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A COMPARATIVE STUDY ON MOTIVATIONAL FACTORS THAT

AFFECT TEACHERS PERFORMANCE IN PUBLIC AND


PRIVATE SECONDARY SCHOOLS OF
HARARI REGIONAL STATE

MA THESIS

ESKENDER ABDUREHMAN

NOVEMBER, 2015

HARAMAYA UNIVERSITY, HARAMAYA


A Comparative Study on Motivational Factors that Affect Teachers
Performance in Public and Private Secondary Schools of
Harari Regional State

A Thesis Submitted to College of Education and Behavioral Sciences,


Department of Educational Planning and Management,
Postgraduate Directorate
HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for Degree of


MASTERS OF ART IN EDUCATIONAL
LEADERSHIP AND MANAGEMENT

Eskender Abdurehman

November, 2015

Haramaya University, Haramaya

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HARAMAYA UNIVERSITY
POSTGRADUATE DIRECTORATE
We hereby certify that we have read and evaluated this Thesis entitled A Comparative
Study on Motivational Factors that Affect Teachers Performance in Public and Private
Secondary Schools of Harari Regional State prepared under our guidance by Eskender
Abdurehman. We recommend that it be submitted as fulfilling the thesis requirement

Maeregu Biyabeyen
Major advisor Signature Date

Koye Kassa
Co-advisor Signature Date

As a member of the Board of Examiners of the MA Thesis Open Defense Examination, I


certify that I have read and evaluated the Thesis prepared by Eskender Abdurehman and
examined the candidate. I recommend that the Thesis be accepted as fulfilling the Thesis
requirements for the degree of Master of Art in Educational Leadership and Management.

Chairperson Signature Date

Internal Examiner Signature Date

External Examiner Signature Date


Final approval and acceptance of the Thesis is contingent upon the submission of its final
copy to the Council of Graduate Studies (CGS) through the candidates department or
school graduate committee (DGC or SGC).

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DEDICATION

I dedicate this manuscript for my daughters Meryam Eskender, Asinat Eskender, Ayisha
Eskender, and my son Mohammed Eskender.

iv
STATEMENT OF THE AUTHOR

By my signature below, I declare and affirm that this Thesis is my own work. I have
followed all ethical and technical principles of scholarship in the preparation, data
collection, data analysis and compilation of this Thesis. Any scholarly matter that is
included in the Thesis has been given recognition through citation.

This Thesis is submitted in partial fulfillment of the requirements for a Master of Art in
Educational Leadership and Management at Haramaya University. The Thesis is
deposited in Haramaya University Library and is made available to borrowers under the
rules of Library. I solemnly declare that this Thesis has not been submitted to any other
institution anywhere for the award of any academic degree, diploma or certificate.

Brief quotations from this Thesis may be made without special permission provided that
accurate and complete acknowledgment of the source is made. Requests for permission
for extended quotations from or reproduction of this Thesis in whole or in part may be
granted by Head of the School or Department when in his or her judgment the proposed
use of the material is in the interest of scholarship. In all other instances, however,
permission must be obtained from the author of the Thesis.

Name: Eskender Abdurehman Signature:

Date:

School: Postgraduate Program Directorate

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BIOGRAPHICAL SKETCH

The author was born in Harari Region in August 12, 1979. He attended his primary and
secondary education at Sengaber Primary School and Harar Medhanealem
Comprehensive Secondary School respectively. He completed his B.A. Degree in
Accounting from Ethiopian Civil Service University in 2003 and after that, he joined the
School of Graduate Studies of Haramaya University in 2013 to pursue M.A. program in
Educational Leadership and Management. Currently, he is working as head of the office
in Harari Regional State Government Communication office.

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ACKNOWLEDGEMENTS

My greatest appreciation and thanks goes to my advisors Maeregu Biyabeyen (Assistant


Professor) and Koye Kassa (Assistant Professor), for their constructive and supportive
comments and feedback they gave me since the beginning of my research work.

Also, I would like to pass my gratitude and so many thanks to my wife Hidaya for
everything, that Im out of words to express and enough space to state it, she has done for
me as much as humanly possible.

In addition, I would like to thank those who have been cooperative in assisting me by
typing my thesis and willingly gave me the data needed for serving the purpose of my
study and those who were all along with me by providing emotional and technical
support.

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ACRONYMS AND ABBREVIATIONS

ANOVA: Analysis of variance


CPD: Continuous Professional Development
ERG: Existence, Relatedness, and Growth
MoE: Ministry of Education
REB: Regional Education Bureau

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TABLE OF CONTENTS

DEDICATION iv
STATEMENT OF THE AUTHOR v
BIOGRAPHICAL SKETCH vi
ACKNOWLEDGEMENTS vii
ACRONYMS AND ABBREVIATIONS viii
LIST OF TABLES xii
ABSTRACT xiii
1. INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Research Questions 8
1.4 Objectives of the Study 8
1.4.1 General objective
8
1.4.2 Specific objectives
8
1.5 Significance of the Study
9
1.6 Delimitations of the Study
10
1.7 Limitations of the Study
10
1.8 Operational definition of Terms
11
1.9 Organization of the study
2. REVIEW OF RELATED LITERATURE 12

2.1 The concept of Motivation 12

2.2 Theories of Motivation 15


2.2.1 Content Theories of Motivation 15
2.2.1.1 Maslows Hierarchy of Needs Theory of Motivation 16
2.2.1.2 Aldelfers ERG Theory of Motivation 19
2.2.1.3 Hertzbergs Two-Factor Theory 20
2.2.2 Process Theories of Motivation 24
2.2.2.1 Adams Equity Theory of Motivation

Continues

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2.2.2.2 Skinners Reinforcement Theory of Motivation 26
2.2.2.3 Locke and Lathams Goal-Setting Theory 27
2.2.2.4 Vrooms Expectancy Theory of motivation 28
2.3 Teachers motivation and work performance 28
2.4 Factors of teachers motivation 31
2.5 Rewarding systems 33
3. RESEARCH DESIGN AND METHODOLOGY 35
3.1 Description of the Study Area 35
3.2 Research Design 35
3.3 Sources of Data
36
3.3.1 Primary sources of data
36
3.3.2 Secondary sources of data
36
3.4 Population, Sample Size, and Sampling Technique
36
3.4.1 Population
36
3.4.2 Sample size and sampling technique
37
3.5 Data Collection Instruments
3.5.1 Questionnaire 38

3.5.2 Interview 38
3.5.3 Focus Group Discussion 39
3.6 Procedures of Data Collection 39
3.7 Method of Data Analysis 39
3.8 Ethical Considerations 40
4. RESULTS AND DISCUSSION 41
4.1 Respondents Characteristics 41
4.2 Motivational factors affecting teachers performance 46
4.2.1 Teachers awareness of the effect of their motivation on their performance 47
4.2.2 Teachers level of motivation and performance 49
4.2.3 Factors of motivation affecting teachers performance 52
4.2.3.1 Motivator factor affecting teachers performance
53
4.2.3.2 Hygienic factor affecting teachers performance
63

Continues

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4.2.4 Areas of performance of a teacher are affected by motivational factors 74
4.3 Strategies to minimize the effect of factors of motivation 78
5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 84
5.1 Summary 84
5.2 Conclusions 86
5.3 Recommendations 87
6. REFERENCES 89
7. APPENDIXES 100

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LIST OF TABLES
Table 1. Sample size, and sampling technique 37
Table 2. Teachers sex, marital status, and age 42
Table 3. Teachers teaching experience, educational status, and monthly salary 44
Table 4. Teachers awareness of the effect of their motivation on performance 47
Table 5. Teachers level of motivation and performance 49
Table 6. Motivator factors that affect teachers performance 53
Table 7. Hygienic factors that affect teachers performance 63
Table 8. Areas of performance of a teacher are affected by motivational factors 74
Table 9. Strategies prioritized by teachers to improve their motivation
79

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ABSTRACT

A Comparative Study on Motivational Factors That Affect Teachers Performance in Public


and Private Secondary Schools of Harari Regional State

The general objective of this study was to comparatively study the motivational factors that
affect teachers performance in public and private secondary schools of Harari Regional
State. The study was delimited to Hertzberg's motivational factors and hygienic factors of
motivation. The design of the study was descriptive and 190 teachers, 8 principals, 8 vice
principals, 5 supervisors, and 2 REB officials were samples of the study and both primary
and secondary data sources were used. Regarding sampling technique purposive sampling,
to select sample schools, and available sampling, to select sample subjects were used.
Questionnaire, interview, focus group discussion, and documents were used as data
collection tools, and data were analyzed using percentage, mean, standard deviation, range,
and t-test. The findings of the study implied that Among Hertzbergs motivator and hygienic
factors of motivation, accomplished achievements, responsibility assigned, interpersonal
relations with co-workers and leaders, and work place administration significantly affects
private school teachers motivation, and public school teachers motivation is significantly
being affected by educational opportunities and promotion and advancement. It is
recommended that accelerated carrier development, and priorities social provisions will
improve the motivation of all teachers, but providing priority in educational opportunities
will do better to improve the motivation of public school teachers however recognition does
better for private school teachers.

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1

1. INTRODUCTION
This section explains about the background of the study, statement of the problem,
questions of research, objectives of the study, significance of the study, delimitation of
the study, organization of the study, limitations of the study, and definition of key terms.

1.1 Background of the Study


It is a fact that people are living in a world full of different institutions and organizations
established to serve different purposes, involving a work force within to serve their
purpose. Motivation and performance of the work force involved plays a major role to
achieve their purpose to the maximum. Therefore, motivation and work performance of
workers in any organization imposes a great deal on success and failure of organizational
purpose. The relationship between employee motivation and job performance has been
studied in the past (Vroom, 1964), and Petty et al. (1984) concluded that employee
motivation and job performance are indeed positively correlated. A good employee
performance is necessary for the organization, since an organizations success is
dependent upon the employees (Ramlall, 2008).

Globally, researches have conducted in different times regarding issues related to


motivation. According to Bagraim, Cunningham, Potgieter and Viedge (2007), the
concept motivation refers to the force within us that arouses, directs and sustains our
behavior. The first part of the definition, arousal, is about the energy that drives our
behavior. Another view from Griffin and Moorhead (2009) is that motivation is the set
of forces that causes people to engage in one behavior, rather than some other alternative
behavior. Also, Mills, Bratton, and Forshaw, (2006) define work motivation as the
individuals desire to direct and sustain energy toward optimally performing, to the best
of his or her ability, the task required in order to be successful in a work position.
Motivation is the most important matter for every organization public or a private sector.
For the success of any organization employees motivation plays an important role.

All organizations, whether they are in the public or private sector, encounter the matter
of motivation (Chintallo and Mahadeo, 2013). As of the statement by Louw and Venter
(2006) and Cronj (2000), if a workforce is motivated the performance of employees
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can be improved, which in turn leads organizations realize their goals. Work
performance, which the Oxford Advanced Learner s Dictionary defines as the act or
process of carrying out something or execution of an action or a repetitive act or
fulfillment or implementation, is greatly impacted by workers motivation (Hornby,
2000). Employees are the key driving force of any organization who gives endless effort
to put a companys decisions into actionwith a view to achieve the goals of the organizat
ion. Motivated employees will help organizations survive by performing the job and
work required with their full latent; hence employees will be more productive (Yongsun,
Barbara, and Christy, 2002). Employees, therefore, are regarded as an unsurpassed vital
resource of organization, and the issue of employees motivation has become
an indispensable part of the human resource strategy of an organization. Today, there
are many discussions about motivation and the relationship of employees performance
and the organizational effectiveness. According to Azar and Shafighi, (2013) Motivation
will lead to the fact that workers or employees of the organization will seriously do his
duties and responsibilities.

In African context different studies have been conducted regarding motivation and issues
related to motivation as well. As of the study conducted by Mary (2010), in Uganda,
motivation of the employees has effect on their performance. Furthermore, a study
conducted in South Africa by Van (2011), For the continued success of an organization,
motivated employees are very important. The issue of motivating staff is a continuous
journey that companies need to undertake. Low motivation levels of employees reflect
poorly on the overall impression of the organization. Motivated employees on the other
hand will ensure that the company flourishes. Increased motivation will result into a
feel good factor spread throughout the organization. Every organization has been
established with certain objectives to achieve. Schools, whether public or a private, are
among the organizations providing service having a desired end result, and teachers are
among the work forces involved in schools. According to Iqbal, Yusaf, Munawar,
Naheed, (2012), Employees motivation and their ability collectively participate into
employees performance. In other word teachers are employees of the organization,
which is a school, and their motivation determines their performance.
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In their study on teachers motivation on sub Saharan Africa and south Asia, Paul and
Kwame, (2007) clearly stated Teachers motivation is their state of being influenced by
such factors, not as the factors themselves. The type of personal goals involved is also an
important issue. We would describe teachers as being well-motivated if they are
striving for personal goals that correspond closely to the official goals of the school and
the ideals of the profession. Poor motivation could imply either that teachers make
little effort or that they intentionally focus their effort on goals not useful for the school.
This implies that teachers motivation determines their work performance.

Furthermore, in their study Paul and Kwame (2007) clearly stated a major conclusion
of the extensive literature on school effectiveness in developed countries is that
achieving better learning outcomes depends fundamentally on improvements in
teaching. Although there are many other factors that affect learning outcomes, teaching
is the main school-level determinant of school performance. Thus, ways to increase
teacher motivation and capabilities are central to any systematic attempt to improve
learning outcomes. A considerable amount of research has been conducted on what
makes the effective teacher. And yet, the focus to date of policy reform in most
countries has been on improving learning outcomes through a better allocation of
resources, more accountability, curriculum reforms and refined assessment systems, and
better pre- and in-service teacher training. However, the limited impact of many of these
interventions has forced politicians and policymakers to focus increasingly on the needs
of teachers themselves.

According to Ayalew (2009) the strength of any educational system, however, largely
depends on the quality and commitment of its teachers. He claims that indeed teachers
are the most important elements in the realization of educational goals. Because of this,
every educational system should strive to attract qualified people to the profession and to
provide them with the best possible working conditions and material incentives that will
satisfy their needs. Furthermore, Ayalew stated that effective schooling at all levels
depends on a highly qualified and motivated teaching force. It is undeniable that there
must be a striking balance between organizational goals and employee personal goals
will go a long way to ensure a workforce that is motivated to achieve the level of
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performance that is expected of them while simultaneously satisfying their own personal
goals and needs.

In Harari regional state there have been different researches conducted regarding issues
related to teachers motivation, for example a study on job satisfaction of teaching staff
at private higher education institutions in Harari regional state, a study conducted by
Bekele Legesse(2011). But still it was observable that none of them had long lasting
effect in solving issues related to teachers motivation and performance. In other words,
there was a gap in need of research regarding motivation and performance of secondary
school teachers in the region.

Considering the fact, from actual observation of the researcher and reviewing literature,
one-time factor of motivation could no longer be a motivator for life. So that, studying
factors that affect teachers motivation should not be a onetime process. Therefore, the
researcher believed that the issue should be studied in depth and from time to time and it
kindled the issue of research in the mind of the researcher. So that, comparatively
studying motivational factors that affect teachers performance in secondary schools of
Harari Regional State was the concern of this study.

1.2 Statement of the Problem


Sarital and Tomer (2004) noticed that teaching is one of the most influential and
dignified profession in society and teachers are always expected to be the lifeblood of
any education system. Even so, Bennell (2004) indicates that teaching has become
employment of the last resort among university graduates and secondary school leavers.
Teacher motivation has become an important issue given their responsibility to impart
knowledge and skills to learners. It is argued that satisfied teachers are generally more
productive and can influence students achievement (Mertler, 1992). Motivation guide
people s actions and behaviors toward achievement of some goals (Analoui, 2000).

Accordingly, Mills, Bratton, and Forshaw (2006), stated that work motivation is one of
the most researched yet misunderstood concepts. It is a subject many would say has been
researched to death, yet still has far more questions than answers. According to Fox
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(2007), individual employees differ basically to such an extent that no two individuals
will show the same reaction to a particular stimulus and therefore not all employees will
be motivated by the same factors with a view to performance.

As of the study by Naomi (2012), on factors that affect Teachers Motivation in


Secondary Schools of Kenya, it shows that the teaching profession has in the recent past
suffered from exodus of teachers from public schools to other more lucrative fields. This
implies those teachers are not motivated to stay in the profession. Nyinakiiza (2005)
researched on reward management and performance of lecturers at Nkumba University
in Uganda. Yet Okwir (2006) studied the contribution of motivation practices to
performance of secondary school teachers. More or less both researchers stress the
importance of teachers motivation and work performance. According to Ofoegbu
(2004), Poor academic performance of students in Uganda has been linked to poor
teachers performance in terms of accomplishing the teaching task, negative attitude to
work and poor teaching habits which have been attributed to poor motivation.

In Ethiopia, teacher attrition has been an age old problem (Darge, 2002). An exodus of
teachers to other professions is as old as the educational system itself (Ayalew, 1991).
Wrinkle (cited in Aklilu (1967) reported a turnover rate of 67% as early as 1953, in all
over Ethiopia. Even if recently there has been a nationwide salary increment for
teachers and conduction of different researches regarding the issue, the attrition is going
up rather than down which makes further investigation on the issues related to teachers
motivation a need. As a matter of fact, and as per results of different studies work
motivation and work performance have strong relationship one or the other way. For
example, there is an old saying you can take a horse to the water but you cannot force it
to drink; it will drink only if it's thirsty - so with people. They will do what they want to
do or otherwise motivated to do. Whether it is to excel on the workshop floor or in the
'ivory tower' they must be motivated or driven to it, either by themselves or through
external stimulus (Accel, 2015).
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In Harari regional state there are both public and private secondary schools providing
service to the community. In the year 2002, Ethiopian Calendar the Harari regional
education bureau prepared and implemented a standard procedure, with a list of criterias
that a teacher should encompass to be eligible of get an incentive, in order to motivate all
public school teachers of the region, and also a criterion to assess their performance.
Unlike the public schools still there is no a standard procedure, to motivate and assess
performance of teachers in private schools. This sparked questions of research in the
mind of the researcher.

The debate over whether there are similarities or differences between employee
motivation in the private and the public sector seems to remain controversial. To begin
with, several studies indicate that compared to private sector employees, public sector
employees are less motivated by extrinsic monetary rewards (Frank and Lewis, 2004;
Buelens, Mark, Broeck, Herman, 2007). Yet, other studies assert that such differences do
not exist, and even if they do, public employees still consider financial incentives to be
highly motivating (Wright, 2003). But, Rainey (2009) for example, found no differences
in the attitudes of public and private sector employees toward organizational goals.
Some research suggest that public employees value higher-order needs more than their
private sector peers (Frank and Lewis, 2004), other works prove the adverse or find no
distinction (Wright, 2001; Buelens et al., 2007). Moreover, Wright (2001) asserts that
the public or private sector does not need to have their own theories of human
motivation. In his view, a general theory of organizational behavior should be able to
incorporate, if not account for, meaningful differences across sectors.

Also, being part of the community and a relevant work force the researcher had a chance
to scrutinize issues related to teachers motivation and performance. My actual
observation and informal communication gave me an insight regarding teachers
motivation and performance. Teachers are leaving the profession for one or the other
reason, for example changing profession, leaving the profession and become Kebele or
woreda political appointees. In Harari region, even if different researches have been
conducted regarding teachers motivation, for example among the studies conducted a
comparative study of Herzbergs two-factor theory of job satisfaction among public and
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private secondary school teachers in Harari region, by Yohannes Mamo (2011) was one
that can be mentioned. Except pointing out issues related to motivation, none of the
studies comprehensively and comparatively identified motivational factors that
significantly affect teachers motivation and performance in both public and private
secondary schools and the extent of difference among the factors of motivation between
teachers in both schools.

