence motivation among teachers (c) Providing quality infrastructure, rewarding teachers in monetary terms, providing adequate teaching and learning material and better pay influence motivation among teachers. (d) Allowing freedom of opinion among teachers is one of the factors that influence motivation among teachers. The recommendations of the study were (i) The government should help build housing units in rural and remote areas so as to improve the living conditions of teachers there by motivating them. (ii) The government should improve the conditions of service for teachers (iii) The headteachers should allow freedom of opinion among teachers
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During the years 2005 to 2008, Zimbabwe plunged into an economic depression. Many social and economic systems were severely shaken, while others crumpled. The education sector was not spared. Many schools closed as teachers left their jobs for the informal sector while others crossed the borders in search of greener pastures. It was against this background that some parents mooted the idea of incentivising teachers as a way of retaining and motivating them. Many teachers were given financial incentives, while in a few cases, incentives were paid in kind. With incentives, some semblance of sanity returned to the education sector. Unfortunately, a few years down the line, the issue of incentives courted so much controversy, poisoning relations amongst stakeholders, especially between parents and teachers. This study assessed how incentives were administered and why they spoiled relations amongst stakeholders. This qualitative study made use of the survey research design where data wer...
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This study explored identities commonly used in teacher education and student teachers' motives for becoming a teacher. The qualitative case methodology employed interviews and biographical questionnaires data collection methods. Data was gathered through interviewing student teachers and lecturers. Qualitative data analysis began by defining a priori themes and identifying parts of the interview transcripts that were relevant to these a priori themes. The initial coding was then refined by adding additional codes which emerged from the data to create a final coding template to interpret findings. Data analysis methods revealed that student teachers were motivated to join teaching by chance, important other, remuneration, vocation and interest developed through work experience. However prospective candidates did not get places to train as teachers on the basis of their motivation to become teachers. Further the study revealed that motives influenced "what", "where", and "how" student teachers were learning. This study recommends using interviews to establish motives as a way to supplement selection of student teachers.
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This cross-sectional descriptive study intended to investigate the influence of financial motivation to teachers‟ job satisfaction in secondary schools in Kigoma district whereby mixed approach was employed to determine the difference in financial motivation between public and private secondary school teachers and to find out the difference in teachers‟ job satisfaction between these two school categories. The relationship between financial motivation and job satisfaction among teachers in public secondary schools as well as those of private secondary schools was established. Quantitative data was collected using questionnaires which were filled by 150 secondary school teachers who were randomly selected from 21 secondary schools and triangulated with qualitative data which was collected through face to face interview using 21 heads of schools and 21 academic teachers. Using - test at .05 levels of significant, findings indicated that there was a significant difference in financial ...
Research on Humanities and Social Sciences
The purpose of this study was to examine the factors affecting job motivation of teachers in government general secondary schools of Dale woreda in Sidama regional state. Descriptive research design was used for the study. The study targeted 180 teachers and principals of the government secondary schools of Dale woreda. From potential schools in the woreda 4 schools were selected purposively. Simple random sampling technique was used to select the teachers while convenience sampling technique was used to select the principals. Questioner and Semi structured interview was employed to collect data from respondents. From sample the size 175(97.8) principals and teachers respondents were filled and returned. Data obtained through questionnaire were analyzed and summarized using statistical tools. Statistical Package for Social Sciences (SPSS, version 20) was used to analyze the quantitative data. Where descriptive statistics such as mean, standard deviation, percentages, were used to describe the data. The study found that teachers were de-motivated in various aspects such as; Administrative problem mean value (2.64) is the first determinant factors that play a great role on job motivations of teachers in the study area. Followed by Interest in teaching (2.33), Work environment (2.27), Students disciplinary problems (2.23) and inadequate salary (2.14) respectively. From the findings of the study, it was concluded that Administrative problem, lack of interest in teaching profession and work environment are highly affecting teachers' job motivation. The study recommends that woreda education office and school principals should ensure that teachers are well motivated toward their job for the enhancement of better educational out comes. This can be achieved by ensuring that basic needs for teachers are fulfilled and clear and participative decision making is need in the school.