Research proposal

SCHOOL CULTURE AND TEACHER MOTIVATION:  A CASE OF SECONDARY SCHOOLS IN ARUA MUNICIPALITY, ARUA DISTRICT

TABLE OF CONTENTS

DECLARATION.. i

APPROVAL. ii

DEDICATION.. iii

ACKNOWLEDGEMENT.. iv

LIST OF TABLES. viii

ABSTRACT.. ix

CHAPTER ONE.. 1

INTRODUCTION.. 1

1.1       Background of the study. 1

1.2       Statement of the problem.. 5

1.3       Purpose of the study. 5

1.4       Objectives of the study. 6

1.5       Research Questions. 6

1.6       Scope of the study. 6

1.6.1       Content scope. 6

1.6.2       Geographical scope. 7

1.6.3       Time scope. 7

1.7       Significance of the study. 7

1.8       Theoretical framework. 8

1.9       Conceptual framework. 10

CHAPTER TWO.. 12

LITERERATURE REVIEW… 12

2.0 Introduction. 12

2.1 The concept of School culture. 12

2.2 Shared Vision and Teacher Motivation. 13

2.3 Participative Decision Making and Teacher Motivation. 14

2.5 Support for Innovation and Teacher Motivation. 17

2.4 Strategies for improving staff motivation. 18

CHAPTER THREE.. 21

METHODOLOGY.. 21

3.1 Introduction. 21

3.2 Research Design. 21

3.3 Study Area. 21

3.4 Study Population. 22

3.5 Sample Size. 22

3.6 Sampling Technique. 23

3.7 Instruments of Data collection. 23

3.7.1 Interview.. 23

3.7.2 Questionnaires. 24

3.8 Procedure of Data Collection. 24

3.9 Reliability. 24

3.11 Data Presentation and Analysis: 25

3.12     Ethical considerations. 25

References. 26

Appendices. 31

Appendix I: Questionnaire for Teachers. 31

Appendix II: Interview Guide for Head Teachers/Deputy Head Teachers. 36

LIST OF TABLES

Table 3.1 Description of the Sample population. 22

ABSTRACT

This study was about school culture and teacher motivation, a case of secondary schools in Arua Municipality, Arua District.

The objectives of the study included: to establish the extent to which shared vision affects teachers’ motivation in secondary schools in Arua District, examine the influence of participative decision making on teachers’ motivation, examine the influence of support for innovation on teachers’ motivation, explore the most effective strategies for improving teacher’s motivation through the components of school culture in secondary schools in Arua district.

The methodology adopted was a cross sectional survey design. Both qualitative and quantitative approaches were used. The study was conducted in 10 schools in Arua Municipality and study population constituted head teachers and teachers in the secondary schools. Purposive sampling was used to select the head teachers and convenience sampling for teachers. The interview and questionnaires were used for data collection.

The findings were coded and content analysis techniques were used to analyse qualitative data. Descriptive statistics such as frequencies and percentages were used to describe the data and be presented in form of tables, pie charts and bar graphs where applicable.

The overall study indicated that school culture affected teachers’ motivation. The majority of the respondents agreed that having a culture of shared vision together with participative decision making and support for innovation, created a sense of purpose, commitment and increased their morale to perform and thus improving motivation in the schools. The study further revealed that motivation could be achieved by having a positive school culture characterized by norms such as working together, teacher innovations, hard work, appreciation and recognition, involvement in decision making, honest and open communications among others.Strong school cultures have better motivated teachers. Highly motivated teachers have greater success in terms of student performance and student outcomes. It is therefore important for school heads to create a strong culture in their schools

CHAPTER ONE

INTRODUCTION

• Background of the study

A number of researchers (Phillips, 1993, Stolp&Smith, 1994, Peterson, 2002 & Barth, 2002).have defined school culture as, the basic assumptions, norms, beliefs, traditions and values shared by school members, which influence their functioning at school. According to Peterson and Deal (1998), school cultures are complex webs of traditions and rituals that have been built over time as teachers, students, parents and administrators work together to deal with crises and accomplishments. Peterson and Deal further add that though culture is often overlooked and ignored, it is one of the most significant features of any educational enterprise. Cultural patterns are highly enduring and have a powerful impact on performance and shape the ways people think, feel and act.