In spite of enormous research, basic as well as applied, the subject of motivation is not
clearly understood and more often than not poorly practiced (Accel, 2015). These clearly
postulated that there was a gap, and there were an identified and not fulfilled factors of
motivation with different degree of extent of difference between public and private
school teachers. This fact implied that the gap needs to be filled to motivate teachers and
improve their performance. Moreover, the review of related literature justified that work
motivation is one of the most researched yet misunderstood concepts, motivation in the
workplace is a broadly researched topic (Rynes, Gerhart, and Minette, 2004). Also,
Shahid (2013) recommends continued studies on motivation over time as these factors
may vary their motivation roles with time. Furthermore, Nelson (2001) presented that
what motivates people may vary from one person to another and may even vary over
time with the same person. So that, one-time research or previously conducted
researches, no matter how intensively conducted, will not paint the true picture of todays
or tomorrows factors of motivation for sure, which certainly recommended by Shahid
(2013) that continued studies on motivation over time as these factors may vary their
motivation roles with time.

In general, in Harari region even if there are public and private schools, there is a
standard procedure to motivate teachers which is not inclusive of all. Once again
teachers, who are either left out of the profession or still are teaching in the everyday
professional and personal encounter, raise issues for not being motivated which flags
question regarding their performance. These situations gave a good reason for the
researcher to find out motivational factors that affect teachers performance between
public and private schools, and the differences and its extent as well. The researcher
believed that something must be done to motivate, not only public but also private
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school teachers, and improve their performance. So that the researcher wanted to
conduct a comparative study on motivational factors that affect teachers work
performance in the public and private secondary schools of Harari Regional State.

1.3 Research Questions


The following were research questions of the study:
1. What are the motivational factors affecting teachers performance in both public and
private Secondary Schools of Harari Region?
2. Is there a significant difference among factors of motivation that affect performance
between public and private secondary school teachers?
3. What measures could be taken to motivate teachers in order to improve their
performance in both public and private Secondary Schools of Harari Region?

1.4 Objectives of the Study


This study had the following general and specific objectives:

1.4.1 General objective


The general objective of the study was to comparatively investigate the motivational
factors that affect teachers work performance in public and private secondary schools of
Harari Regional State.

1.4.2 Specific objectives of the study


Specifically, the study had the following objectives.
1. To identify the motivational factors currently affecting teachers performance in both
public and private Secondary Schools of Harari Region.
2. To examine whether there is a significant difference among factors of motivation that
affect performance between public and private secondary school teachers?
3. To point out measures to motivate teachers in order to improve their performance in
both public and private Secondary Schools of Harari Region

1.5 Significance of the Study


In general, this study may be important to the stakeholders in identifying the
motivational factors that affect teachers work performance in the public and private
9

secondary schools of Harari Regional State. The findings of the study may be significant
in pointing out and indicating for the stakeholders the difference between, public and
private secondary school teachers of Harari region, regarding motivational factors that
affect teachers work performance.

The results of the study may help the stakeholders of both public and private schools to
note the extent of the difference between public and private school teachers
motivational factors that are affecting their work performance. For the interested party it
can be an eye opener by indicating factors that affect teachers performance in both
public and private schools with the differences and the extent of it to consider the facts
in order to keep teachers motivated and improve their work performance.

The Regional Education Bureau /REB/ may benefit from the findings by identifying
motivational factors affecting teachers performance and use it to motivate teachers and
improve their performance in order to maximize teachers role in provision of quality
education. Students in both public and private secondary schools of Harari region may
also benefit after the recommendations of the study take effect, from improved teachers
performance as a result of improved motivation.

The findings and recommendations of the study may benefit teachers by indicating
factors that are affecting their motivation and work performance and by pointing out
important measures to keep them motivated. Stake holders and decision makers
benefits from the findings of this study in order to make sound decisions to keep up
teachers motivation and work performance. Other researchers may use it as stepping
stone to conduct further study or as a local reference material.

1.6 Delimitations of the Study


This study was delimited to investigate the motivational factors that affect teachers
work performance in both public and private secondary schools of Harari Region. There
are a total of 13 secondary schools in Harari region, from these schools five of them are
public and eight of them are private secondary schools. From the public schools four
schools-Harar senior secondary school, Hamaresa secondary school, Abadir secondary
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school, and Shekib Abdullahi secondary school and from the private schools four
secondary schools-SOS secondary school, Bethlehem secondary school, Awabdal
secondary school, and Lutran secondary school were sample schools of the study. The
variables of the study were Hertzberg's motivational factors (work, achievements,
recognition, responsibility, and opportunities) and hygienic factors (salary, interpersonal
relations, company policies and administration, status, job security, and fringe benefits).
Regarding samples, sampling technique, data collection tools, and data analysis, the
study was delimited to four public and four private schools, purposive and available
sampling procedures, questionnaire, interview, and focus group discussion, and
percentage, means, standard deviation, range and t-test, respectively were employed.

1.7 Limitations of the study


Regarding the limitation of the study, difficulties to access schools record of teachers
performance assessment result for the reason of confidentiality and six unreturned
questionnaires from public schools were what encountered during this study. As a
remedy for inaccessibility of school records, after convincing teachers that it serves only
a research purpose and further more by build up their trust through informing them that
the researcher presently or formerly was not working with or for REB and in addition by
assuring that the information they provide will not be linked or related with anything of
theirs or their school by stressing there is no need to write theirs or school name, an item
requesting teachers to indicate how their performance was rated during school
performance assessment at the end of the year 2007 E.C. was included in a
questionnaire. The problem of the six unreturned questionnaires was solved by getting
other six volunteer teachers to fill the questionnaires.

1.8 Operational Definition of Key Terms


Motivation: A drive or force that arouses, direct, and maintain teachers behavior
towards better work performance.
Motivated teachers: teachers with a drive towards better performance and scored the
highest in a rating scale in different performance areas.
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Motivational factors: Hertzberg's motivational factors (work, achievements,


recognition, responsibility, and opportunities) and hygienic factors (salary, interpersonal
relations, company policies and administration, status and job security).
Secondary schools: secondary schools are considered as a public and private schools
grade (9-10).
Secondary school teachers: Teachers who teach in public and private secondary
schools.
Teachers performance: a scale rated in schools regarding teachers in different sets of
knowledge, skill, and attitudinal characters that a professional teacher should encompass,
declared by MoE.
Teachers performance area: sets of knowledge, skill, and attitudinal characters that a
professional teacher should encompass, declared by MoE.
Teachers satisfaction: a state of fulfillment that increase teachers motivation.
Unmotivated teachers: teachers with no or low drive towards better performance and
scored low in a rating scale in different performance areas

1.9 Organization of the Study


This study is organized in to five chapters. The first chapter discusses the background of
the study followed by statement of the problem then after the basic research questions
and the general and specific objectives of the study and finally delimitation and
limitations of the study and operational definitions of key terms and organization of the
study are followed.

The second chapter of the study incorporated a detailed review of literature related to
motivation and work performance. The third chapter is all about research design and
methodologies of the study. This part clearly states design of the study, sources of data,
the sampling design that was followed, the tools of data collection, and method of data
analysis.

In chapter four details of data analyzed in combination with discussion is presented.


Finally, in chapter five, summery of the study followed by conclusions and
recommendations is presented in chapter five.
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2. REVIEW OF RELATED LITERATURE


In this part a literature reviewed on the concept of motivation, different theories of
motivation, work motivation and work performance, teachers motivation and
performance, challenges of motivation, and rewarding systems, is clearly stated.

2.1 The Concepts of Motivation


According to Bagraim, Cunningham, Potgieter and Viedge (2007), the concept
motivation refers to the force within us that arouses, directs and sustains our behavior.
The first part of the definition, arousal, is about the energy that drives our behavior. The
second part of the definition is about the choices we make between different behaviors to
achieve our goal, the direction of our behavior. The third part of the definition is
concerned with how long we are willing to persist at attempts to meet our goals, to
sustain our behavior.

Another view from Griffin and Moorhead (2009) is that motivation is the set of forces
that causes people to engage in one behavior, rather than some other alternative
behavior. Also Mills, Bratton, and Forshaw (2006) defined work motivation as the
individuals desire to direct and sustain energy toward optimally performing, to the best
of his or her ability, the task required in order to be successful in a work position.

According to Guay (2010) Motivation refers to the reasons underlying behavior.


Paraphrasing Gredler, Broussard and Garrison (2004) broadly define motivation as the
attribute that moves us to do or not to do something. Nel (2004), viewed that motivation
can be described as intentional and directional. In his definition the word intentional
refers to personal choice and persistence of action and the word directional indicates
the presence of a driving force aimed at attaining a specific goal.

Halepota (2005) defines motivation as a persons active participation and commitment


to achieve the prescribed results. Halepota further presents that the concept of
motivation is abstract because different strategies produce different results at different
13

times and there is no single strategy that can produce guaranteed favorable results all the
times.

According to Antomioni (1999), the amount of effort people are willing to put in their
work depends on the degree to which they feel their motivational needs will be satisfied.
On the other hand, individuals become de-motivated if they feel something in the
organization prevents them from attaining good outcomes.

It can be observed from the above definitions that, motivation in general, is more or less
basically concern with factors or events that moves, leads, and drives certain human
action or inaction over a given period of time given the prevailing conditions.
Furthermore, the definitions suggest that there need to be an invisible force to push
people to do something in return. It could also be deduced from the definition that
having a motivated work force or creating an environment in which high levels of
motivation are maintained remains a challenge for todays management. . This challenge
may emanate from the simple fact that motivation is not a fixed trait as it could change
with changes in personal, psychological, financial or social factors.

According to Amabile (1993) motivation can be intrinsic or extrinsic motivation. If


individuals are intrinsically motivated they seek enjoyment, interest, satisfaction of
curiosity, self-expression, or personal challenge in the work, for example if employees
are motivated because they wanted Achievement, Recognition, Responsibility, and
Advancement. If individuals are extrinsically motivated they engage in the work in
order to obtain some goal that is apart from the work itself, for example if employees are
motivated because of Pay, Working conditions, Physical surroundings, Job security, and
Relations. Intrinsic motivation and it refers to the motivation that comes from inside the
individual. It is an internal desire that stems from feelings such as pride for contributing
to something worthwhile, being excited by work related challenges and satisfaction in
the personal development or growth that may come from tasks or certain work activities
that we perform. Extrinsic motivation on the other hand occurs when external factors
such as praise, salary and status, influence our levels of motivation.
14

The distinction between intrinsic and extrinsic motivation is evident, however


researchers argue that intrinsic and extrinsic motivation also have an effect on each
other. Deci (1972) claims that in some cases extrinsic motivators can decrease intrinsic
motivation. He argues that if money is administered contingently, it decreases intrinsic
motivation. But this event will not occur if the money is non-contingently distributed.
Amabile (1993) reacts to this discussion by stating that although extrinsic motivation can
work in opposition to intrinsic motivation, it can also have a reinforcing effect: once the
scaffolding of extrinsic motivation is taken care of, intrinsic motivation can lead to high
levels of satisfaction and performance. She also states in her research that both intrinsic
and extrinsic values can motivate employees to do their work, however intrinsic and
extrinsic motivation can have very different effects on employees.

In conclusion it can be stated that employees can be intrinsically and/or extrinsically


motivated, to perform a certain task (Amabile, 1993). And that extrinsic and intrinsic
motivation can reinforce each other, but in some cases extrinsic motivators can also
decrease intrinsic motivation (Deci, 1972). Furthermore, researchers argue that not all
people are equally motivated; some employees are more intrinsically and others more
extrinsically motivated (Furnham, 1998).

For the fact that employees motivation matters, Nandewar, Surnis, and Nandanwar
(2010) stated that motivated employees can impact a companys bottom line and make
the workplace some where employees look forward to interact with instead of just a
place to pick up a paycheck. Furthermore, a well-motivated organization for sure will
have more motivated employees and hence they will be more productive and this will
lead to extreme cost savings (Urichuck, 2002). In addition, satisfied employees
positively impact corporate culture, resulting in many intangible but equally important
returns (Yongsun, 2002).

Motivation is the most important matter for every organization public or a private sector.
For the success of any organization motivation play an important role. All organization
encounters the matter of motivation whether they are in the public or private sector
15

(Chintallo and Mahadeo, 2013). Mansoor (2008) also sees that motivation is about
creating the environment where employees will be motivated and hence work with their
full effort. So, organizations should motivate their employees to enhance competitive
advantages and reach the firms vision and mission (Philip, Yu-Fang, Liang-Chih, 2007).

For this thesis, the definition of motivation by Greenberg and Baron (2003) is adopted,
as it is more realistic and simple as it considers the individual and his performance.
Greenberg and Baron define motivation as the set of processes that arouse, direct, and
maintain human behavior towards attaining some goal (Greenberg and Baron, 2003).

2.2 Theories of Motivation


Numerous motivation theories have been developed over the years in an attempt to
capture the essence of human motivation. These theories are aimed at helping managers
to understand the needs and goals of employees and to help the manager to arouse,
direct and sustain a particular course of action or to stop certain behaviors that are
proving problematic in the organization (Bagraim et al, 2007). Each theory identifies
those factors that they argue are keys in explaining how individuals are motivated.
Motivational theories can be divided into two basic groups, namely content theories and
process theories.

2.2.1 Content Theories of Motivation

According to Shajahan and Shajahan (2004), content (or static) theories of motivation
focus on internal or intrapersonal factors that energize, direct, sustain and or
prohibit behavior. These theories explain forces of motivation by focusing on
individuals needs. In the attempt to identify the specific forces which, motivate people,
content theories focus on both intrinsic (needs and motives) and extrinsic motivators
(such as money and status) which can motivate people (Coetsee, 2003).

Some of the most popular and best known of these older content theories of motivation
includes Abraham Maslows hierarchy of needs theory, Alderfers ERG theory of
motivation, Hertzbergs two-factor theory and McClellands learned needs theory.
16

2.2.1.1 Maslows Hierarchy of Needs Theory of Motivation


Mukherjee (2009), states that one of the best-known theories of motivation is the need
hierarchy theory proposed by Abraham Maslow. According to Maslow, human
beings always want more and what they want always depends on what they already
have. He suggests that human needs can be categorized in five broad areas (needs),
arranged in a definite order according to their importance for the person, or what is
called a hierarchy. These needs are:

Physiological needs: The lowest or most basic level of Maslows hierarchy of needs is
physiological needs. In the organization these needs include needs such as pay,
company cafeteria and basic working conditions. According to Maslows theory,
behavior will be directed towards satisfying these needs. As soon as these needs are
satisfied, they will no longer influence employee behavior.

Safety needs: Once the employees basic physiological needs have been satisfied, the
need on the next level of the hierarchy becomes important. Safety or security needs in
the organization includes insurance needs such as medical aid, pension or provident
fund, safe working conditions as well as the stability of the organization. The presence
of these types of employer benefits and reassurance will satisfy the employees safety
needs.

Social needs: A social need includes needs such as the need for love, acceptance,
friendship, and understanding by other fellow employees or groups within the
organization. Through teams and work groups, managers can encourage sufficient
interaction among employees to ensure that employee social needs are stimulated and
met.

Esteem needs: The need for self-respect and recognition by others. Examples of
esteem needs include the need for success, recognition and appreciation of achievement.

Self-actualization needs: The highest level of Maslows hierarchy of needs is the


need for self-actualization. Self-actualization is the full development of an individuals
potential. This is the most difficult need to satisfy in an organization context.
17

Maslow separated his hierarchy of needs into higher and lower order needs.
Physiological and safety needs were described as lower-order needs and social, esteem
and self-actualization needs, as higher-order needs.

Robbins, Judge, Odendaal and Roodt (2009) explain that the differentiation between the
two orders was made on the premise that higher- order needs are satisfied internally
(within the person), whereas lower order needs are predominantly satisfied externally
(by such things as pay, union contracts, and tenure).

Erasmus, Swanepoel and Schenk (2008) believe that the key to an understanding of
Maslows schemata is the concept of prepotency. This simply means that as a lower-
level need(s) becomes substantially fulfilled the next higher-order need(s) increases in
strength and thus becomes a powerful motivator.

2.2.1.1.1 Critics of Maslows Hierarchy of need Theory


It is clear that Maslows hierarchy of need makes sense, but it has not been supported by
sufficient empirical evidence (Armstrong, 2001). It is observed to be rigid since people
have varying needs and it is therefore difficult to accept that peoples needs tend to
follow a steady progress up the hierarchy of need (Armstrong, 2001). Maslow is even
believed to have shown doubt about peoples progression in a strict followed manner
(Armstrong, 2001).

As an example in some cultures social needs are more significant than all the other needs
in the pyramid (Cooper in Boeree, 2006) Maslows hierarchy of needs also fails to throw
light to the starving artist scenario, where aesthetic forego their physical needs to acquire
spiritually driven needs (Cooper in Boeree, 2006). Coupled with the above, insufficient
evidence suggests that people are motivated to satisfy exclusively one motivating need at
a given time, other than in situations where needs tend to conflict (Cooper in Boeree,
2006). Another yet important criticism, about his theory has been directed towards his
methodology. He selected a few number of people that, he himself declared self-
actualizing, and then talked to them, and finally draw conclusions about what self-
actualization actually means. This does not seem as good science to many people
18

(Boeree, 2006). He also placed a limitation on self-actualization, as something only a


small percent of the humankinds achieves and yet Rogers who defines self-actualization
as the life force that drives all creatures, thought babies were the best examples of self-
actualization (Boeree, 2006). While scientific research fails to defend Maslows
hierarchy of need, his theory is very popular and useful for motivation purposes (Boeree,
2006). It has been used as the introductory theory for many managers around the world
(Boeree, 2006).

2.2.1.1.2 Implications of Maslows Need theory


The greatest value of Maslows need theory lies in the practical implications it has for
every management of organizations (Greenberg and Baron, 2003). The rationale behind
the theory lies on the fact that its able to suggest to managers how they can make their
employees or subordinates become self-actualized. This is because self-actualized
employees are likely to work at their maximum creative potentials. Therefore, it is
important to make employees meet this stage by helping meet their need organizations
can take the following strategies to attain this stage. Recognize employees
accomplishments: Recognizing employees accomplishments is an important way to
make them satisfy their esteem needs. This could take the form of awards, plagues etc.

According to Greenberg and Baron, (2003) research carried out in Florida shows that
awards are given to employees who develop ways of improving customers satisfaction
or business performance. But it should be noted that according to Greenberg and Baron
awards are effective at enhancing esteem only when they are clearly linked to desired
behaviors. Awards that are too general fail to meet this specification. Provide financial
security: Financial security is an important type of safety need. So organizations to
motivate their employees need to make them financially secured by involving them in
profit sharing of the organization. Provide opportunities to socialize: Socialization is
one of the factors that keep employees feel the spirit of working as a team. When
employees work as a team they tend to increase their performance. Research conducted
on IBM shows that it holds a family day picnic each spring near its Armonk, New
York headquarters. Promote a healthy work force: organizations can help in keeping
19

their Employees physiological needs by providing incentives to keep them healthy both
in health and mentally. In a research carried out at the Hershey Foods Corporation and
Southern California Edison Company showed that Employees are provided with
insurance rebates with health lifestyles while extra premiums were given to those with
risk habits like smoking.

2.2.1.1.3 Factors of motivation identified in Maslow hierarchy of needs


The following are identified as factors of motivation in Maslow hierarchy of needs:

Motivational factors that satisfy lower-order needs include pay, service benefits, job
security and good working conditions. Motivational factors that satisfy higher-order
needs include, rewarding high employee achievements with recognition and
appreciation, linking pay to performance achievements, challenging jobs, opportunity
for promotion, creativity and skill development and work autonomy.

2.2.1.2 ERG Theory of Motivation


The ERG theory is another important need theory of motivation that was developed by
Clayton Alderfer, a Yale psychologist, and is regarded as an extension and refinement
of Maslows hierarchy of needs theory with several important differences between the
two (Griffin and Moorhead, 2009). The E, R, and G stands for three basic need
categories: existence, relatedness, and growth.

