Volume 9, Issue 4, December 2014, Pages 1589–1597
Anne W. Kabutu Kariuki1, M. Ndirangu2, Antony K. Sang3, and Evelyn Mongina Okao4
1 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
2 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
3 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
4 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study investigated teachers' perceptions of the factors that influenced their morale and commitment to work in public secondary schools. The target population consisted of teachers in public secondary schools in Nakuru District. A sample of 172 teachers was randomly selected for the study. The research design adopted in this study was descriptive survey. Teachers' questionnaires and head teachers' interview schedules were used to collect information on the respondents' perceptions on factors that influenced their morale. The instruments were based on a 5 point Likert scale. The reliability coefficient was computed using Cronbach alpha and stood at 0.86. This was deemed adequate for the study. Pearson Moments Correlation was used to establish whether there was a statistically significant relationship between teachers' characteristics and morale and commitment to work. The study established that teachers perceived remuneration, opportunity for further training, responsibility, social status, a sense of belonging and job security as impacting on the level of morale and commitment to their duties. The study found out no statistically significant relationship between teachers' gender, age, and experience and commitment to work. However, there was statistically significant relationship between the professional qualifications and commitment to work. The study also established no statistically significant relationship between teachers' characteristics and perception of the factors that influenced their morale and commitment to work. In all cases alpha coefficient was equal to 0.05.
Author Keywords: Teachers Motivation, Job Satisfaction and Job Performance.
Anne W. Kabutu Kariuki1, M. Ndirangu2, Antony K. Sang3, and Evelyn Mongina Okao4
1 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
2 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
3 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
4 Departments of Curriculum, Instructions and Educational Management, Faculty of Education and Community Studies, Egerton University, Kenya
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study investigated teachers' perceptions of the factors that influenced their morale and commitment to work in public secondary schools. The target population consisted of teachers in public secondary schools in Nakuru District. A sample of 172 teachers was randomly selected for the study. The research design adopted in this study was descriptive survey. Teachers' questionnaires and head teachers' interview schedules were used to collect information on the respondents' perceptions on factors that influenced their morale. The instruments were based on a 5 point Likert scale. The reliability coefficient was computed using Cronbach alpha and stood at 0.86. This was deemed adequate for the study. Pearson Moments Correlation was used to establish whether there was a statistically significant relationship between teachers' characteristics and morale and commitment to work. The study established that teachers perceived remuneration, opportunity for further training, responsibility, social status, a sense of belonging and job security as impacting on the level of morale and commitment to their duties. The study found out no statistically significant relationship between teachers' gender, age, and experience and commitment to work. However, there was statistically significant relationship between the professional qualifications and commitment to work. The study also established no statistically significant relationship between teachers' characteristics and perception of the factors that influenced their morale and commitment to work. In all cases alpha coefficient was equal to 0.05.
Author Keywords: Teachers Motivation, Job Satisfaction and Job Performance.
How to Cite this Article
Anne W. Kabutu Kariuki, M. Ndirangu, Antony K. Sang, and Evelyn Mongina Okao, “SECONDARY SCHOOL TEACHERS' PERCEPTIONS OF THE FACTORS THAT INFLUENCE THEIR MORALE AND COMMITMENT TO WORK: A CASE OF NAKURU DISTRICT,” International Journal of Innovation and Applied Studies, vol. 9, no. 4, pp. 1589–1597, December 2014.