Every school exhibits a dominant culture, and this is often what distinguishes one school from another. A school’s current customs, traditions, and general way of doing things largely reflect what has been done before with some success. According to Saphier and King (1985), school cultures are built through the everyday business of school life. It is the way business is handled that both forms and reflects the culture. Schools develop their organizational cultures through the following: by leaders in the organisation (e. g school head teachers), especially those who have shaped them in the past, through critical incidents or important events from which lessons are learned about desirable or undesirable behaviour, through effective working relationship among organisations members, through the organisation’s environment.

School cultures may be described as positive or negative. Peterson and Deal (2009) point out that a school with a positive school culture is a place with a shared sense of what is important, a shared ethos of caring and concern, and a shared commitment to helping students learn. Schools that are conducted in a culture exhibiting these positive qualities have teachers and staff members who are willing to take risks and enact reforms. On the other hand, schools with a negative culture are places where teachers are unwilling to change and where the tone is oppositional and acerbic. Peterson and Deal further add that, they are places where negativity dominates conversations, interactions, and planning; where the only stories recounted are of failure.

In this study, school culture will be viewed from these dimensions; the extent to which the school vision is clearly formulated and shared by the team members; the extent to which teachers participate in decision-making at school; support for innovation; and cooperation between teachers (e. g. teamwork) The extent to which these dimensions are manifested in the various schools will determine the type of culture (positive or negative) existing in a given school.

Brown (1998) states that there is an essentially important link between organisational culture and motivational factors and thus both of them are responsible for the performance level of an organisation.Brown further described motivation as an important element to be present for better performance of an organisation. The word “motivation” finds its roots in Latin “movere”, which means, “to move”. Motivation is therefore the degree to which a person is moved or aroused to act. According to Armstrong (2009) motivation is concerned with the strength and direction of behaviour and the factors that influence people to behave in certain ways.

Motivation often takes two forms; intrinsic and extrinsic motivation. According to Armstrong, (2009) intrinsic motivation can arise from the self-generated factors that influence people’s behaviour. “It is not created by external incentives. It can take the form of motivation by the work itself when individuals feel that their work is important, interesting and challenging and provides them with a reasonable degree of autonomy (freedom to act), opportunities to achieve and advance, and scope to use and develop their skills and abilities”(Armstrong, 2009, p 318). Extrinsic motivation on the other hand, results from the attainment of externally administered rewards, including pay, material possessions, prestige, and positive evaluations among others. Herzberg (1966) as cited in Armstrong, 2009 described tasks as intrinsically motivating when they are characterized by key ―motivators such as responsibility, challenge, achievement, variety, and advancement opportunity. Hackman and Oldham (1976) as cited in Armstrong, 2009, p, 318) identified task variety, task identity, task significance, autonomy, and feedback from the task as key task characteristics that generate internal motivation.

Using case studies of 12 African and South Asian countries, Bennell and Akyeampong (2007) pinpoint the commitment of teachers as one of the most important determinants of learning outcomes. Thus, in a variety of developing countries, high teacher motivation leads to positive educational outcomes such as willingness to participate in school activities, regular attendance, additional training, creative and stimulating teaching among others; and low teacher motivation leads to negative educational outcomes such as absenteeism, underutilization of class time, professional misconduct, and reliance on traditional teaching practices among others. Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to undertake a task for its own sake, for the satisfaction it provides or for the feeling of accomplishment and self-actualization. On the other hand, an extrinsically motivated teacher may perform the activity/duty in order to obtain some reward such as salary. A motivated teacher, as described here, is one who is committed, feels satisfied with his or her job, and is empowered with high morale to strive for excellence and growth in instructional practice.