These needs can be summarized as follows: Existence needs: is concerned with


providing the humans basic material existence requirements; the items Maslow
considered as physiological and safety needs. Relatedness needs: is concerned with
the humans desire to maintain important interpersonal relationships. These social
and status desires require interaction with others if they are to be satisfied; they align
with Maslows social needs and the external components of Maslows esteem
classifications. Growth needs: is concerned with the humans intrinsic desire for
personal development which aligns with the intrinsic components of Maslows esteem
category and the characteristics included under self-actualization needs.
20

Apart from only being concerned with three needs instead of Maslows five needs, the
ERG theory differs from Maslows theory in that it allows that more than one need may
be operative at a time, where Maslows theory postulates that in order to move to the
next level, the lower-order needs must be substantially satisfied first. Griffin and
Moorhead (2009) indicates that a more important difference from Maslows
hierarchy is that ERG theory includes a satisfaction- progression component and a
frustration-regression dimension.

Ahmad, Gilkar and Darzi (2008) indicate that Alderfer agreed with Maslow that once
one level of needs are satisfied, people will progress to the next level to satisfy the
higher-order needs. Alderfer however postulated that, if for some reason, people become
frustrated in satisfying their needs at one level, their next lower level need will re-
emerge and they will regress to the lower level to satisfy them. Alderfer also
postulated that satisfaction of higher- order needs leads to greater intensity of those
needs.

According to Bagraim et al (2007), the ERG theory is criticized for that it has not
stimulated much research and is therefore difficult to assess whether it has been
supported by empirical evidence or not. The basic idea of ERG theory, that individuals
shape their actions to satisfy unfulfilled needs, is consistent with other motivational
theories.

2.2.1.2.1 Factors of motivation identified in ERG theory.

Being an extension of Maslows hierarchy of needs the same factors as per Maslows
hierarchy of needs. This theory pays specific attention to ongoing communication
with employees to establish their needs and recognize at which level in the model
employees are attempting to satisfy their needs and to recognize frustrated needs, should
they emerge, in order to take the necessary steps to remedy those identified frustrated
needs.

2.2.1.3 Hertzbergs Two-Factor Theory


Robbins, Judge, Odendaal, and Roodt, (2009) explain that psychologist Frederick
Herzberg who proposed the two-factor theory, also called the motivational-hygiene
21

theory, used the critical incident technique to identify factors that made employees
feel exceptionally good or exceptionally bad about their jobs. Hertzberg investigated the
question, What do people want from their jobs?

Bagraim et al. (2007) state that the findings of Hertzbergs research indicated that the
factors that made employees feel good about their jobs were significantly different
from the factors that made them feel bad about their jobs. His study also revealed
that employees, who felt good about their jobs, ascribed this to internal factors, while
employees who did not feel good about their jobs ascribed their attitude to external
factors. Hertzberg termed the sources of work satisfaction motivator factors.
Motivators are also known as growth factors and are closely related to the nature and
content of work done. Examples of these include the work itself, achievements,
recognition, responsibility, and opportunities (what people actually do in their work)
and are associated with positive feelings about their work.

Griffin and Moorhead (2009) further elaborate by stating that when present in a job,
these factors could apparently cause satisfaction and motivation; when they were
absent, the result was feelings of no satisfaction rather than dissatisfaction. Hertzberg
termed the sources of work dissatisfaction as hygiene factors and are factors in the
job context that includes salary, interpersonal relations (supervisor and
subordinates), company policies and administration, status and job security. If these
factors are adequately provided for, there will be no dissatisfaction.

Smit, Cronje, Brevis, and Vrba, (2007) explain that hygiene factors are associated with
individuals negative feelings about their work and these factors do not contribute to
employee motivation. Feelings of dissatisfaction may exist among employees if these
factors are considered inadequate, when these factors were considered acceptable
however, the employees were still not necessarily satisfied, rather, they were simply not
dissatisfied (Griffin & Moorhead, 2009).

Bagraim et al (2007) explain that motivator factors are internal to the employee
(intrinsic) whereas hygiene factors are external to the employee (extrinsic). A
dissatisfied employee cannot be motivated. It is therefore important that managers first
22

give attention to hygiene factors before introducing motivators into the employees job.
Only motivators can motivate.

According to Herzberg, the answer to the motivation problem lies in the design of
the work itself. Job enrichment (the vertical loading of an employees job to make it
more challenging, interesting and to provide opportunities for responsibility, growth
and recognition) is based on Hertzbergs ideas (Nel, 2004).

According to Nel, van Dyk, Haasbroek, Schultz, Sono, and Werner, (2004),
achievement, recognition for what has been achieved, the job itself (how interesting,
meaningful and challenging it is), progress or growth (learning and development)
responsibility and feedback are all motivators, while company policies,
equipment, supervision, interpersonal relationships, salary, status, working conditions
and job security are all examples of hygiene factors.

The Hertzbergs theory can be linked to the needs hierarchy of Maslow. The hygiene
factors are similar to the lower-order needs hierarchy of Maslow, while the motivators
are similar to the higher-order needs. Nel et al (2004) state that Hertzbergs theory
differs from Maslows hierarchy of needs in that he assumes that most employees have
already satisfied their lower-order needs to such an extent that they are primarily
motivated by Maslows higher-order needs.

2.2.1.3.1 Critics of Herzbergs Two-Factor Theory


While his theory was able to clearly point out some of the key work-related factors that
are typical of an organizations experience and particularly useful to managers in
manipulating workers positive performance. It has also been appreciated, partly because
for the common man it provides an easy understanding based on real life concerns as
opposed to academic abstractions and because it bears a lot of similarities with the
greatly respected ideology of Maslow and McGregor (Armstrong, 2001), his
prescriptions have had a few shortcomings. The research method used has been strongly
opposed because it was not able to measure the relationship between satisfaction and
performance (Armstrong, 2001). In addition, opposition has been directed to his limited
23

number of specialized samples from which large inferences have been established and
also to the fact that no evidence can be made that can prove the assumed position that
actually satisfiers do improve on production levels (Armstrong, 2001). He focuses too
narrowly on the workplace related factors, ignoring the fact that some motivation
problems or work related failures actually stem from the family are then extended to the
workplace. He is too specific and clear-cut in listing a number of preconceived factors,
leaving no room for flexibility and yet human behavior is complex. Herzbergs theory is
too ambitious; he states that all the hygiene factors should first be met, to ensure
motivators are then derived. In practice this is not possible. His theory lacks a sense at
change process and time factor and is strangely in human reduces a person to a check
list.

According to Smit et al (2007), Hertzbergs theory makes an important contribution


towards our understanding of motivation in the workplace by; Extending Maslows ideas
and making them more applicable in the workplace; Focusing attention on the
importance of job-centered factors in the motivation of employees; Offers an
explanation as to why more money, fringe benefits and working conditions have very
little influence on motivation; and Shows that by concentrating on hygiene factors
alone, motivation will not occur.

2.2.1.3.2 Implication of Hertzbergs two factor theory


To use Hertzbergs two factor theory in the workplace, Hertzberg recommended a two
stage process. First the manager should try to eliminate factors that cause dissatisfaction,
which Hertzberg assumed to be the more basic of the two dimensions. According to the
theory, once a state of no dissatisfaction exists, attempting to further improve motivation
through hygiene factors is a waste of time. It is at that point when the motivation factors
enter the picture (Griffin & Moorhead, 2009:91). Smit et al (2007:345) present the
following valid recommendations to managers: First, by ensuring that the hygiene
factors are met, that is that pay, working conditions, company policies are reasonable
and appropriate, dissatisfaction can be eliminated among employees. Secondly,
employee motivation can be enhanced by providing an environment where motivating
factors such as opportunities for growth, achievement and responsibility are present.
24

Thirdly, job enrichment, which is based on Hertzbergs ideas, will also contribute to
employee motivation.

2.2.2 Process Theories of Motivation

Griffin and Moorhead (2009) point out that, process-based perspectives are
concerned with how motivation occurs. Rather than attempting to identify motivational
stimuli, process perspectives focus on why people choose certain behavioral options to
satisfy their needs and how they evaluate their satisfaction after they have attained their
goals.

Coetsee (2003) elaborates further by stating that according to process theories, each
individuals behavior is a result of his or her own assumptions, premises, expectations,
values and other psychological processes. Motivated behavior is seen as the result of
conscious, rational decisions between alternative choices which each individual makes.

Some of the most popular and best known process theories of motivation include
Adams Equity theory of motivation, Skinners Reinforcement theory, Locke and
Lathams Goal-setting theory of motivation and Vrooms Expectancy theory of
motivation.

2.2.2.1 Adams Equity Theory of Motivation

Defined generally, equity theory is a model of motivation that explains how people
strive for fairness and justice in social exchange or give-and-take relationships. Equity
theory is based on cognitive dissonance theory, developed by social psychologist Leon
Festinger in the 1950s (Kreitner & Kinicki, 2008).

It was psychologist Adams who pioneered the application of the equity theory to the
workplace. The equity theory is the only theory of motivation that includes a social
component. It discusses the social comparison that people make when they compare
their inputs (which includes anything which the individual views as his personal
investment in his organization e.g. their effort, hours worked, quality of their work,
training/education etc.) with the outcomes (that includes any return resulting from their
25

job e.g. salary, more responsibility, benefits, recognition etc.) they receive (Bagraim et
al, 2007). According to Mukherjee (2009), equity theory is essentially a social
comparison theory, which emphasizes that people always judge themselves on the
basis of comparison with others.

Mukherjee (2009), states that Adams identified six broad types of possible behavioral
consequences of inequity. They are: Changes to inputs: by increasing/decreasing the
levels of input by improving the quality of work, working extra hours or increasing
absenteeism. Changes to outcomes: by attempting to improve the outcome without
changing the input by requesting for increment or extra benefits from his/her manager.
Modification of perception of self: by distorting the perception of individuals inputs or
outputs to adjust to realities. Modifying the perception of others: by changing the
original perception of others with whom the comparison was made. Changing the object
of comparison: by changing the person with whom the comparison was made with
someone who is considered more appropriate. Leaving the field: by attempting to find
a new situation with a more favorable balance, for example, by absenteeism, resigning
from the job and joining a new organization.

According to Bagraim et al. (2007), equity theory is important because it highlights in


the fact that people are concerned with not only the absolute amount of the rewards
that they receive, but also with the rewards that they receive relative to the rewards that
other people receive.

Hellriegel and Slocum (2007) explain that the equity model leads to two primary
conclusions. First, employees should be treated fairly. When individuals believe that
they are not being treated fairly, they will try to correct the situation and reduce tension
by means of one or more of the actions discussed earlier in this section. Second, people
make decision about equity only after they compare their inputs and outputs with those
comparable employees. These relevant others may be of the same organization or
of other organizations. The latter creates a problem for managers, who cannot control
what other organizations pay their employees.
26

2.2.2.2 Skinners Reinforcement Theory of Motivation

Daft (2008) believes that the reinforcement approach to employee motivation sidesteps
the deeper issue of employee needs described in the need-based theories. Reinforcement
theory simply looks at the relationship between behavior and its consequences by
changing or modifying followers on-the-job behavior through the appropriate use of
immediate rewards or punishments.

The theory suggests that behaviors followed by positive consequences will occur more
frequently and that behaviors followed by negative consequences will occur less
frequent. Bagraim, Cunningham, Potgieter, and Viedge (2007) explain that due to the
fact that the Reinforcement theory ignores the inner state of the individual and
concentrates solely on what happens to a person when he or she take some actions.
Reinforcement theory can strictly speaking not be classified as a theory of motivation. It
does however provide managers and supervisors with some powerful means of
analysis of what controls behavior.

Bagraim et al (2007) identify the following approaches that can be used to affect
employee behavior: Positive reinforcement is the application of a positive event as a
result of desired employee behavior. The idea is to encourage the employee to repeat a
particular behavior more frequently. Negative reinforcement behavior is reinforced
by the avoidance of undesirable consequences. Punishment undesirable behavior is
discouraged by the application of punishment.

According to the reinforcement theory, the unpleasant consequences (punishment) of


any undesirable behavior will discourage an individual from repeating the
behavior. Punishment is not deemed as the most effective form of reinforcement.
Punishment motivates people as soon as it is meted out, but once the negative
reinforcement is neutralized, they fall back into their old patterns of undesirable
behavior. Bitterness and animosity towards managers or the organization, hostile and
inflexible behavior are some of the negative side effects of punishment and therefore
less effective than the application of positive and negative reinforcement and should not
be a desirable form of behavior in the workplace.
27

Extinction: is the withdrawal of something that an employee considers positive in


order to weaken behavior, especially behavior that was previously rewarded. This
could be as a result of behavior that was acceptable to a previous manager or,
manager in a different department for example a previous manager might have
appreciated it if the employee told tales about his/her co- workers. The new manager
can discourage this behavior by ignoring these tales.

When employee behavior is directed by a combination of positive and negative


reinforcement, it is called shaping. Shaping is used to make gradual changes in the
behavior of an employee to increase the frequency of desired behavior, one step at a
time.

2.2.2.3 Locke and Lathams Goal-Setting Theory

Edwin Locke, a leading authority on goal setting, and his colleagues define a goal as
what an individual is trying to accomplish; it is the object or aim of an action (Kreitner
& Kinicki, 2008). Locke proposed that intentions to work towards a goal are a major
source of work motivation. That is, goals inform employees what needs to be done and
how much effort will need to be expended. Any idea that is not translated into specific
goals will stay an idea only. Objectives and goals dictate our purpose and direction.
Motivation was defined earlier on in this research study as a driving force aimed at
attaining a specific goal. The importance of goal-setting and goal attainment in
performance management illustrates the role of goals in shaping and reinforcing the
behavior of employees.

Management by Objectives (MBO) is a widely used management technique that fosters


employee participation in goal-setting, decision making and feedback. According to
Daft and Marcic (2009), goal-setting increases motivation because it enables people to
focus their energies in the right direction. People know what to work toward, so they can
direct their efforts toward the most important activities to accomplish their goals.
28

Nel et al (2004) support this statement by arguing that a motivated person is always
aware of the fact that he/she is working toward a specific goal, and continuously directs
his or her efforts at achieving that goal, even in the face of adversity.

According to Kreitner and Kinicki (2008), despite abundant goal-setting research


and practice, goal-setting theories are surprisingly scarce. An instructive model was
formulated by Locke and his associates that postulate that goal-setting influences
behavior in four different ways: Goals direct attention to what is most important: they
direct attention and efforts towards goal-relevant activities and away from goal-
irrelevant activities. Goals regulate effort: they prompt us into action and they also
motivate us to act. Goals increase persistence: they motivate us to persist in exerting
effort over a long period of time in the appropriate direction. Goals direct strategies and
action plans: they encourage us to develop strategies and action plans that enable
us to achieve our goals.

2.2.2.4 Vrooms Expectancy Theory of Motivation

According to Robbins, Judge, Odendaal, and Roodt, (2009), Vrooms Expectancy


theory is one of the most widely accepted explanations of motivation and although it
has its critics, most of the evidence supports the theory.

Coetsee (2003) explains that the expectancy theory is based on the assumption that
people are motivated by the attractiveness (both in a positive and a negative sense) of
the consequences (outcomes) of their efforts. In other words, people are motivated
by the attractiveness of the expected results of their efforts or actions. According to
Smit et al. (2007), the expectancy model suggests that an individuals work motivation
is determined by the following elements expectancy, instrumentality, and valence.

2.3 Teachers motivation and work performance


Most researchers found that motivation helps improve the power of the individual
toward the work (Asad, 1986). According to (Bradley, 2004), most of the researchers see
that there is obvious relationship between motivation and employee performance and if
29

employees are motivated, they will produce better. Also, better performance will lead to
high achievements and will result in greater motivation.

Researches show that indeed there is a relation between motivation and performance
(Deci & Gagne, 2005). Work performance is a complex construct, taking into account
the changing nature of work and the organizations themselves. It speaks of work
performance in terms of quantity and quality expected from each employee.

Thorndike cited by Labadia (2010) started the process of defining work performance by
articulating the ultimate criterion. This ultimate criterion is a specification of everything
that defines work success across the full domain of specific job. He further explains that
the ultimate criterion is conceptual in nature and cannot be measured. Therefore,
researchers and practitioners use the ultimate criterion as a guide to choosing indicators
of work performance, with the knowledge that they will never fully capture the entire
performance domain.

Teachers can have influence more profound than others and give the glorious position
and dignified status to the nation. According to Kayuni and Tambulasi (2007) lack of
motivation and commitment can have a negative impact on the students learning and
most importantly it put the future of children on the stake. Teachers contribution in the
human capital development and technological advancement greatly depends on their
motivation and willingness for taking initiatives. Analoui (2000) asserts that low teacher
motivation is reflected in deteriorating standards of professional conduct, including
serious misbehavior (in and outside work), and poor professional performance.

Ayeni and Popoola (2007) give a comprehensive definition of job satisfaction as


pleasurable or positive emotional state resulting from the appraisal of ones job or job
experience. Job satisfaction is a result of employees perception of how well their job
provides those things that are viewed as important. Weiss (2002) has argued that job
satisfaction is an attitude but points out that researchers should clearly distinguish the
objects of cognitive evaluation which are affect the emotion, beliefs and behaviors.
30

Teachers who are satisfied with their work typically display higher levels of motivated
behavior and performance as well as lower levels of stress, anxiety, and burnout
Brouwers and Tomic, 2000; Caprara, Barbaranelli, Borgogni, and Steca, 2003; Caprara,
Barbaranelli, Steca, and Malone, 2006; Greenglass and Burke, 2003). The satisfaction
that teachers gain from their work may be experienced individually, but teaching is not
practiced in a social or cultural vacuum (example Huang & Van de Vliert, 2004; Yetim
& Yetim, 2006). In the study of Factor (2001), he found out that there were three major
theoretical perspectives are postulated, viz, the hypotheses that: (a) satisfaction leads to
performance; (b) the relationship is moderated by a number of variables; and (c)
performance leads to satisfaction.

Buchanan (2006) strives to describe the relation of job satisfaction and performance,
keeping in mind the value this relation has for organizations. Individual performance is
generally determined by three factors. Motivation, the desire to do the job, ability, the
capability to do the job, and the work environment, the tools, materials, and information
needed to do the job. If an employee lacks ability, the manager can provide training or
replace the worker. If there is an environmental problem, the manager can also usually
make adjustments to promote higher performance. But if motivation is the problem, the
manager's task is more challenging. Individual behavior is a complex phenomenon, and
the manager may not be able to figure out why the employee is not motivated and how to
change the behavior. Thus, also motivation plays a vital role since it might influence
negatively performance and because of its intangible nature.

Employee satisfaction is supremely important in an organization because it is what


productivity depends on (Wagner & Gooding 1987; Wright & Crapanzano 1997). If your
employees are satisfied they would produce superior quality performance in optimal
time and lead to growing profits. Satisfied employees are also more likely to be creative
and innovative and come up with breakthroughs that allow an institution to grow and
change positively with time and changing market conditions. The quality or
effectiveness of teachers is considered to be associated with his satisfaction towards his
profession, his satisfaction with his values. Thus, it is clear that an effective and
31

competent teacher will achieve the desired learning outcomes, provided he is satisfied in
his profession or job.

There is a wide range of views about teacher motivation in Africa and South Asia, most
of which are country specific. However, there appear to be mounting concerns that
unacceptably high proportions of teachers working in public school systems in many
developing countries are poorly motivated due to a combination of low morale and job
satisfaction, poor incentives, and inadequate controls and other behavioral sanctions.
In Uganda, information about the teachersjob performance is not well documented, yet
job performance of teachers is important in areas like classroom management,
participation in sports, guidance and counseling, conducting fieldwork among other
activities (Bennell, Bulwani and Musikanga, 2003).

A study by Bennell, Bulwani and Musikanga (2003) revealed that teacher morale also
varied noticeably across schools in the same locations. Another study by Bennell (2004)
in Sub Saharan Africa noted that incentives for schools and teachers in the public
education system to perform well are frequently weak due to ineffective incentives and
sanctions. This was particularly the case when teachers cannot be effectively disciplined
for unacceptable behavior (absenteeism, lateness, poor teaching, and abusive behavior
towards pupils) by school managements because it was very difficult to dismiss them
and pay and promotion are largely unrelated to actual performance. Also, according to
Ryan and Deci (2000) If employees are motivated and happy they will do to the work
to the best of their ability instead of just doing it because they have to. Therefore, it can
be concluded that motivation greatly impacts teachers job satisfaction which in turn
impacts their work performance negatively or positively.

2.4 Factors of teachers motivation


Either locally or globally in different professions, including teaching profession, leaders
are often confronted with the challenge of coming up with appropriate motivation
programs that would keep their employees motivated. These dilemmas stem from a lack
of understanding and/or general misconceptions about motivation and employee
32

satisfaction. Morse (2003), notes that managers are not as good at judging employee
motivation as they think they are. In fact, people from all walks of life seem to
consistently misunderstand what drives employee motivation. Some of these
misconceptions are discussed below.

One-size-fits all reward and recognition. Most managers use this concept as a way of
recognizing, rewarding and motivating their staff. The problem with this kind of
program is that it refuses to acknowledge individual differences in human beings and
lumps all employees together into a homogenous group. It is important to note that
individuals have different motives, and may act in different ways and be motivated by
different things. Moreover, peoples cultural, educational, religious background, and
even sexual preferences may influence what motivates them. It is thus essential that
managers tailor rewards and recognition as a way to focus on and understand the
individual and his/her unique qualities (Atchison, 2003).

Money is the ultimate Motivator. This idea of money being the ultimate or sole
motivating force was first proposed by Taylor (1911). With such misconception, certain
managers either focus or tend to have a bias for monetary rewards. However, Shanks
(2007) notes that monetary compensation motivates only to a point; that is, when
compensation isnt high enough or is considered to be inequitable, it is a de-motivator.
In contrast, when it is too high, it also seems to be a de-motivator and results in
individual performance being tempered to protect the higher compensation level.
Further, Atchison (2003), argues that as soon as money is predictable, it is an
entitlement, not a motivator.
Not everyone can be motivated. Managers with this perception tend to ignore the idea of
motivation in total. However, as Shanks notes, everyone is motivated by something, the
problem for some managers are that that something may not be directed toward the
job (Shanks, 2007). Thus the job of the manager is to try and identify the specific
motivational factor for such individuals and channel them towards job-related
behavior's (Manion, 2005).
33

All motivation is either Extrinsic or Intrinsic. Managers tend to think that motivation is
either extrinsic or intrinsic and thus focus on just one of them, ignoring the other. Morse
argues that in most work settings, managers and even employees tend to have a bias
towards extrinsic rewards. Manion (2005), however argues that it is critical for
managers to remember that typically, a combination of factors motivates employees, not
just one type of extrinsic or intrinsic reward It is therefore crucial that managers make
the effort to combine both reward methods to achieve effective motivation method or
program for their employees.

Aside the myths or general misconceptions which often affect effective motivational
practices and programs, Bessel, Dicks, Wysocki, and Kepner, (2002) also note that
managers are faced with a further dilemma of identifying what actually motivates
employees. They note that this lack of proper identification is further compounded as
managers lack knowledge in implementing successful motivational programs that
increase production and create a positive work environment (Bessel et al., 2002). They
caution that managers should not assume that people feel valued just because they
continue to be productive, nor that what works for them in terms of recognition and
reward, will work for others (Bessel et al., 2002).

Finally, managers attempt to motivate their employees often fail because when they
identify one way of motivating them, they stick with it without varying them. This
situation leads to repetition which ends up losing its essence thereby becoming
ineffective way of motivating employees.

2.5 Rewarding systems


Malhotra, Budhwar, and Prowse, define rewards as all forms of financial return, tangible
services and benefits an employee receives as part of an employment relationship
(2007). It is without doubt that every employee expects some level of reward after
delivering a function or task. Employees expect employers to deliver or execute
designated duties to their satisfaction whilst employees also expect their employers to
assure them of adequate wages and salaries (rewards) after they dutifully deliver what is
expected of them. According to the oxford dictionary; performance, which originates
34

from the word perform, is to carry out, accomplish or fulfill an action, task or a
function. The reward for executing a task or a function is what is termed as motivation.
Even though people work for salary or wages (rewards), there are numerous ways of
rewarding (motivating) employees according to the task or function performed.

Rewards basically falls into two categories; extrinsic and intrinsic rewards. Shanks note
that extrinsic rewards are a host of external things that managers can provide that may
serve as incentives for employees to increase productivity (Malhotra et al., 2007). These
include money, benefits, bonuses, promotions, flexible schedules etc.

According to Shanks (2007), intrinsic rewards are internal to the individual and are in
many ways less tangible. In fact, they are highly subjective, in that they represent how
the individual perceives and feels about work and its value. Malhotra et al. (2007)
argue that intrinsic rewards are inherent in the content of the job itself and include
motivational characteristics such as skill variety, autonomy and feedback as well as
employee participation in decision making and role clarity. Manion (2005) also notes
five types of extrinsic rewards which can be summarized as healthy relationship,
meaningful work, competence, progress, and choice.

Researches into rewards as motivation tend support two schools of thoughts with regards
to extrinsic and intrinsic rewards. One school of thought argues that extrinsic rewards
are more powerful and effective in attaining employee motivation, performance and
commitment (Angle and Perry, 1983) while the other school of thought argues that
intrinsic rewards are best suited for motivating employees (Brief and Aldag, 1983)
35

3. RESEARCH DESIGN AND METHODOLOGY


This part explains the design and methodology that was used to address the research
questions of this study.

3.1 Description of the study area


The study was conducted in Harari regional state, which is found at a distance of 525
kilo meter from south east of Addis Ababa and geographic located 9 0 19N 420 7E/
9.3170N 42.1170 E, at an elevation of 1,885m (6,184 ft) meters above sea level. Based on
the 2007 census conducted by Central Statistical Agency the total population of the
region is counted 183, 415 of whom 92,316 were men and 91,099 women. From the total
population of the region 54.18% of them lives in urban whereas 45.82 of them leaves in
rural. The climatic condition of Harar is neither hot nor cold and the temperature is
between 17.1 C-20.2 C, through ought the year. Ethnic groups in the region include
Oromo 56.41%, Amhara 22.77%, Harari 8.65%, Gurage 4.34%, Somali 3.87%, Tigre
1.53%, and Argoba 1.26%. Oromifa, Amharic, Harari, Somali are the languages spoken
in the region (Wikipedia, 2015). There are five public and eight private a total of 13
secondary schools in the region. There are a total of 317 secondary school teachers, 13
principals and 13 vice principals working in the secondary schools, and there are five
supervisors working as supervisors of secondary schools of the region.

3.2 Research Design


The main objective of this study was to comparatively investigate motivational factors
that affect teachers performance in both public and private secondary schools of Harari
Regional State. Thus, descriptive survey design was used so as to reveal the fact.
According to Sharma (2000) descriptive study informs the description of the present
status of a given phenomenon. As Lancet (2002) stated a fundamental element of
descriptive reporting is clear, specific, and measurable definition of the issue in question.
Good descriptive reporting answers the basic questions- who, what, why, when, where . .
. so what? Another view by Best and Kahan (2006) stated that descriptive design is
preferable to collect data of existing phenomena with the intent of employing data to
justify current conditions. Therefore, descriptive study was preferred over the other
36

methods in this study, and both quantitative and qualitative research methods were used
to describe the existing situations in the study.
3.3 Sources of Data
In order to collect relevant data for the purpose of this study and to make a systematic
description, comparison, and explanation of the Motivational Factors that Affect
Teachers Work Performance in both public and private Secondary Schools of Harari
Region both primary and secondary data sources were used.

3.3.1 Primary sources of data


So as to gather first-hand information upon motivational factors that affect teachers work
performance both public and private sample secondary schools teachers, principals and
vice principals of the sample schools, supervisors of both the public and private
secondary schools, and REB officials were primary sources of data.

3.3.1 Secondary sources of data


Policy and procedures of Ethiopian Ministry of Education and Harari REB regarding
teachers motivation and strategies designed to motivate teachers were the secondary
sources of data used.

3.4 Population, Sample Size, and Sampling Technique


3.4.1 Population
There are a total of 13 public and private secondary schools in Harari region, and the
populations of the study includes all the secondary schools of the region, a total of 317
teachers who are teaching in those schools, 13 principals and 13 vice principals of the
schools, five supervisors of both the 13 public and private secondary schools of Harari
regional state, and two REB officials, from which the samples were selected.

3.4.2 Sample size and sampling technique


From the study population of both public and private schools, to ensure sample
representativeness, four public and four private secondary schools, a total of eight out of
13 secondary schools were selected as sample schools. Purposive sampling technique
37

was employed to select the schools because the selected schools have more data than
others do as a result of the long years experience in teaching. Then two strata were
formed by categorizing teachers in to public and private schools. Then after based up
on teachers teaching experience samples were drawn from each strata by employing
available sampling procedure and a total of 190 teachers were selected from both
stratas. Also, in addition to the teachers, eight Principals and eight vice principals of
selected sample schools, five secondary school supervisors, and two education bureau
officials, a total of 23 subjects were selected as samples of the study by employing
available sampling procedure.

Table 1. Sample size, and sampling technique

No Strata Stratum N Sample size Sampling Total


based on by technique Sample
teaching experience size
experience
0-2 years 32 32 Available
sampling
1 Public 3-5 years 30 30 Available 140
schools sampling
6-8 years 12 12 Available
sampling
>8 years 66 66 Available
sampling
0-2 years 8 8 Available
2 sampling
Private 3-5 years 8 8 Available 50
schools sampling
6-8 years 14 14 Available
sampling
>8 years 20 20 Available
sampling
Total sample size 190

3.5 Data Collection Instruments


In order to get relevant data for the purpose of triangulation questionnaire, interview,
and focus group discussion were used to collect data from the subjects of the study.
38

3.5.1 Questionnaire
One of the advantages of using a questionnaire as a means of data collection is that it
helps to collect data from large number of respondents simultaneously, and anonymity of
respondents. So that, questionnaire was employed to collect data from teachers
regarding motivational factors. Both open ended and close ended questions with rating
scales were used to find out motivational factors that affect teachers work performance.
The questionnaire was prepared and administered in English language, considering that
the subjects are secondary school teachers and can understand the items without altering
the meaning.

According to Sekaran (2003), reliability refers to whether an instrument is consistent,


stable, and free from error despite fluctuations in test taker, administrator or conditions
under which the test is administered, and validity attests to whether an instrument
measures what it is supposed to. Therefore, in order to ensure face validity the
questionnaire was reviewed by advisor and in order to ensure reliability of the
questionnaire a pilot test was conducted with teachers in the schools that were not
selected as sample schools of the study, and the reliability was found Cronbach Alpha
.92 and .93 for the motivator and hygienic factors, respectively. Whereas, the reliability
of the strategies to motivate teachers, and teachers performance areas were found
Cronbach Alpha .95 and .94, respectively. The results of the pilot test assured that the
prepared questionnaire was reliable to collect data for the purpose of the study. After the
pilot test, the wording of different terms and statements, in consultation with advisor,
were modified and simplified in a manner that is clearer and the rating scale for the
items designed to measure teachers performance areas were modified.

3.5.2 Interview
Interview is one of the widely used data collection instruments for its advantage to add
human dimension, deepen understanding and explanation, and to investigate issues in
depth. So that, semi-structured interview item questions were prepared to collect data
from principals, vice principals, REB officials, and supervisors regarding motivation and
performance of secondary school teachers in the sample schools, and measures that
should be taken to improve the situation. Interview was conducted after an interview
39

schedule was arranged with respondents at their respective offices. A total of 13


interview sessions were conducted, that is the principals and vice principals were
interviewed together (eight sessions), two sessions with REB officials, and three sessions
with supervisors (one individual and two pair sessions). The interview questions were
prepared in English, but Amharic was used as a medium of communication for better
understanding and avoidance of language barriers on the collected data.

3.5.3 Focus Group Discussion


Focus group discussion enables researcher to get interactive feedback by discovering
how different groups think and feel about an issue and why, and suggestions for
potential solutions for problems. So that, the researcher conducted four focus group
discussions with the teachers selected as samples of the study regarding motivational
factors, work performance, and measures that should be taken. Two focus group
discussion sessions with public school teachers and two sessions with private school
teachers, having a total of ten members in each group with those who were willing and
who were respondents of the questionnaire, was conducted. The questions of focus
group discussion (FGD) were prepared in English, but Amharic was used as a means of
communication for improved elaboration and understanding.

3.6 Procedures of Data Collection


Data was collected in accordance with ethical consideration of research, so that
participation of respondents was voluntarily. After pilot test was carried out with
teachers not included as samples to ensure validity and reliability of the items, the
questionnaires were administered to teachers selected as sample units of the study. Then
after arranging schedule with teachers focus group discussion was conducted. Finally,
followed arranging a schedule and interview accordingly with principals, vice principals,
supervisors, and REB officials.

3.7 Method of Data Analysis


The purpose of this study was to comparatively investigate motivational factors affecting
Harari region secondary school teachers performance. In order to answer the research
questions both quantitative and qualitative data was collected. Quantitative data was
40

collected, coded, tabulated, analyzed, described and interpreted by using Statistical


Procedure for Social SciencesV21 (SPSS). The quantitative data was analyzed by using
descriptive statistics of percentage, mean, and standard deviation, and an inferential
statistics of t-test was employed to analyze the mean difference between public and
private secondary school teachers. Qualitative data was narrated in words and the
analysis was made by integrating the results of the quantitative data based on the stated
objectives. Generally, both qualitative and quantitative data analysis was employed to
analyze the data obtained through questionnaire, interview, and focus group discussion.

3.8 Ethical consideration


The research was conducted in line with ethical guidelines in that participation was
voluntary and respondents identity was confidential. Participation was voluntary; the
respondents were free to participate in the research or not as they wished. The response was
kept confidential, as the respondent were not asked to fill their names or give any
identification.
41

4. RESULTS AND DISCUSSION


This part presents the results obtained through the research and it describes the back
ground of the respondents. Data analyzed using different statistical procedures
convenient for the purpose of the study according to descriptive information following
the research questions by calculating the means, standard deviation, and percentages,
and t-test was used to compare the means of public and private secondary school
teachers significant difference on motivational factors. Data analyzed and
presented in different sections based on the specific objectives of the study by
integrating both quantitative and qualitative data obtained through different methods
under each section.

4.1Respondents Characteristics
Secondary school teachers, principals and vice principals of sample secondary schools,
secondary school supervisors, and REB officials were respondent groups of the study.
The following section describes the characteristics of the population group being
studied. The total number of secondary school teachers in Harari region is 317 of these
190 teachers were the sample teachers involved in the study. This gives a 60% (190)
feedback. According to Punch (2003), a low response rate can raise questions according
to whether the responses received were representative of the sample or were in some
ways biased. However, the researcher should strive for a response rate of at least 60
percent. A feedback of190 (60%) percent in this research is there for taken to be
acceptable and the characteristics of the respondents is listed in table two and three.
42

Table 2. Teachers sex, marital status, and age

Demographic Measurement Public School Private school


Variable scales Frequency % Frequency %

Sex Male 116 83 46 92


Female 24 17 4 8
140 100 50 100
Marital status Married 92 66 30 60

Single 30 21 20 40

Divorced 10 7 0 0

Widowed 8 6 0 0
140 100 50 100
Age 20-30 years 66 47 24 48
30-40 years 32 23 8 16
40-50 years 20 14 8 16
>50 years 22 16 10 20
140 100 50 100

Out of the total number of teachers selected as samples of the study, 83% of public and
92% of private school teachers were male and 17% of public and 8% of private school
teachers were females. This informs that there are an incomparable number of male and
female teachers in both public and private secondary schools of Harari region.

The result in table two indicates that 66% of public and 60% of private schools teachers
are married, which is a comparable percentage range. 21% of the public and 40% private
school teachers are single, that is there are more unmarried teachers in private schools than
in public. Whereas, there are no divorced or widowed teachers in private secondary
schools but there are 7% and 6% divorced and widowed teachers in public secondary
schools. This implies that above average percentage of teachers in both schools are
married. It is well known that married individuals are happier in general. The results in
table 3 imply that more than half of the respondent teachers (public= 66%, and private=
43

60%) are married so that their level of motivation may be high unless affected by other
factors. Which is also reported by Clark (1996) that married employees are more
motivated while Alao (1997) established no significant difference across marital status.
Also, a study conducted in Kuwait to assess job satisfaction they found significant
relationship of job satisfaction with marital status with positive (Enzi, Chowdhry, Shah,
and Otabi, 2009).

Regarding the age of sample secondary school teachers, 47% of public and 48% of
private school teachers ages between 20-30 years old, 23% of public and 16% of private
school teachers ages between 30-40 years old, 14% of public and 16% of private school
teachers ages between 40-50 years old, and 16% of public and 20% of private school
teachers ages above 50 years old. This informs that greater numbers of the respondents
are between ages of 20 and 30 years. The general findings reported by Hertzberg (1957)
on relation between motivation and age shows that motivation starts high, declines, and
then starts to improve again with increasing age in a U-shaped curve. These results were
substantiated in a study by Kacmar and Ferris (1989) whose study resulted in a U-
shaped curvilinear association between age and motivation. These implied that age
influences teachers motivation differently at different ages and the motivation of
subjects of this study could be affected by their age in addition to other factors. The
relation between age, job satisfaction and commitment found positive in numeral studies
(Salami, 2008). But all the studies have not confirmed this association (Chugtai & Zafar,
2006; Iqbal, 2010). Employee with long experience with the same organization tends to
more liable and found more difficulty to shift job from one to another due to emotional
attachment with the organization. This show an affective commitment and satisfaction of
an employee towards organization (Mathieu & Zajac, 1990; Meyer et al., 2002).
44

Table 3. Teachers teaching experience, educational status, and monthly salary

Demographic Measurement Public School Private school


Variable scales Frequency % Frequency %

Teaching 0-2 years 32 23 8 16


experience 3-5 years 30 21 8 16
6-8 years 12 9 14 28
>8 years 66 47 20 40
140 100 50 100
Educational Diploma 18 13 2 4
status Degree 110 79 40 80
Masters 12 8 8 16
140 100 50 100

Monthly 1600-2500 32 23 8 16
salary 2600-3500 88 62 8 16
3600-4500 8 6 20 40
4600-5000 12 9 8 16
>5000 0 0 6 12
140 100 50 100

The teaching experience of the teachers ranges from 0-2 years of teaching experience for
23% in public and 16% in private secondary schools, 3-5 years of teaching experience for
21% in public and 16% in private secondary schools, 6-8 years of teaching experience for
9% in public and 28% in private secondary schools, and above eight years of teaching
experience for 47% in public and 40% in private secondary schools. This implies that
there are more teachers with above eight years of teaching experience in both public and
private secondary schools of Harari region. So that, the presence of sample subjects with
such experience is important for the study in pointing out comprehensive and relevant
points to the issue under investigation, because they have them out of experience.
Dinham and Scott (2004) found no relationship between length of service as a teacher
and motivation. However, according to Cytrynbaun and Crites (2008) a significant
association emerged between length of service and changes to motivation level.
Employee with long experience tends to more liable and found more difficulty to shift job
45

from one to another due to emotional attachment with the organization. This show an
affective commitment and satisfaction of an employee towards organization (Mathieu &
Zajac, 1990; Meyer et al., 2002;). The results imply that teachers level of motivation
varies with experience and this helps to identify and indicate the level of teachers
motivation at different work experience groups.

The educational status of the respondent teachers ranges from 13% Diploma, 79%
Degree, to 8% Masters in public schools. Whereas, that of private school teachers ranges
from 4% Diploma, 80% Degree, to 16% Masters. This indicates that greater than half
(>50%) of both private and secondary school teachers in Harari region are Degree
holders, and it informs that the teachers in both schools were qualified to teach in high
schools. It also tells that in this study the performance of teachers is high or low in rating
scale because of their increase or decrease motivation, not because of their level of
education, and strengthen the notion that high performance is directly related to high
motivation. Previous studies have found that education foster an increase in
professionalism and increases motivation. Well trained individuals know the scope of
expectations and debt of their jobs and will be able to add building blocks to their
professionalism as they progress through their careers (Pritti, 1999). The result in table 2
implies that greater percentage of the respondents (public=79%, private=80%) hold
similar level of education so that their motivation level in this study might not be
significantly different because of their educational status. But, a higher level of education
qualification showed an invasive relationship with job satisfaction (Enzi, et al., 2009)
which is also supported by Larrabee et al., (2003).

Table three at the end presented the monthly salary ranges of both public and private
secondary school teachers. Accordingly, the salary of 23% of public and 16% of private
school teachers ranges between 1600-2500 birr, 62% of public and 16% of private
school teachers ranges between 2600-3500 birr, 6% of public and 40% of private school
teachers ranges between 3600-4500 birr, 9% of public and 16% of private school
teachers ranges between 4600-5000 birr, and the monthly salary for none (0%) of public
and 12% of private school teachers ranges above 5000 birr. This indicates that private
46

school teachers earn better salary than public school teachers, that is in salary range
between 3600-5000 there are only 15% public but more than half (56%) of private
school teachers and in the salary range >5000 there are no (0%) public but there are 12%
private school teachers, which is also spoken out loud by teachers in public schools
during the focus group discussion and conforms that private school teachers really earn
better salary than public school teachers. Earlier literature has shown more or less
consistent views about the impact of salary or an increase in salary on motivation
(Ingeroll, 2003). Overall, Hanushek, Kain, and Rivkin (2004) stated that higher salary is
associated with motivation, but the effect of salary is small and varies within
characteristics of sub-population, however, teacher mobility was much more strongly
related to characteristics of the students than to salary. Brewer, (1996) found a positive
association between teacher salary and the retention rates of teachers, suggesting that
salary influences job satisfaction. The result implies that private and public school
teachers motivation is affected by their range of salary and in this study teachers level
of motivation may vary accordingly.

In general, the background of the respondents pointed out that among the other
demographic variables teachers age, work experience, and monthly salary could impact
their motivation. Research evidences indicates that older employees with long work
experience are generally more satisfied with their job than younger employees, a finding
that holds across different types of organizations, among white and blue-collar workers,
across genders (Rhodes, 1983) and education levels (Herzberg et al., 1987). So that,
from the demographic variables teachers work experience, was used to point out the
significance in difference between groups as a factor of variation.

4.2Motivational factors affecting teachers performance


In order to address this objective different items were provided for teachers in a
questionnaire and focus group discussion, and for supervisors and leaders (REB
officials, principals, and vice principals) in an interview. This section discusses in line
with analyzed data obtained from different group of respondents using the different
tools. Results of whether teachers aware that their motivation impacts their performance,
47

teachers level of motivation, teachers performance, motivational factors affecting


teachers performance, and areas of teachers performance affected by their level of
motivation, are discussed one after the other by combining quantitative and qualitative
data in a meaning full manner.

4.2.1 Teachers awareness of the effect of their motivation on their performance

Table 4. Teachers awareness of the effect of their motivation on performance

Response
Yes No Mean SD t df sig
Item Group Fq % Fq %
Does your Public
124 88.6 16 11.4 1.89 0.32
motivation school
1.88 69.12 .32
affect your Private
performance? 38 76 12 24 1.76 0.43
school
1-1.49= No, 1.49-2=Yes SD= standard deviation Fq= frequency public school N=140
private school N=50

As of the data obtained from teachers using a questionnaire, 88.6% public school and
76% of private school teachers replayed that yes our motivation affects our performance.
Which implies majority of teachers have awareness of that their motivation affects their
performance with mean of 1.76 and deviation of 0.43 in public and with mean of 1.89
and deviation of 0.32 in private secondary school teachers. Research and observations
show that well motivated employees are more productive and creative (Accel, 2015). An
independent samples t-test was conducted to examine whether there was a significant
difference between public and private school teachers in relation to their awareness that
motivation affects performance. The test revealed that there is no statistically significant
difference between public and private school teachers (t=1.88, df= 69.12, p>.05). This
implies that public school teachers have similar awareness with private school teachers
about their motivation affects their performance.

Also, the result of the interview conducted with REB officials, supervisors, principals,
and vice principals indicated that all interviewed respondents (100%) agreed that
teachers motivation affects their performance. For the item why do you agree that
48

teachers motivation affects their performance? Interviewed REB officials, supervisors,


principals, and vice principals answered the following;

because it is obvious and fact that it is motivation that directs/drives ones


behavior towards an action, which is no different for teachers. a teacher may
get in to a class but unless he/she is motivated to teach (action) there is no way
that he/she is going to perform as expected, in other words his/her performance
is impacted by their level of motivation. In relation to this Frey, Bruno, and
Osterloh (2002) stated that for whatever reason employees are motivated, they
can deliver good performance. Also, researches show that indeed there is a
relation between motivation and performance (Deci & Gagne, 2005).

Apart from the agreement of above average percentage of teachers in both schools and
interviewed respondents agreement on that motivation affects performance, 24% of
public school and 11.4% of private school teachers answered that their motivation does
not affect their performance. An open-ended item was included in the questionnaire
asking teachers to justify their reason if disagree with motivation affect performance
and they justified their reason as; ones performance is not dependent on the level of the
individuals motivation; rather it is the result of the knowledge, skill, and attitude of the
performer. Performance can be affected by the individuals capability. Whatever
motivated be an individual he/she cannot perform unless possess the right knowledge
and skill to do so. Therefore, it is the individuals content knowledge and other skills that
affect the performance of a teacher not motivation. In relation to this, Elena (2000)
stated that employee development which means to develop the abilities of an individual
employee and organization as a whole so; hence employee development consists of
individual or employee and overall growth of the employee as when employees of the
organization would develop the organization, organization would be more flourished and
the employee performance would increase. Therefore, there is a direct relationship
between Employee Development and Employee Performance. As when employees
would be more developed, they would be more satisfied with the job, more committed
with the job and the performance would be increased. When employee performance
would increase, this will lead to the organization effectiveness (Champathes, 2006).
49

According to Anonymous (2012), motivational level could clearly identify the


performance level of the person. Also, Mawoli and Abdulsalam (2012), investigated
motivation and job performance of academic staff in State universities in Nigeria and
found a significant relationship between motivation and teaching performance. But,
since there is a variation on teachers belief on whether motivation affects performance
or not, even if above average percentage of teachers said yes, checking their level of
motivation was the next necessary step.

4.2.2 Teachers level of motivation and performance

Table 5. Teachers level of motivation and performance

Response
Item Group Excellent Very G. Good Fair Poor Mean SD t df sig
Fq % Fq % Fq % Fq % Fq %
How do you
rate your Public 34 24.3 62 44.3 30 21.4 8 5.7 6 4.3 3.79 1.01
1.5 108 .036
motivation
to work? Private 14 28 24 48 10 20 2 4 0 0 4 0.81
How is your
performance
rated/ranked Public 6 4.3 90 64.3 36 25.7 8 5.7 0 0 3.67 0.65
by school 1.8 188 .049
assessment
at the end of
2007 E.C.? Private 12 24 28 56 4 8 4 8 2 4 3.88 1
1-1.49 =poor, 1.50-2.49 =fair, 2.50-3.49= good, 3.50-4.49 =very good, 4.50-5.0= excellent

In a questionnaire teachers were asked to rate their level of motivation, which the result
is presented in table five. It indicates for the item requesting how do you rate your
motivation to work? Only 24.3% of public and 28% of private school teachers
answered that they have excellent motivation (>4.50), majority of the teachers (44.3% of
public and 48% of private school teachers) answered that they have very good (3.50-
4.49) motivation to work, where as 21.4% of public and 20% of private school, and
5.7% of public and 4% of private school teachers answered their motivation as good
(3.50-4.49) and fair (2.50-3.49), respectively. Nevertheless, none of private school
50

teachers (0%) but 4.3% of public school teachers rated their level of motivation as poor
(1-1.49). According to Bradley (2004), most of the researchers see that there is obvious
relationship between motivation and employee performance and if employees are
motivated, they will perform better. Also, better performance will lead to high
achievements and will result in greater motivation. Also, the t-test result (t=1.5, df=108,
p=.036 <.05) shows that there is no statistically significant mean difference between
public and private school teachers. This implies that private school teachers motivation
(mean=4 and SD=0.81) is not different from public school teachers motivation
(mean=3.79 and SD=1.01).

Also, in the questionnaire with an open-ended item respondents were asked to give their
reason for their agreed level of motivation was included. Teachers who rated their level
of motivation as excellent justified their reason as their love of the profession, I love
teaching and proud to be a teacher. Teachers who rated their level of motivation as
very good justified their reason as the society does not respect teachers. Peoples
perception and attitude towards the profession, even if I love teaching their attitude for
teachers and teaching somehow decreases motivation. Teachers who rated their level
of motivation as good and fair justified their reason as related to benefits and
unsatisfactory payment, otherwise their motivation would have been excellent because
there are no enough incentives to motivate teachers. Public school teachers who rated
their level of motivation as poor justified their reason for that they are teacher because
they have no option otherwise, and stated that if they had a chance they will leave the
profession.

To find out the level of teachers performance, because of inaccessibility of schools


records of teachers performance results for the reason of confidentiality, an item in
questionnaire is designed and provided for both public and private school teachers and
the results are presented in table 5. In relation to teachers performance assessment,
Jacob and Lefgren (2006) found a positive correlation between a principals assessment
of how effective a teacher is The above study suggests that administrators rating may
also be one of a comprehensive evaluation system to measure teachers effectiveness in
secondary schools. As of the results presented in table five, in 2007 end of school year
51

teacher performance assessment the performance of 4.3% teachers excellent (>4.50),


64.3% teachers very good (3.50-4.49), 25.7% teachers good (3.50-4.49), 5.7% teachers
fair (2.50-3.49), and no teacher poor is rated in public secondary schools with a mean of
3.67 and standard deviation of 0.65. Whereas, in private secondary schools 2007 end of
school year teacher performance assessment the performance of 24% teachers excellent
(>4.50), 56% teachers very good (3.50-4.49), 8% teachers good (3.50-4.49), 8% teachers
fair (2.50-3.49), and 4% teacher poor (1-1.49) is rated in private secondary schools with
a mean of 3.88 and standard deviation of 1.00. This result implies that with a slight mean
and SD difference, public and private school teachers performance is not different one
from the other.

Also, the t-test result (t=1.8, df=188, p=.049 <.05) shows that there is no statistically
significant mean difference. This implies that private school teachers exhibited no better
performance with a mean (mean=3.88) than teachers at public school (mean=3.67), and
it can enlighten that private and public school teachers may have no difference in their
level of motivation. Studies conducted in different times stated that aside other factors,
high performance is related to high motivation. When employees are willing to learn,
they show their interest in the developmental activities, as a result they are more satisfied
with the job which will lead to increase in employee performance (Elena, 2000).
Motivated employees do more work than others with their high potential as they are
satisfied and having high performance (Bradley, 2004). If employees are motivated and
happy they will do to the work to the best of their ability instead of just doing it because
they have to (Ryan, & Deci, 2000).

According to Anonymous (2012), motivational factors could clearly identify the


performance level of the person. Performance can be very good when a person
performed their responsibilities. In fact, motivated teachers show their performance very
high and fulfill their responsibilities adequately. In this way educational institutions
achieve good standards. It means that motivation of the teachers is essential factors in
the instructional program for the teachers performance. These results demonstrate that
there is a variability regarding performance of secondary school teachers and
52

performance of teachers is affected by their level of motivation. Also, there is a very


strong relationship between Satisfaction and performance (Khodov, 2009). There is a
great positive relationship between employee motivation and performance (Bradley,
2004).

Analoui (2000) asserts that low teacher motivation is reflected in deteriorating standards
of professional conduct, including serious misbehavior (in and outside of work), and
poor professional performance. The implications of the results of public and private
secondary school teachers level of motivation and performance level and the results of
different researchers lead to the fact that teachers motivation determines their
performance level and indicated that there are different motivational factors affecting the
performance of teachers public and private secondary schools of Harari region. These
motivational factors are identified and discussed under section 4.2.3.

4.2.3 Factors of motivation affecting teachers performance


To identify factors of motivation affecting private and public secondary school teachers
performance items in a questionnaire are administered for teachers and questions were
forwarded during interview for REB officials, supervisors, and principals and vice
principals. The teachers were presented with a 5 scale items in the Likert scale ranging
from extremely agree (5) to uncertain (1) to identify motivators affecting their
motivation. The mean scores, standard deviations, and percentage for each individual
item on the scale were computed to establish meaning as far as that item is concerned.
High mean scores on an item (close to 5) denoted high levels of effect while mean scores
(close to 1) denoted low levels of effect. Table 6 shows motivators affecting public and
private school teachers percentage, mean scores and standard deviation and table 8
shows hygienic factors effect on public and private school teachers percentage mean
scores, and SD.
53

4.2.3.1 Motivators factors affecting teachers motivation


Table 6. Motivator factors that affect teachers performance

Motivator % of Reponses as per rating scale


Sample N Mean SD t df p
factors SA A U D SD
My work itself
Public 140 24.3 44.3 20 5.7 5.7 3.76 1.07
(working as a .20 72.3 .42
teacher) Private 50 44 20 16 12 8 3.8 1.34
Accomplished
achievements Public 140 15.7 32.9 25.7 20 5.7 3.33 1.13
4.9 105.9 .00
(successes full
works) Private 50 44 28 24 4 0 4.12 0.92
Recognition from
coworkers and
Public 140 12.9 37.1 31.4 18.6 0 3.44 0.94
leaders (praises, 1.2 188 .11
certification,
recommendations) Private 50 28 28 24 20 0 3.64 1.10
Responsibility
assigned Public 140 10 47 21.4 21.4 0 3.46 0.94 3.5 188 .001
(ownership of
work) Private 50 36 36 20 8 0 4 0.95
Educational Public 140 24.3 47.1 17.1 11.4 0 3.84 0.92
4.2 69.9 .00
opportunities Private 50 20 16 12 52 0 3.04 1.23
Promotion and Public 140 10 41.4 31.4 8.6 8.6 3.36 1.06
advancement .22 77.4 .41
Private 50 24 24 24 24 4 3.4 1.21
df= degree of freedom p=.05
SA= Strongly agree, A= Agree, U= Uncertain, D= Disagree, SD= Strongly Disagree
Level of agreement: 1-1.49 = SD, 1.50-2.49 = D, 2.50-3.49= U, 3.50-4.49 = A, 4.50-5.0=
SA

Table six shows that that motivators factors of motivation for public and private
secondary school teachers of Harari region. In the table, work itself is indicated as a
factor of teachers motivation, implying that it is affecting both private school teachers
and public school teachers with comparable mean and deviation from the average mean
(public school M=3.76, SD= 1.07 and private school M=3.8, SD=1.34). The percentage
of private school teachers strongly agreed (>4.50) in that work itself motivates them is
44% which is more than public school teachers (24.3%). But, 44.3% public school
54

teachers agree (3.50-4.49) that work itself motivates them more than private school
teachers (20%). Being a teacher uncertainly (2.5-3.49) motivates 20% of public school
teachers than private school teachers (16%). Work itself not all (1.50-2.49) motivates
12% of private schools teachers which is more than public school teachers (5.7%). This
imply that more than half (68.6%=24.3% SA and 44.3% A public, 60%=44% SA and
20% A private) of teachers in both public and private schools are motivated by work
itself at varied levels of agreement.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
motivation in work itself. The test revealed there is no statistically significant difference
(t=.2, df=72.3, p>.05) reported no significantly different levels of motivation with public
school teachers (M=3.76, SD=1.07) and private school teachers (M=3.8, SD=1.34). This
implies that work itself motivates both public and private school teachers not differently.

Also, greater numbers of teachers in private school (8%) which is more than in public
school (5.7%) strongly disagree (1-1.49) in that whether being a teacher motivates them.
Additionally, interview was conducted and unlike the results stated in table six that work
itself affects more than half of teachers motivation, all interviewed respondents
answered work itself (being a teacher) is not a factor that reduce teachers motivation.
They justified their disagreement saying Teaching is a respected profession and the
back bone and source of the future generation; it is not by itself a factor that negatively
impact teachers motivation. If there are who says the other way may be there are other
factors to take in to consideration related to teaching that results it. In relation to this
Tead (1920) stated that the job itself is neither fascinating nor uninteresting.

Researchers have recommended that there is need to help individual employees believe
that the work they were doing is important and that the tasks were meaningful (Ondaraa,
2004). The fact that teachers were motivated with work itself at different levels of
agreement imply that other factors outside the teaching job contribute to teachers
motivation, rather than the work itself alone.
55

An accomplished achievement, as indicated in table six is a factor of motivation for


public and private secondary school teachers of Harari region. The results indicated
using percentage at different level of agreement in table six indicate that 44% private
school teachers strongly agree (>4.50) that accomplished achievements motivates them
than public school teachers (15.7%). But, 32.9% of public school teachers agree (3.50-
4.49) that accomplished achievements motivates them more than private school
teachers (28%). Accomplished achievements uncertainly (2.50-3.49) motivates 25.7%
public school teachers which is more than private school teachers (24%). Teachers in
public school disagree (20%) that accomplished achievements motivates them which is
more than private school teachers (4%). Also, no teacher (0%) in private school strongly
disagreed (1-1.49) but 5.7% of public school teachers are, about whether accomplished
achievements motivate them or not. The results implicate that accomplished
achievement motivate both public and private school teachers but, with greater mean and
lowest deviation score for private school (M=4.12, SD= 0.92) than public with lowest
mean and higher average deviation (M=3.33, SD=1.13) it motivates private teachers than
it does public school teachers, in addition only 48.6% (15.7% SA, 32.9%A) of public but
majority (72%= 44% SA, 28% A) of agreed that accomplished achievement motivates
them.
An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
motivation in accomplished achievements. The test revealed there is a statistically
significant difference (t=-4.9, df=105.94, p<.05) reported there is significantly different
levels of motivation with private school teachers (M=4.12, SD=.92) than public school
teachers (M=3.33, SD=1.134). This implies that accomplished achievements
significantly motivates private school teachers more than public.

In addition to the results of questionnaire, interviewed respondents were asked if


accomplished achievement increase or decrease the level of motivation of teachers. Not
all, but part of the interviewees agreed and part of them disagreed but some of them were
uncertain about it. Those who disagreed that accomplished achievement is not a factor
for a decrease in teachers motivation justified saying that Accomplished achievements
56

should be considered as a push factor rather than a pull that affect motivation. One
should be motivated to achieve them and use it as a drive. They are feedbacks of what
should be done instead. Regarding this motivational factor, Karen (2006) stated that
personal achievement, while many of the teachers sought additional knowledge and
expertise by adding degrees or certifications; few were interested in furthering their
careers by entering administrative roles; some are interested in finding new and
improved ways; is a motivational factor. This statement clears out that accomplished
achievements of teachers affect their motivation.

Recognition from coworkers and leaders in a form of praises, certification, or


recommendation is the other motivational factor for secondary school teachers.
Recognition was strongly agreed in that it motivates by 28% private school teachers
which is more than public school teachers (12.9%), but it was agreed (3.50-4.49) that it
motivates public (37.1%) more than private (28%) school teachers. Again as of table six,
more percentage of teachers in public (31.4%) were uncertain than private (24%) school
teachers (2.50-3.49), and more percentage of teachers in private (20%) than in public
(18.6%) disagreed that that recognition motivates them. The results imply that with
slight magnitude of difference in mean (public M=3.44, private M= 3.64) and percentage
variations at levels of agreement recognition motivates majority (public 81.4%=
12.9%SA, 37.1%A, 31.4%U and private 83%=28%SA, 28%A, 24%U), of both public
and private school teachers. Regarding this factor, except few of interviewed
respondents all agreed that it is a factor that results an increase in level of teachers
motivation. They said that The efforts and works of teachers or any worker should be
recognized so that the individual keeps up the good work and motivated for more. The
results indicated that recognizing better performance and efforts of teachers in different
manners affect teachers motivation. In relation to this, it was indicated that recognition
has been shown to be a strong motivator (Anderfuhren et al., 2010).

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
motivation in recognition from coworkers and leaders. The test revealed there is no
57

statistically significant difference (t=-1.2, df=188, p>.05) reported no significantly


different levels of motivation with public school teachers (M=3.44, SD=.94) and private
school teachers (M=3.64, SD=1.10). This implies that recognition from coworkers and
leaders motivates both public and private school teachers not differently.

Responsibility assigned or work ownership as presented in table six, is the other


motivator factor for teachers motivation, imply that with greater mean for private
school (M=4) than public with lowest mean (M=3.46) it motivates private school
teachers more than public. According to David, Louis, Micheal (2004), who agreed that
giving new roles and responsibilities to people, they will be, motivated to work harder.
As table six indicates responsibility was strongly agreed (4.50-5) in that it motivates
private school teachers (36%) which is more than public (10%) school teachers and
agreed (3.50-4.49) that it motivates public school teachers (47%) which again is more
than private school teachers (36%). Similar percentages of teachers in public (21.4%)
were uncertain (2.50-3.49) and disagreed (1.50-2.49), but that of private is 20% and 8%,
respectively. The results implicate that even if there is an extent of difference at different
agreement levels, assigned responsibility motivates greater percentage of private school
teachers (72%= 36%SA, 36%A) than public school teachers (57%= 10%SA, 47%A).

Regarding whether there is a significant difference in responsibility assigned as a factor


of motivation an independent samples t-test was conducted. The test revealed there is a
statistically significant difference (t=-3.5, df=188, p<.05) reported there is significantly
different levels of motivation with private school teachers (M=4, SD=.95) than public
school teachers (M=3.46, SD=.94). This implies that responsibility assigned
significantly motivates private school teachers more than public.

Also, interviewed individual respondents were asked that whether responsibilities


assigned are factors for an increase or a decrease in the level of teachers motivation,
part of the individual respondents agreed that assigning responsibility is another way
of recognizing the efforts of teachers, which according to Smith (1997) stated as
empowering/assigning responsibility makes employees feel that they are appreciated and
58

for making it possible continuous and positive feedback on their performance is


essential. Also, according to Pastor (1996), for victorious appliance of empowerment it
is essential for an individual to do efforts and take actions in an environment where they
are responsible for what they are doing (Amin et al, 2010).

More than half of interviewed REB officials, supervisors, principals, and vice principals
disagreed saying teachers are not motivated for additional responsibility assigned to
them and the justification for disagreement was stated as;

Assigned responsibility comes with its own duties, and failing to fulfill that
have its own thing. So how one could considers it as if it affects his or her
motivation. Now days everyone is striving to avoid taking responsibilities as
responsibility is additional task rather than taking it as recognition of the
qualities of the individual in specific area, in another way. In relation to this,
different studies stated that employee empowerment and employee motivation
towards organizational tasks have also direct and positive relationship
between them as shown by the studies conducted by Reena (2009), John
(2005), Amin (2010), Constant (2001), Mani (2010) and Smith (2001).

The fact that assigned responsibility motivate teachers is supported by the statement of
Karen (2006), responsibility, while inherent to the job, was a concern for most school
teachers, few wanted additional responsibility; most wanted less. Responsibility plays a
major role in what these teachers do. This agrees with the response of part of the
interviewees, and postulates the fact that assigned responsibilities are factors for teachers
motivation. Increased autonomy/ assigning responsibility amplifies employees wisdom
of self-efficacy and their motivation to get upon and complete certain tasks (Mani, 2010).
Also, Sanderson (2003) believed that empowerment creates motivation and energy in
workforce to do their work efficiently and effectively (Amin. et al, 2010).

Educational opportunities, as indicated in table six, are the other motivator factors for
motivation of teachers in both public and private secondary schools. Regarding this
factor, public school teachers with the highest mean of 3.84 and a lowest standard
59

deviation of 0.92 and private school teachers with a mean 3.04 lower than public and
relatively high standard deviation of 1.23, it implies that provided educational
opportunities motivate public school teachers much more than private ones. Mullins
(2005) who points out that training is expected to ensure continuity in staff career
development. Indeed, as Beardwell, Holden and Claydon (2004) concur with this and
assert that employees expect to be rewarded after training. There is a career development
in public schools as per the education level of teachers, which indicate why educational
opportunities motivate public school teachers more than private ones.

Educational opportunity was strongly agreed (>4.50) in that it motivates by 24.3% and
agreed (3.50-4.49) by 47.1% of public school teachers which is more than private school
teachers (20%) and (16%), respectively. Again, more percentage (17.1%) of public
school teachers than private (12%) were uncertain (2.50-3.49) about it. But, educational
opportunities have no motivational impact (1.50-2.49) for greater percentage of private
(52%) but only 11% of public school teachers.

The results as per different level of agreements imply that greater percentage of public
school teachers (88.5%= 24.3%SA, 47.1%A, 17.1%) are motivated by provision of
educational opportunities and it is a greater factor of motivation for public school
teachers than private ones (48%= 20%SA, 16%A, 12%U). Interviewed respondents, on
whether provision of educational opportunities is a factor for an increase or decrease in
teachers motivation? All the respondents stated that it is not a factor for all in either
way. They justified that A teacher gets educational opportunities as per career
structure following procedures and rules. Failing to do so and fulfill criterias is what
keeps a teacher from getting it. It is not a given rather it is earned, and for those who
earn it is a factor for an increase in motivation. Mullins (2005), points out that training
provides more opportunities for career progression, because it may boost competence
levels of individuals and the organization. Also, Mullins (2005) stated that training
facilitates provisions of recognition.
60

Regarding whether there is a significant difference in educational opportunities as a


factor of motivation between public and private school teachers, an independent
samples t-test was conducted. The test revealed there is a statistically significant
difference (t=4.2, df=69.78, p<.05) reported there is significantly different levels of
motivation with public school teachers (M=3.84, SD=.92) than private school teachers
(M=3.04, SD=1.23). This implies that educational opportunities significantly motivate
public school teachers more than private.

The other motivator factor of teachers motivation as presented in table six is promotion
and advancement. The result implies that there is similarity, with a slight difference
(public M=3.36 and SD=1.06, private M=3.4 and SD=1.21), between teachers in both
schools in that promotion and advancement motivates teachers. As indicated in table six,
equal percentages of teachers (24%) in private schools strongly agree (>4.50), agree
(3.50-4.49), uncertain (2.50-3.49), and disagree (1.50-2.49) in that promotion and
advancement motivates them, and only 4% of them were strongly disagreed (1-1.49)
about it. But, from public school teachers 10% strongly agreed, 41.4% agreed, 31.4%
uncertain, 8.6% disagreed and only 8.6% of them were strongly disagreed. The results
imply that even if there is a difference among agreement levels between public and
private school teachers promotion and advancement is a motivational factor for majority
of teachers (public 82.8%= SA10%, A41.4%, U31.4%, and private 72.8%= SA24%,
A24%, U24%) in both schools.

Regarding whether there is a significant difference in Promotion and advancement as a


factor of motivation an independent samples t-test was conducted. The test revealed there
is a statistically significant difference (t=-.2, df=77.4, p>.05) reported significantly
different levels of motivation with public school teachers (M=3.36, SD=1.06) and private
school teachers (M=3.40, SD=1.21). This implies that Promotion and advancement
motivates public and private school teachers differently.

Interviewed respondents, on whether promotion and advancement results an increase or


decrease for teachers motivation all the respondents once again just like for provision of
61

educational opportunities stated that it is not a factor for all in either way. They justified
stressing that; Promotion and advancement is attained as per career structure following
procedures and rules; it is not an incentive package by itself; it belongs to those who
fulfill the set of expectations. A studies by (Smith and Warner 1993) suggests that a
strong desire to move continuously upward is a strong characteristic of members of any
society. This strengthens the finding that an opportunity for promotion and advancement
affects teachers motivation, whether they are public or private school teachers.

Hersey and Blanchard (1996) ranked promotions/expectations in 7th place. While Kovach
(1987), Wiley (1997), Lindner (1998), all ranked this same factor in the 6 th, 4th and 5
places respectively. On average, this factor was ranked 6th between 1946 and 1992 as
reported in Wiley (1997). In order to improve job satisfaction and performance level of
workers, managers must work on the motivators by providing opportunities for career
advancement and development as workers value motivators more than hygiene factors
(Ramlall, 2008). promotion has a positive and significant influence on employee
retention. is accepted and it is similar with previous studies of Owusu (2012).
Anonymous (2003) also confirmed the findings and stated that career advancement leads,
to among other things, a high level of job satisfaction and that it aligns work with an
individual employees values and motivations. It is further argued that career
advancement enables organizations to have employees that are well motivated.
Anonymous (2005) agreed that career advancement and reward systems are sources of
motivation at the work place.

According to Anonymous (2012), the majority of the teachers view that the motivational
factors like rewards and incentives, self-confidence and economic status of teacher more
affect the performance of teachers. The study results show that the majority of the
teachers view that motivational factors like good relationships with their colleague,
feedback on academic performance, and financial incentive also affect the motivational
level of teachers. Another finding by Garudzo (2009) stated that, although the teachers in
the present study were not highly motivated and satisfied with their jobs, there were
several teachers who were motivated and satisfied with certain aspects of their work. The
62

study identified interpersonal relations as a principal motivator. The teachers


experienced very good interpersonal relations with students, colleagues, parents and
supervisors. The teachers were most motivated and satisfied with their interaction with
students and colleagues than other wise.

In general, the result of t-test revealed there is no statistically significant difference


between public and private school teachers in motivator factors of work itself, and
recognition from coworkers and leaders. But, there is a statistically significant difference
in motivator factors of promotion and advancement, accomplished achievements,
responsibility assigned, and educational opportunities. In relation to this results literature
shows that Hertzberg found that achievement, recognition, and work itself were the
strongest contributors to the motivation of people (Adair, 1966). According to Mathis
(2003), you can motivate an employee to increase productivity by providing opportunities
for career development. The study of Ubom and Joshua (2004) and Uwuju and Uzoaru
(2010) found out that workers are happy when their importance and status are recognized.
Once again, recognition generally costs nothing and is immensely motivating, yet is
underutilized (Van Wart, 2008). In addition, the study by Aacha (2010), stated that
teachers are motivated by the responsibilities they performed in the school that gave them
a sense of control over others, interaction and development of relationship with people
from many areas, recognition and respect accorded to teachers by the community and the
challenging nature of the teaching profession. Also, work itself can make a long-term
positive impact on performance (Armstrong 2010; Basset & Lloyd 2005).

Achievement and recognition for achievement have been found to be the two strongest
factors in Hertzberg motivation studies by Backer (1982), and Pollock (2002). Adewuji
(2010) Nwuju and Uzoaru (2010) which found out teachers are effective when they
realize that they will at the long run achieve their life aspirations in the teaching career.
Armstrong (2006) stated that it would be wrong to assume that one approach to
motivation fits all., but as per the findings of different studies and the findings of this
study it is concluded that work itself, and recognition from coworkers and leaders
significantly motivates teachers.
63

4.2.3.2 Hygienic factors affecting teachers motivation


Table 7. Hygienic factors that affect teachers performance

% of Reponses as per rating


Hygienic
Sample N scale Mean SD t df p
factors
SA A U D SD
Salary paid Public 140 15.7 34.3 24.3 22.9 2.9 3.37 1.08
.82 188 .2
Private 50 28 16 36 20 0 3.52 1.11
Interpersonal
relations with Public 140 20 38.6 21.4 17.1 2.9 3.56 1.1 2.06 188 .02
coworkers
and leaders Private 50 36 32 20 12 0 3.92 1.03
Policies and
procedures in Public 140 14.3 47.1 21.4 8.6 8.6 3.5 1.11
1.18 188 .12
my work
place Private 50 32 32 16 16 4 3.72 1.21
Work place
administration
(leaders Public 140 10 50 21.4 15.7 2.9 3.49 0.97
4.64 120.42 .00
leadership,
supervision) Private 50 28 52 20 0 0 4.08 0.69
My status in
work place Public 140 12.9 38.6 27.1 17.1 4.3 3.39 1.05
1.25 188 .11
(my rank in
the school) Private 50 16 48 20 12 4 3.6 1.03
Job security Public 140 11.4 47.1 20 21.4 0 3.49 0.96
1.19 188 .12
Private 50 24 40 20 12 4 3.68 1.11
Fringe
benefits ( Public 140 30 28.6 21.4 20 0 3.69 1.02
.87 188 .19
allowances,
etc ) Private 50 28 32 8 28 4 3.52 1.28

Table seven indicates that Public school teachers with comparatively lowest score
(M=3.37, SD=1.08) and private school teachers with comparatively highest score
(M=3.52, SD=1.11) implies that private school teachers are satisfied with salary paid
than public school teachers. This strength the results stated in the background of the
respondents that private school teachers earn better salary, and under the part about
64

teachers level of motivation and performance that private school teachers are better
motivated and as a result have better performance. Which is also what the American
International Journal of Contemporary Research (2014), stated as there is a significant
correlation between the level of motivation and the level of job satisfaction. Also, it
can testify that satisfaction results high work motivation, which in turn leads to better
performance. Salary strongly agreed (>4.50) that it satisfy 28% private school teachers
which is more than public (15.7%). But, agreed (3.50-4.49) in that it satisfies more
percentage of teachers in public (34.3%) than private school teachers (16%). The effect
of salary was uncertain (2.50-3.49) by private (36%) more than public (24.3%) school
teachers, and its effect was disagreed (1.50-2.49) by more percentage of teachers in
public (22.9%) than private (20%) school teachers. This implies that salary paid satisfies
greater percentage of private school teachers (80%= 28%SA, 16%A, 36%U) than public
ones (74.3%=15.7%SA, 34.3%A, 24.3%U).

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in salary paid. The test revealed there is no statistically significant difference
(t=-.82, df=188, p>.05) reported no significantly different levels of satisfaction with
public school teachers (M=3.37, SD=1.08) and private school teachers (M=3.52,
SD=1.11). This implies that salary paid satisfies both public and private school teachers
not differently.

Regarding the factor salary paid, results an increase or decrease in level of satisfaction?
from interviewed REB officials, supervisors, principals, and vice principals few of them
agreed that salary is a factor of increased satisfaction, but majority of them disagree that
teachers salary is not a factor of decrease in satisfaction. For the question why disagree
they said that;
Unlike rumors teachers salary is paid as per career structure following
government procedures and rules. If salary was the ultimate satisfier the
recent salary increment would have resulted greater satisfaction and
65

motivation for all, as well. If the question is, is the salary being paid for
teachers enough? We may get different answers.

Bratton (2003), agree with pay is one of the most powerful motivating tools.
Kavarlemo (2000) re-affirms this in a study by the application of Maslow s hierarchy of
needs theory of motivation in a school situation and stated that teachers need a wage
sufficient to feed, shelter and protection of their families if they are to dedicate their
energies and time to school obligations other than for survival. But, writing on
motivation, Maclellan (1991) stated that it is costly mistake to get lost in false theory
that more money equals happy and motivated employees. Rynes, Gerhart and Minette
(2004) in their study on the importance of pay in employee motivation found that money
is not a motivator for every person and not in every circumstance. Money can motivate
but to achieve lasting motivation, attention has to be paid to the non-financial
motivators. (Armstrong & Murlis 2007).

As indicated in table seven, with a greater mean score and lowest deviation score
(M=3.92, SD=1.03) interpersonal relations satisfy private school teachers more than
public school teachers (M=3.56, SD=1.08). In other words, as a result of satisfaction
from interpersonal relation with coworkers private school teachers are better motivated
than public ones. As of table seven, interpersonal relation strongly agreed (>4.50) in that
it satisfy private school teachers (36%) which is more than public (20%), agreed (3.50-
4.49) in that it satisfy public school teachers (38.6%) which is more than private (32%).
Public school teachers (21.4%) were uncertain in that interpersonal relations satisfies
them which is more than private (20%), and more percentage of public school teachers
(17.1%) disagreed which is more than (12%) their counterpart.

The results implicate that interpersonal relations with coworkers and leaders satisfy the
private school teachers (88%=36%SA, 32%A, 20%U) more than public school teachers
(80%=20%SA, 38.6%A, 21.4%U). Regarding the being of teachers interpersonal
relations with coworkers and leaders as motivational factors, all interviewed respondents
agreed that it is. They stated inter personal relations with every one (co-workers,
66

students, leaders, parents) pave the way for smoothly running things and make
workplace appealing and get teachers and others well motivated.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in interpersonal relations with coworkers and leaders. The test revealed there
is a statistically significant difference (t=-2.06, df=188, p<.05) reported there is
significantly different levels of satisfaction with private school teachers (M=3.92,
SD=1.02) than public school teachers (M=3.56, SD=1.08). This implies that
interpersonal relations with coworkers and leaders significantly satisfies private school
teachers more than public. In light of interpersonal relations, Karen (2006) stated that
relationships with co-workers for new, experienced, and former teachers were found to
be a major component of their job satisfaction. The daily interaction, support from and
for each other, and the social events outside of school deepened the friendships and
working relationships.

Policies and procedures as indicated in table seven, the result implies with a slight mean
and deviation score differences for private school teachers (M=3.72, SD=1.21) and
public school teachers (M=3.5, SD=1.1) work place policies and procedures satisfies
both public and private school teachers. Also, table seven presented that greater
percentage of private school teachers (32%) which is more than public (14.3%) school
teachers strongly agreed (>4.50) that they are satisfied with policies and procedures,
more percentage of public school (47.1%) than private (32%) teachers were agreed that
they are satisfied (3.50-4.49), and a greater percentage of public school teachers (21.4%)
than private school teachers (16%) were uncertain (2.50-3.49) about the effect of work
place Policies and procedures. But greater percentage of private school teachers (16%)
than public (8.6%) school teachers disagreed and greater percentage of public school
teachers (8.6%) which is more than private (4%) strongly disagreed (1-1.49) about it.
These informs that despite variations on the percentage at different levels of agreement
work place policies and procedures satisfy majority of both private school teachers
(80%= 32%SA, 32%A, 16%U) and public school teachers (82.8%= 14.3%SA, 47.1%A,
21.4%U). All interviewed REB officials, supervisors, principals, and vice principals,
67

regarding whether policies and procedures in work place affect teachers level of
satisfaction or not, disagreed that they are not designed supposing to dissatisfy teachers.
The respondents justified that;
Work place policies and procedures are a calculated and prescribed means to
an end rather than individual feelings. When an individual joins a profession and
starts to work, in other words he or she is agreed on the work place policies and
procedures of that profession, and it is no different for teachers. When a teacher
fails to accomplish the standards he or she should not blame on it and consider it
as it is affecting their satisfaction.

Regarding work place policies and procedures an independent samples t-test was
conducted to examine whether there was a significant difference between public school
teachers and private school teachers in relation to their satisfaction in work place policies
and procedures. The test revealed there is no statistically significant difference (t=-1.18,
df=188, p>.05) reported no significantly different levels of satisfaction with public
school teachers (M=3.5, SD=1.10) and private school teachers (M=3.72, SD=1.19). This
implies that work place policies and procedures satisfies both public and private school
teachers not differently.

Despite the fact teachers implied that workplace policies and procedures affect their
satisfaction all interviewed respondents were against it. But, considering the fact that
they are the sources of different motivational factors and policies and procedures guide
and govern the implementation and execution of different motivators for example
promotion, educational opportunities, workplace policies and procedures are factors of
teachers satisfaction. Since satisfaction is associated with level of motivation and
private school teacher are satisfied at a greater percentage than public ones, this result
once again strengthens the finding stated under teachers level of motivation and
performance.

Table seven indicated that in work place administration, public school teachers with a
lowest mean score and highest standard deviation (M=3.49, SD=0.97) compared to
private school teachers with a highest mean score and lowest deviation score (M=4.08,
68

SD=0.69) implies that private school teachers are satisfied more than public ones. As
of the results in table seven, greater percentage of teachers in private (28%) than in
public (10%) schools, teachers strongly agreed (>4.50) that they are satisfied by work
place administration. Whereas, comparable percentage of teachers in both public (50%)
and private (52%) secondary schools, teachers agreed that (3.50-4.49) that they are
satisfied by work place administration. Again, comparable percentage of teachers in
both public (21.4%) and private (20%) secondary schools teachers were uncertain
(2.50-3.49) in that they are satisfied by work place administration. But, unlike private
school teachers (0%) public school teachers (15.7%) disagreed that work place
administration satisfies them (1.50-2.49) and 2.9% of them strongly disagreed (1-1.49)
about it. These results imply that private school teachers (80%= 28%SA, 52%A)
satisfaction is more than public ones (60%= 10%SA, 50%A) by work place
administration.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in work place administration. The test revealed there is a statistically
significant difference (t=-4.64, df=120.42, p<.05) reported there is significantly different
levels of satisfaction with private school teachers (M=4.08, SD=.69) than public school
teachers (M=3.49, SD=.97). This implies that interpersonal relations with coworkers and
leaders significantly satisfies private school teachers more than public.

The result of the interview indicated that work place administration is agreed up on by
more than half of the respondents as a factor of teachers satisfaction saying that where
ever any one is working the administration determines a great deal of motivation, apart
from other considerations. But, there were interviewees who disagreed, and they justify
their disagreement saying Work has its own rules and regulations and its
administration is governed by it. So it will not affect the satisfaction of any one unless
the personal traits, relation with workers and leadership of the leader has something to
do with it. Like the responses of from the interview Otube (2004) found that unfair
administrative and supervisory practices tend to undermine teacher morale. Also,
Akyeampong (2007) have documented that all the twelve country case studies
69

highlighted the huge impact that working and living conditions have on teacher
motivation and their classroom performance.

In table seven, teachers status in work place is indicated as a factor of satisfaction with a
comparable mean and deviation score for public school teachers (M=3.39, SD=1.05) and
for private school teachers (M=3.6, SD=1.03), implies that the satisfaction of teachers at
both schools is no different from the other by their status in work place. Also, as table
seven indicates, the satisfaction of teachers status in work place was strongly agreed
(>4.50) and agreed (3.50-4.49) by 16% and 48% private school teachers more than by
public school teachers 12.9%) and 38.6%, respectively. But, greater percentage of
teachers in public (27.1%) schools were uncertain (2.50-3.49) which is greater than
private school teachers (20%). More percentage of public school teachers (17.1%) than
private (12%) school teachers disagreed that status in work place satisfy them and
comparable percentage of teachers in both schools i.e. public (4.3%) and private (4%)
strongly disagreed. These results indicated that for greater percentage of teachers at
private school (84%=16%SA, 48%A, 20%U) and public school (78.6%=12.9%SA,
38.6%A, 27.1%U) work place status satisfy them indifferently.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in status in work place. The test revealed there is no statistically significant
difference (t=-1.25, df=188, p>.05) reported no significantly different levels of
satisfaction with public school teachers (M=3.39, SD=1.05) and private school teachers
(M=3.60, SD=1.03). This implies that status in work place satisfies both public and
private school teachers not differently.

More than half of interviewed respondents agreed that teachers status in their work
place is a factor that affects their level of satisfaction. Those agreed interviewees stated
the status of the teacher in the school determines who he/she is in the eyes of others
which strengthens confidence, respect, recognition and so on for the be holder, so that it
affects teachers motivation.
70

But, there were interviewees who disagreed, and they justified their disagreement
saying;
the status of the teacher in work place is the state in which the teacher is in.
for example if the teacher is a hardworking and punctual, that is the status of
the teacher in the school, but if the teacher is otherwise imagine the status
he/she is in. in general work place status of a teacher is the reflection of his
personal and professional characteristics. So that, blaming the status and
complaining as if it affects satisfaction is doing so in the reflected self.

The results from questionnaire and interview implied that teachers status in their
workplace is a regarded as a factor of satisfaction despite the fact that part of interviewed
respondents disagree.

Teachers job security, as indicated in table seven, with a small mean and deviation
score difference for public school teachers (M=3.49, SD=0.96) and for private school
teachers (M=3.68, SD=1.11), implies that teachers at both schools are satisfied with their
job security. As presented in table seven, private school teachers (24%) strongly agree
(>4.50) in that they are satisfied in a percentage more than public ones (11.4%). But,
somehow closer to comparable percentages of teachers in public schools (47.1%) and
private schools (40%) agreed (3.50-4.49) that they are satisfied by it. However, the
satisfaction from job security for equal percentage of teachers in both schools (20%) was
uncertain (2.50-3.49). Teachers satisfaction from Job security was disagreed (1.50-2.49)
by more percentage of public school teachers (21.4%) than private (12%) school
teachers and none of public school teachers (0%) but 4% of private school teachers
strongly disagreed. These imply that with some difference at different agreement level
the satisfaction of majority of teachers in both public (78.5%=11.4%SA, 47.1%A,
20%U) and private schools (84%= 24%SA, 40%A, 20%u) is similar.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in Job security. The test revealed there is no statistically significant
difference (t=-1.19, df=188, p>.05) reported no significantly different levels of
satisfaction with public school teachers (M=3.49, SD=.95) and private school teachers
71

(M=3.68, SD=1.09). This implies that Job security satisfies both public and private
school teachers not differently.

Regarding job security, all the interviewed respondents at first thought disagreed it is not
a factor affecting teachers satisfaction rather they stated stressing that;
every year teachers are leaving schools for different reasons with their
experiences and what is invested for their professional development and every
year new teachers are being recruited, let alone to insecure them. It is
definitely not a factor affecting their satisfaction, no a days schools are the
ones who are insecure that employees may leave.

When asked to respond to the opinion that jobs in private are unstable and that staff are
fired at will, Ngini (2005) remarks that expectations in these institutions were high
especially form parents and other stakeholders. This therefore, meant continuous
monitoring of performance and it is the prerogative of the owners of private school to
terminate their services. Ngini (2005) also confirmed that staff turnover was high in
most private schools especially after examinations particularly when results were poor.
This implicate that job security is a factor of motivation for private school teachers
more than for public school teachers. Based on Maslow's needs hierarchy and his
findings, Tannenbaum (1992) reports: in the third world countries, need to job security is
the top priority (Tannenbaum, 1992).

As of the result indicated in table seven fringe benefits, with a slight mean and deviation
score difference between public school teachers (M=3.69, SD=1.02) and private school
teachers (M=3.52, SD=1.28) it implied that there is no difference in the satisfaction of
teachers at both schools. Fringe benefits, as presented in table seven, strongly agreed
(>4.50) that if affects the satisfaction of public school teachers (30%) which is more than
private (28%) school teachers. It was agreed (3.50-4.49) that it affects the satisfaction of
more percentage of private school teachers (32%) than public school teachers (28.6%).
Whereas, more percentage of teachers in public school (21.4%) were uncertain more
than private school teachers (8%). Satisfaction from fringe benefits was disagreed (1.50-
2.49) by high percentage of private (28%) more than public (20%) school teachers and
no public school teacher (0%) strongly disagreed about it but 4% of private school
72

teachers do. These imply that percentage of teachers not far from half of the total
percentage in both public school (58.6%= 30%SA, 28.6%A) and private school
(60%=28%SA, 32%A) are satisfied by fringe benefits.

An independent samples t-test was conducted to examine whether there was a significant
difference between public school teachers and private school teachers in relation to their
satisfaction in fringe benefits. The test revealed there is no statistically significant
difference (t=.87, df=188, p>.05) reported no significantly different levels of satisfaction
with public school teachers (M=3.69, SD=1.09) and private school teachers (M=3.52,
SD=1.28). This implies that fringe benefits satisfy both public and private school
teachers not differently.

As per the result of the interview, all interviewed respondents agreed that fringe benefits
affect the satisfaction of teachers stating that unlike others teachers have no benefits,
insurances, transportation allowances and so on compared to current living standards
and other professions. The results from the questionnaire and interview settled on that
fringe benefits are factors affecting teachers level of satisfaction.

Also, in a focus group discussion a question is forwarded for teachers to point out factors
affecting their satisfaction and impact their level of motivation. They forwarded the
following as factors affecting their satisfaction:
in sufficient recognition of the efforts teachers exert towards students learning and
the attitude and perception of different parties towards teaching and teacher.
Inconsiderate incentives, promotions, certification, awards, allowances, and salary
increment in light of living conditions and other professions. Also, different school
leaders work place administration that threatens security/ fear of losing their job,
unattractive relations with students, and parents. In addition, not valuing the
concerns of teachers by higher officials, lack of respect and minimal concern for
the needs of teachers, and rather than supervision concern is given for inspection.

In general, the result of t-test revealed there is no statistically significant difference


between public and private school teachers in hygienic factors of salary, policies and
procedures, status in work place, job security, and fringe benefits. But, there is a
73

statistically significant difference in hygienic factors of interpersonal relationship, and


work place administration. In relation to this results the study of Garudzo (2009), the
two aspects of working conditions which were identified by this study as motivators
were administrative support and job security. According to Anonymous (2013), most
academicians are not satisfied with the administrative policies of their university which
is responsible for their low level of motivation and most of them are not motivated with
their present salary. Also, Nwuju and uzoaru (2010) specially found out that prompt
payment of teachers salaries, transport allowances and rent subsidy are incentives for
teachers work performance. There is significant relationship between job satisfaction and
job security (Ahmad, 1996), and Preuss and Lautsch (2002) concluded that job
insecurity reduces job satisfaction and organizational commitment (Gil and Brenda,
2002). Kochan (2002) argued that money only results in temporary obedience from
workers, and it is unsuccessful in transforming workers attitude and behavior in long
term. He pointed out further that money only motivates workers to seek further rewards,
and in the process, it can undermine their intrinsic interest in their jobs.

A study by Bennell (2004) in Sub Saharan Africa noted that incentives for schools and
teachers in the public education system to perform well are frequently weak due to
ineffective incentives and sanctions. Kochan (2002) argued that money only results in
temporary obedience from workers, and it is unsuccessful in transforming workers
attitude and behavior in long term. He pointed out further that money only motivates
workers to seek further rewards, and in the process, it can undermine their intrinsic
interest in their jobs. Moreover, Idogho (2002) states that when teachers are not
adequately taken care of especially with regards to regular and prompt payment of their
salaries and other entitlements, their attitude to work automatically changes. They refuse
to obey laid down rules for their work. They could come to work, but no meaningful
work will be done, no effective teaching and learning. Instead of teaching, many of them
resort to discussing their personal woe in their staff rooms and offices. As per the
findings of different studies and the findings of this study it is concluded that hygienic
factors of salary, policies and procedures, status in work place, job security, and fringe
benefits are factors of teachers job satisfaction.
74

4.2.4 Areas of performance of teachers affected by motivational factors


The results discussed in the above sections supports the notion that teachers motivation
affects their performance and that teachers level satisfaction results an increase or
decrease in motivation. This implies that teachers level of motivation and the identified
factors of motivation are affecting the performance of teachers. So that, what
performance areas of teachers are affected by teachers level of motivation and the
factors of motivation? In order to identify the affected performance areas items in a
questionnaire were administered for teachers and the results are discussed as follows.

Table 8. Areas of performance of a teacher are affected by motivational factors

% of responses
No Variable Group N
Ex VG G Fa Poor
Know students and how they learn Public 140 52 38 8 2 0
1
Private 50 26.45 40.75 25.7 4.3 2.85
Know the content and how to teach Public 140 72 24 4 0 0
2 it
Private 50 44.25 37.85 11.4 4.3 2.15

Plan for and implement effective Public 140 52 40 8 0 0


3
teaching and learning
Private 50 28.6 48.6 11.4 11.4 0

Create and maintain supportive and Public 140 48 40 12 0 0


4
safe learning environments
Private 50 17.1 50 17.1 8.6 7.1
Assess, provide feedback and Public 140 54 40 6 0 0
5
report on student learning
Private 50 23.6 49.3 14.3 10 2.85
Public 140 52 28 20 0 0
6 Engage in professional learning
Private 50 25.7 47.1 14.3 8.6 4.3
Engage professionally with Public 140 34 40 33 8 0
7 colleagues, parents/care givers and
the community Private 50 17.1 37.85 23.55 12.85 8.6
Ex= Excellent, VG= very good, G= Good, Fa= Fair, and Poo= Poor
Level of agreement: 1-1.49 = Poor, 1.50-2.49 = Fair, 2.50-3.49= Good, 3.50-4.49 = Very good,
4.50-50= Excellent
75

As indicated in table eight, in teachers performance area of knowing students and their
learning from public school teachers 52% have excellent (4.50-50), 38% of them very
good (3.50-4.49), 8% of them good (2.50-3.49), and 2% of them had fair (1.50-2.49)
performance, but none of them have a performance < 1.49 level of agreement. Whereas,
private school teachers regarding this performance area ranges between 26.45% of
teachers excellent, 40.75% very good, 25.7% good, and 4.3% of them fair and 2.85% of
them poor performance. This implies that the factors that affected teachers motivation
affected the performance of teachers in private schools (67.2%= 26.45%EX,
40.75%VG) more than public school (90%= 52%EX, 38%VG), so that majority of
public school teachers know their students and learning style better than private ones.

As table eight indicated, teachers performance area of knowing the content of subject
matter and method of teaching it from public school teachers 72 % of them exhibited
excellent, 24% of them very good, and only 4% of them good, but no public school
teacher <2.50 level of agreement. Regarding this performance area private school
teachers performance is for 44.25% excellent, for 37.85% very good, for 11.4% good,
for 4,3% fair, and for 2.15% poor performance level. This result implies that teachers
motivation level affected their performance and regarding subject matter knowledge and
teaching methodology majority of public school teachers (96%= 72%EX, 24%VG) have
better performance than private school teachers (82.1%= 44.25%EX, 37.85%VG).

Table eight, presented that teachers performance area of planning for and implementing
effective teaching and learning public school teachers performance is 52% excellent,
40% very good, and 8% good. Private school teachers performance regarding this area
is 28% excellent, 48.6% very good, similar percentage of teachers (11.4%) good and
fair. This result implies that the percentage of public school teachers (92%= 52%EX,
40%VG) exceeds at a higher level of agreement in mastering the performance but
private school teachers (77.2%= 28.6%EX, 48.6%) performance in the area is lower.

As indicated in table eight, teachers performance area of creating and maintaining safe
learning environment public school teachers performance is rated between 2.50-5 levels
of agreement (48% excellent, 40% very good, and 12% good). But, private school
76

teachers performance in this area is rated between 1.49-5 levels of agreement (17.1%
excellent, 50% very good, 17.1% good, 8.6% fair, and 7.1% poor). These results imply
that that majority of public school teachers (88%= 48%EX, 40%VG) exhibited better
performance than private school teachers (67.1%= 17.1%EX, 50%VG) at the highest
agreement levels.

As the results indicated in table eight, teachers performance area of assessing, providing
feedback and reporting on student learning public school teachers level of agreement
ranges between 2.50-5 levels of agreement (54% excellent, 40% very good, and 6%
good). Whereas, the performance of private school teachers regarding this performance
area ranges between 1-5 levels of agreement (23.6% excellent, 49% very good, 14.3%
good, 10% fair, and 2.85% poor). This result implies that significant percentage of
public school teachers (94%= 54%EX, 40%VG) exhibited performance rated at higher
levels of agreement than private school teachers (72.9%= 23.6%EX, 49.3%VG)
indicating private school teachers performance is affected more than public school
teachers.

As per the results indicated in table eight, teachers performance area of engaging in
continuous professional development public school teachers performance is for 52%
excellent, for 28% very good, and for 20% of them good. However private school
teachers performance in this area ranges between 1-5 levels of agreement (25.7%
excellent, 47.1% very good, 14.3% good, 8.6% fair, and 4.3% poor). This result implies
that a very good deal of public school teachers (80%= 52%EX, 28%VG) performs better
in engaging in continuous professional development activities than private school
teachers (72.8%= 25.7%EX, 47.1%VG) do.

As indicated in table eight, teachers performance area of engaging in co-curricular


activities the performance of 34% public school teachers is excellent, 40% very good,
33% good, and 8% fair. Whereas the performance of private school teachers regarding
this performance area ranges between 1-5 levels of agreement (17.1% excellent, 37.85%
very good, 23.55% good, 12.85% fair, and 8.6% poor). This result implies that a
77

percentage of public school teachers (74%= 34%EX, 40%VG) more than private school
teachers (54.95%= 17.1%EX, 37.85%VG) engage in co-curricular activities.

Also, regarding the performance of teachers affected by different motivational factors,


during the focus group discussion teachers were asked to imply the effect of the
motivational factors in their performance and they provided the following;
there responses implied that because of their level of motivation unless forced
to do so they are not interested to take part in a continuous professional
development program (CPD) of the school and even if teachers know different
active learning methods and students learning styles differs they just continue to
lecture. Also, teachers submit others plan or previous plans rather than
preparing new, and just use mid exam and final exam rather than implementing
continuous assessment. In addition, teachers implicated that unless motivated
and satisfied enough they take minimal interest to participate in different
activities of and in the school other than classroom teaching, and even if they
can organize the classroom in different settings they get use to traditional ones,
and tend to have lower level of interest to spend any time in the school after
class. The role of work motivation and job satisfaction prompts the ability of
teachers performance to function effectively (Weiss, 2002).

Therefore, as per the results obtained from the questionnaire regarding teachers
performance in different areas and what have been implicated by teachers during focus
group discussion, teachers motivation and level of satisfaction greatly determines their
performance.

In general, the results and discussions in this section implied that both public and private
school teachers are aware of that motivational factors affect their performance.
According to International Journal of Humanities and Social Science (2013), if the
teachers are contented with their job, they will develop and maintain high level of
performance. Teaching learning process make more efficient and effective that could
produce high competitive learners. Also, as per the findings of the study by Aacha
(2010), a significant positive relationship between intrinsic motivation and performance
78

of teachers was found to exist. On the other hand, a positive relationship was also
revealed between extrinsic motivation and performance of teachers, implying that
extrinsic motivation affected the performance of teachers. Chandrasekar (2011)
examined that the workplace environment impacts on employee morale, productivity and
job performance both positively and negatively. Teachers are when motivated their
performance automatically reached towards high level. If the teachers are satisfied then
they are to greater extent committed and involved to their job (Sargent & Hannum,
2005).

Mawoli and Abdulsalam (2012) investigated motivation and job performance of


academic staff in State universitiesin Nigeria and found a significant relationship
between motivation and teaching performance. Accordingly, this study found out that as
a result of different motivational factors (motivators and satisfiers) teachers in both
public and private secondary schools have varied level of motivation within and between
and their level of motivation is affected by hygienic and motivator factors.

4.3 Strategies to minimize the effect of factors of motivation


Regarding, addressing this concern an items were prepared in a questionnaire, for
interview and for focus group discussion, and the following are the measures that could
be taken to minimize the factors and get both public and private secondary school
teachers motivated to improve their work performance.
79

Table 9. Strategies prioritized by teachers to improve their motivation

% of responses
No Strategies Group N

1st 2nd 3rd 4th 5th

Accelerated carrier Public 140 79 21 0 0 0


1
development
Private 50 80 20 0 0 0
Priority in Public 140 47 23 21 3 4
2 educational
opportunities Private 50 45 16 16 3 20
Top-up payments Public S 140 11 9 7 0 73
3 for hardship and
challenges Private 50 16 2 2 0 80
Priority in different
social services, such Public 140 77 29 1 0 0
4
as loans and
housing Private 50 62 24 13 1 0
Retirement with full Public 140 16 14 10 13 47
5
salary as pension
Private 50 15 21 16 48 0
Award of medals or Public 140 16 14 23 31 16
6
equivalent money
Private 50 20 16 16 10 38

7 Free tours Public 140 10 0 5 0 85


Private 50 8 5 0 0 87
Naming school after Public 140 15 8 10 40 37
8
your name Private 50 15 17 9 11 30
Owning land for Public 140 70 25 5 0 0
9
housing Private 50 73 19 8 0 0

Table nine presented what is stated on the Ethiopian Teachers Development Package
Blue Print under the section strategies for teachers motivation as prioritized by public
and private secondary school teachers of Harari region. As of the results in table 11, the
greater percentage of public (79%) and private (80%) school teachers prioritized
accelerated carrier development as a first level motivator and only 21% of public and
20% of private school teachers prioritized it as second. But, none of the teachers in both
80

schools ranked it between third and fifth. This imply that nearly equal percentage of
teachers in both schools can be motivated by accelerated carrier development and it has
strong and first place motivational impact for a huge percentage of teachers in public
(79%) or private (80%) school.

Getting priority in educational opportunities, as presented in table nine was ranked first
by 47% of public and 45% of private school teachers which is nearly comparable
percentage. This result implies that, as per the background of the respondents 47% of
public and 48% of private school teachers aged between 20-30 years which again is
comparable percentage, age affects the motivation factors for individuals. Educational
opportunity is a second place priority for 23% of public and 16% of private school
teachers. It is a third place priority for 21% of public and 16% of private school teachers
but fourth for equal percentage of teachers in both schools (3%). But, the percentage of
private school teachers (20%) prioritized getting educational opportunities at fifth place
which is greater than the percentage of public school teachers (4%) set their priority at
this level, implying educational opportunities motivates public school teachers more.

As presented in table nine getting top-up payments for hardship and challenges was one
of the strategies teachers were requested to prioritize. Compared to the other strategies
minimal percentage of teachers in public (11%) and private (16%) ranked it first priority,
but significant percentage of teachers in public (73%) and private (80%) schools ranked
it as fifth. This implies that teachers in both schools at a considerably equal percentage
consider it less significant to motivate them.

Getting priority in different social services, such as loans and housing, unlike top-up
payments ranked first by 77% of public and 62% of private school teachers, then again,
comparable percentage of teachers at public (29%) and private (24%) ranked it second,
implying its being a greater concern for teachers motivation. None of the teachers (0%)
in both schools set it at a fifth place and only 1% of private but 0% of public school
teachers placed it as a fourth priority.
81

Retirement with full salary as pension as a strategy to motivate teachers is prioritized by


only 16% of public and 15% of private school teachers, as presented in table nine, which
may have been related to respondents age in that 16% of public and 20% of private
school teachers fall in to age category greater than 50 years old. Nearly equal percentage
of teachers in both schools prioritized it as second, third, and fourth but at fifth no
private school teacher (0%) and by 47% public school teachers. These implies that age is
a factor and public school teachers could be motivated by this strategy more than private
school teachers and strengthen the findings under different sections of this study that
private school teachers earn better salary than public ones.

As indicated in table nine, award of medals or equivalent money, free tours, and naming
school after name as a strategy to motivate teachers, compared to the other strategies
such as accelerated carrier development, priority in educational opportunities, and
priority in different social services prioritized as first and second by comparable
percentage of teachers prioritized retirement with full salary as first and second, which
also goes along with respondents age. This imply that these strategies may not motivate
majority of teachers in both public and private schools.

Owning land for housing, as presented in table nine, is a first place priority motivator for
a great deal of teachers in public (70%) and private (73%) secondary schools, and it is a
second ranked priority for 25% of public and 19% of private school teachers. Only 5%
public and 8% private school set it third priority but no teacher at both schools set it
fourth and fifth priority. This implies not only comparable but also a great deal of
(>70%) of teachers at both public and private secondary schools could be motivated by
this strategy.

In an open ended questionnaire and during focus group discussion teachers were asked
in addition to the strategies presented what would have been done so that the effect of
motivational factors in your performance could be minimized? The teachers
recommended that housing, transportation, health insurance are becoming problems of
teachers everyday life. Basic living questions of teachers should be considered and
acted upon to motivate teachers to commit themselves to improve their performance
82

rather than worrying to answer their living questions, for example house, health benefits,
transportation. Since quality of education is concerned and the goal of education,
whether it is delivered in public or private school, is the same, there should be no
variability regarding policies and procedures concerning teachers and teaching, for
example private school teachers get better payments, public school teachers get
educational opportunities more.

Another recommendation of the teachers so as to motivate them was that government


should consider payments and benefits of teachers in light of other professionals in
different professions. There should be follow up and consideration of current situations
and states of teachers and provision of incentives as per. Also, concern should be given
to improve societys perception and love of the profession, to boost teachers moral.
Correspondingly, awareness creation towards raising peoples awareness on that
teaching is the source and back bone of other professions, i.e. every professional before
their being a professional they are now passed through school.

Also, interviewed REB officials, supervisors, principals, and vice-principals


recommended that to improve teachers motivation, first of all teachers should be more
concerned in building tomorrows better generations by keeping their performance in a
better shape. Their basic questions regarding different benefits are being answered and
are going to be fulfilled, for example house allowance is being paid for teachers in the
region. Teachers must understand and act accordingly to different policies and
procedures, so that their rights be respected and get what they deserve, for example
educational opportunities, promotion.

Also, rather than externalizing teachers must internalize different things, for example
now a days teachers are losing interest to participate in continuous professional
development programs and co-curricular activities, and contribute their part to improve
their situation. The society must pay teaching and teachers the respect they deserve.
Everyone must consider the fact that every professional passed through school and a
product of schools, and nurture schools and teachers. Most of all teachers must love their
83

profession and picture out how they make it up to the countrys growth and
transformation through

As a strategy to boost the motivation of teachers, Ayalew (2009), in his study stated that
the salary of teachers in Ethiopia in general does not fair either with the requirements of
the job or with that of their colleagues in other organizations. Reconsidering the national
salary scale of teachers is important. Farel (1993) observed that teachers who fail to get
institutional houses had to look for accommodation elsewhere; a situation which results
into de-motivation of teachers to effectively performs at work. This is affirmed in the
statement by Okino in the New Vision newspaper (2008), reported President Museveni
of Uganda saying that the provision of houses to teachers was a major incentive to
performance of teachers. On this note, Dungu (2000) also cited this problem of
residential accommodation in some of the countries of sub Saharan Africa. According to
Mumanyire (2005) the most important motivator to the teacher is money which can be in
form of salaries, allowances, wages, bonuses, duty allowances and other monetary
rewards. However, other factors such as actual teaching conditions, the environment in
which the school is located, teacher participation in matters which affect them, job
security and level of commitment to the school s objectives are all crucial to the level of
motivation of teachers.

By and large, from the strategies stated in the Ethiopian Teachers Development Program
Package as a strategies to motivate teachers, getting priority in different social services,
such as loans and housing is ranked first place motivator, whereas accelerated carrier
development, top-up payments for hardship and challenges, retirement with full salary as
pension, award of medals or equivalent money, free tours, owning land for housing are
ranked second place motivators, but priority in educational opportunities, and naming
school after your name. Finally, the results implied that different parties should be
concerned and act accordingly so as to improve teachers motivation which in the other
hand improves their performance which in turn enhances students (future generations)
performance.
84

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS


This section presents a summary of the study, the conclusion with respect to the findings
and lists of recommendations made based on the findings reported here. The summary
gives a brief account of what was carried out in this investigation from start to end. The
conclusions are about major findings of the present study. In the recommendations part,
an overview of ideas and suggestions for further actions is provided

5.1 Summary
Comparatively studying motivational factors that affect teachers performance in
secondary schools of Harari Regional State was the concern of this study.

Basic questions of the research

1. What are the motivational factors affecting teachers performance in both public and
private Secondary Schools of Harari Region?
2. Is there is a significant difference among factors of motivation that affect
performance between public and private secondary school teachers?
3. What measures could be taken to motivate teachers in order to improve their
performance in both public and private Secondary Schools of Harari Region?
The design of the study was descriptive and 190 teachers, 8 principals, 8 vice principals,
5 supervisors, and 2 REB officials were samples of the study and both primary and
secondary data sources were used. Regarding sampling technique purposive sampling, to
select sample schools, and available sampling, to select sample subjects were used.
Questionnaire, interview, focus group discussion, and documents were used as data
collection tools, and data were analyzed using percentage, mean, standard deviation,
range, and t-test.

The findings of the study indicated that:

Majority of, 83% of public and 92% of private school teachers were males.
Mass of, 92% of public and 60% of private school teachers were married.
Greater percentage, 47% of public and 48% of private school teachers age ranges
between 20-30.
85

Greater percentage, 47% of public and 40% of private school teachers have greater
than eight years teaching experience.
Majority of, 79% of public and 80% of private school teachers were degree holders.
Private school teachers earn better salary than public school teachers.
Majority of, 88.6% of public and 76% of private school teachers have awareness that
their motivation affects their performance.
Private school teachers have better motivation (mean= 4.00) than public school
teachers (mean= 3.79).
In school assessment at the end of 2007 E.C. the performance of private school
teachers (mean= 3.88) was greater than public school teachers (mean= 3.67).
Both motivators and hygienic factors affect public and private secondary school
teachers performance.
From different strategies to motivate teachers, getting priority in different social
services, such as loans and housing is ranked first place motivator
1. What are the motivational factors affecting teachers performances in both public and
private Secondary Schools of Harari Region?
Motivator factors of work itself, and recognition from coworkers and leaders affected the
motivation of both public and private school teachers, but accomplished achievements and
responsibility assigned affected private school teachers more than public, whereas
educational opportunities and promotion and advancement affected the motivation of
public school teachers more. Hygienic factors of salary paid, work place policies and
procedures, work place status, job security, and fringe benefits affected the satisfaction of
both public and private school teachers, but, interpersonal relations with co-workers and
leaders and work place administration affects the satisfaction of private school teachers
more than public ones.
2. Is there a significant difference among factors of motivation that affect performance
between public and private secondary school teachers?
There is no statistically significant difference on the motivator factors of work itself,
recognition from coworkers and leaders, and promotion and advancement, but there is a
statistically significant difference on motivator factors of accomplished achievements,
responsibility assigned, and educational opportunities between public and private
86

school teachers motivation. There is no statistically significant difference on hygienic


factors of salary paid, work place policies and procedures, work place status, job
security, and fringe benefits, but there is a statistically significant difference on
interpersonal relations with co-workers and leaders and work place administration
between public and private school teachers satisfaction.

3. What measures could be taken to motivate teachers in order to improve their


performance in both public and private Secondary Schools of Harari Region?
As a strategy to motivate teachers owning land for housing, accelerated carrier
development, priority in educational opportunities, and priority in different social services
prioritized as first and second by greater percentage of teachers than award of medals or
equivalent money, free tours, retirement with full salary, and naming school after name as a
strategy to motivate teachers.

5.2 Conclusions
Based on the major findings of the study, it is reasonable to conclude the following

Currently the motivation of teachers in both public and private Secondary Schools of
Harari Region is affected work itself, recognition from coworkers and leaders, and
promotion and advancement, salary paid, work place policies and procedures, work
place status, job security, and fringe benefits. But, accomplished achievements,
responsibility assigned, interpersonal relations with co-workers and leaders and work
place administration affects private school teachers more than public, while educational
opportunities affect public school teachers more than public ones.
Private school teachers motivation is significantly being affected by the motivational
factors of accomplished achievements, responsibility assigned, interpersonal relations
with co-workers and leaders and work place administration, and public school teachers
motivation is significantly being affected by educational opportunities.

Provision of priority in educational opportunities will do better to improve the


motivation of public school teachers whereas recognition does better for private ones,
but accelerated carrier development, and priority in different social services would help
to improve the motivation of all teachers.
87

5.3 Recommendations
The findings and conclusions of this study allow some suggestions to be made. The
following recommendations are based on the results of this study. The regional
education bureau and concerned bodies should use these recommendations to facilitate
actions that will enhance the motivation and work performance of secondary school
teachers of Harari region.
Harari REB, and MOE should work hand in hand to minimize the practice of variation
in policies, procedures, and practices concerning teachers and teaching, whether it is
public or private school, nationwide by improving different incentive strategies, by
giving attention for both private and public school teachers; since there is no goal of
education only for public or private schools, by strengthening a system of strong
monitoring and evaluation, by working towards attaining standards, and by enforcing
implementation of policies as soon as possible.
National and regional policy makers, administrators and leaders should follow up and
take in to account current demands of teachers and provide incentives for teachers
based up on it.
REB officials and school leaders should give special attention it deserves to school
psychological environment, since it is the source of satisfaction or dissatisfaction.
For the Ministry of Education and REBs, it should be a greater concern that the
awareness of society towards teaching profession and teachers needs to be changed so
that teachers love their work, and there is a strong need to create awareness in the
society to recognize the status and important role of teachers in education of students.
Mass media needs to be mobilized, and Radio and TV can better help to achieve this
target.
Government should consider different opportunities and benefits of teachers, for
example allowances, better salary, house and land ownership, etc in light of other
professionals in different professions, for example health profession, since teaching is
no less important profession than other professions.
In order to improve teacher motivation and performance at work, it is recommended
that government increase the salary of teachers to match the increased cost of living,
88

provision of accommodation to teachers, as well as awarding for good performance,


among others.
Schools and REB needs to consider now than before, better performance of teachers
should be awarded in areas such as school and student discipline, teacher performance,
pupil attendance and achievement and community and parent participation in school
activities should be rewarded to serve as a motivation.
It is recommended that teachers attempt to arouse the interest and the joy in each
lesson they teach. They could do this through updating them self with new and current
findings in teaching and learning, paying individual attention to the students using
different approaches to teaching and positive reinforcements.
It is recommended that REB should take in to account and take action on different
motivation techniques, such as implementing strategies stated in Teacher
Development Program blue print as motivators. Consider a special training as part of
professional development for educational managers, administrators and supervisors
for them to exercise different motivation techniques appropriately to motivate
teachers.
It is recommended that the society in collaboration with schools give recognition of
teachers work on showing good results is an incentive for the improvement of their
performance to the best teachers so as to acknowledge their efforts and motivate them
to continue with their better performance. It will also be an incentive for other
teachers and they will follow good teaching practices.
89

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Appendix -A
HARAMAYA UNIVERSITY
POSTGRADUATE PROGRAM DIRECTORATE
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES; DEPARTMENT
OF EDUCATIONAL PLANNING AND MANAGEMENT
A QUESTIONNAIRE TO BE FILLED BY SECONDARY SCHOOL TEACHERS

Dear teachers, this questionnaire is designed to collect information regarding motivational


factors that are affecting work performance of secondary school teachers in Harari region.
The research focuses to find out secondary school teachers motivational factors affecting
their work performance, whether there is a difference and the extent of difference between
public and private secondary school teachers, and to seek remedial measures to improve the
situation. The result of this questionnaire serves only for research purpose and confidential.
Please dont hesitate to give your genuine response.

General direction:

1. There is no need to write your name


2. This questionnaire includes both close ended and open ended items, please provide your
response for the close ended items by selecting from the set of alternatives and by
writing your response in the space provided for open ended items.

Part I: Background information:

1. Sex: A. Male B. Female

2. Age: A. 20-30 years B. 30-40 years C. 40-50 years D. >50 years

3. Educational status: A. Diploma B. Degree C. Masters

4. Teaching in: A. Public School B. Private School

5. Teaching experience A. 0-2 years B. 3-5 years C. 6-8 years D. >8 years

6. Maritial status: A. Married B. Single C. Divorced D. Widowed

7. Monthly salary:A. 1600-2500bir B. 2600-3500bir C. 3600-4500bir


D. 4600-5000bir E. >5000bir
101

Part II: Motivators and hygienic factors


Direction: The following items ask you to identify and rate the motivational factors that are
affecting your work performance, so that give your own response putting an X marks on the
space provided. Ask yourself that which of the following factors affects or not, on your
motivation to work and provide your response on the space provided using the rating
scales provided as alternatives.
SA= Strongly Agree A= Agree U= Uncertain D= Disagree SD= Strongly Disagree

No Items SA A U D SD

1 My work itself (working as a teacher)

2 Accomplished achievements (successes full works)

3 Recognition from coworkers and leaders (praises,


certification, recommendations)

4 Responsibility assigned (ownership of work)

5 Educational opportunities

6 Promotion and advancement

7 Salary paid

8 Interpersonal relations with coworkers and leaders

9 Policies and procedures in my work place

10 Work place administration (leaders leadership,


supervision)

11 My status in work place (my rank in the school)

12 Job security

13 Fringe benefits (health care benefits, allowances)


102

The following questions require you to select among the given alternatives or to give your own
response and you are kindly requested to give your response accordingly.
1. How do you rate your motivation to work?

A. Excellent B. Very good C. Good D. Fair E. Poor

2. As per your response to item number one (whether your response is option A, B, C, D, or E),
explain your reason for being it.

3. How is your performance rated/ranked by school assessment at the end of 2007 E.C.?

A. Excellent B. Very good C. Good D. Fair E. Poor

4. Do you believe that your motivation level affect your work performance?

A. Yes B. No

5. If your answer for item 4 is no, why? Explain your reason in the provided space.

6. Give priority for the following list of strategies you believe that will improve your motivation to
improve your performance in the different standard performance areas of a teacher

No Item Priority ranking scales


1st 2nd 3rd 4th 5th
1 Accelerated carrier development
2 Priority in educational opportunities
3 Top-up payments for hardship
4 Priority in different social services, such as loans and housing
5 Retirement with full salary as pension
6 Award of medals or equivalent money
7 Free tours
8 Naming school after your name
9 Owning for housing
Source: Ethiopian Teachers Development Package Blue print

7. In addition to strategies you prioritized in item 7 in your perspective, what would have been done
so that the effect of the motivational factors, you pointed out, could be minimized and your work
motivation and performance would have been enhanced?
103

Part III: Teachers work performance areas significantly affected by motivational


factors

The items below presents professional standards for school teachers, and you are kindly
requested to give your response by making an X mark on each item upon the level that the
motivational factors, you identified in Part-I of this questionnaire, affects you to meet the
standards. Ex= Excellent, VG= very good, G= Good, Fa= Fair, and Poo= Poor

No Items Ex Vg G Fa Poo
1 I know and understand my students

2 I understand the different learning styles of


my students

3 I have a good subject matter knowledge

4 I have pedagogical knowledge and skill

5 I always plan for and implement effective


teaching and learning

6 I implement continuous assessment and


support my students

7 I always assess my students progress, provide


feedback on student learning

8 In engaging myself in professional learning to


develop my subject matter and pedagogical
knowledge and skill

9 In professionally engaging with colleagues,


parents/care givers and the community

10 I participate in co-curricular activities

11 I try to create conducive learning environment


104

Appendix B
POSTGRADUATE PROGRAM DIRECTORATE
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES; DEPARTMENT
OF EDUCATIONAL PLANNING AND MANAGEMENT
ITEMS OF FOCUS GROUP DISCUSSION WITH SECONDARY SCHOOL TEACHERS

1. Considering your motivation to work, what are the factors affecting your motivation to
work?

2. Does this motivational factor to work affect your work performance? How?

3. Can you mention the extent to which these motivational factors affect your work
performance?

4. What measures should be taken to minimize the risk of motivational factors up on


performance?

N.B. based up on reply of respondents and interactions further questions will be forwarded
105

Appendix C
POSTGRADUATE PROGRAM DIRECTORATE
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES; DEPARTMENT
OF EDUCATIONAL PLANNING AND MANAGEMENT
INTERVIEW ITEMS FOR SUPERVISORS, PRINCIPALS AND VICE PRINCIPALS OF
SECONDARY SCHOOLS AND REB OFFICIALS

1. Among the following factors of motivation and satisfaction on which of them do you agree that
they are factors significantly affecting secondary school teachers motivation and satisfaction?
No Items Agree Disagree Uncertain

1 The work itself (working as a teacher)

2 Accomplished achievements (successes full works)

3 Recognition from coworkers and leaders (praises,


certification, recommendations)

4 Responsibility assigned (ownership of work)

5 Educational opportunities

6 Promotion and advancement

7 Salary paid

8 Interpersonal relations with coworkers and leaders

9 Policies and procedures in work place

10 Work place administration (leaders leadership,


supervision)

11 Their status in work place (their rank in the school)

12 Job security

13 Fringe benefits (health care benefits, allowances)


106

2. For the motivational factors that you disagreed on that they are not affecting teachers
work motivation, would you describe your reason?

3. Do you agree that teachers motivation to work affect their work performance?

A. Yes B. No

4. If your response to item 3 is YES how? And if your response is NO why?

5. Among the motivational factors that you agreed on that they are affecting secondary
school teachers, in item number 1, which ones affect public school teachers and vice
versa?

6. What do you recommend that must be done to minimize the effect of the motivational
factors, in order to enhance secondary school teachers work motivation and their
performance as well?

N.B. based up on reply of respondents and interactions further questions will be forwarded

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