Organizational culture plays a significant role in an organization regarding how people feel about their work, levels of motivation, commitment, and in turn job satisfaction (Sokro 2012). A strong culture brings out the positive energy of people to perform with loyalty and at deeper level while having emotional bonds of attachment with the organisation (Owens, 2004).Most teachers want to be proud of their schools, to have a good relationship with other teachers and school managers and to believe they have worthwhile jobs. Bewley (1999) argues that human beings have the capacity to identify with organisations and to internalize codes of behaviour and the interest of others. This statement could indicate that human beings (teachers) are able to feel involved in the organisation and the organisational culture.

When employees feel involved in the organisational culture they may be more willing to pursue the organisational goals and are more dedicated to the organisation’s cause (George, Sleeth& Snider, 1999). Culture builds commitment and kindles motivation. People are motivated and feel committed to organizations that have meaning, vision, and purpose. Motivation is strengthened through rituals, traditions, and stories (Peterson and Deal, 2009, p 12). Furthermore, school culture enhances school effectiveness and productivity. Teachers and students are more likely to succeed in a culture that fosters hard work, commitment to valued ends, an attention to problem solving, and a focus on learning for all students.

Organisational culture and employee motivation relationship has been examined by many researchers in the corporate organisations, but not much has been done on school culture and teacher motivation in schools. This research attempts to fill this gap by studying the situation of secondary schools in Arua Municipality and providing more evidence on the effects of school culture on staff motivation.

• Statement of the problem

There appears to be mounting concerns that unacceptably high proportions of teachers working in secondary schools in Uganda are poorly motivated due to a combination of poor incentives, inadequate controls and other behavioural sanctions. As a result staff commitment in many secondary schools in Uganda is lacking. Many teachers in most schools in Uganda are not contented with their work and often opt for seeking alternative employment; consequently, standards of professional conduct and performance are low and falling in many secondary schools. Research also shows that many good teachers leave teaching in the first three years (Frase 1992). Clearly, the loss of experienced teachers undermines the quality of instruction and drives up the costs of recruiting and training new teachers. All these actions can have an adverse effect on the schools ability to be profitable and successful over an extended period of time. Many factors influence both individuals and groups in organizations such as a school, but not all are considered when trying to understand the behaviour of people at work. Among those that are most frequently overlooked is culture of the organization with which individuals are associated. This research attempts to fill this gap by studying the situation of secondary schools in Arua Municipality and providing more evidence on the effects of school culture on teacher motivation.

• Purpose of the study

The purpose of this study was to examine the effect of school culture on teacher motivation in secondary schools in Arua Municipality, Arua district.

• Objectives of the study

The objectives of this research were to:

• Establish the extent to which shared vision affects teachers’ motivation in secondary schools in Arua District.
• Examine the influence ofparticipative decision making onteachers’ motivation.
• Examine the influence of support for innovation on teachers’ motivation.
• Explore the most effective strategies for improving teacher’s motivation secondary schools in Arua district.
  • Research Questions
• To what extent does shared vision influenceteachers’ motivation?
• What is the influence of participative decision making onteachers’ motivation?
• To what extent does support for innovation influence teachers’ motivation?
• What are the most effective strategies for improving teachers’ motivation in secondary schools in Arua District?
  • Scope of the study
    • Content scope

The study examined the relationship between school culture and teacher motivation. School culture was considered in terms of; shared vision, participative decision making and support for innovation. The Teachers’ motivation was measured in terms of levels of their commitment, satisfaction and morale to perform. Indicators of intrinsic motivation assessed by the study included job satisfaction of derived from teaching, On the other hand, extrinsic motivation included externally administered rewards like salary, free accommodation, free meals, weekly duty and extra teaching allowances, advance payments in case of financial problems, leave of absence and free medical care among others.

• Geographical scope

The study was carried out in selected schools in Arua Municipality which is one of the five counties in Arua District. Arua District lies in the North Western corner of Uganda. It borders Democratic Republic of Congo in the west. The district is bordered by Yumbe District in the north, Adjumani District to the northeast, Amuru District to the east, Nebbi District to the southeast, Zombo District to the west and Maracha District to the northwest.

1.6.3    Time scope

The study considered the period between 2008 and 2013. This period was chosen because it was when many complaints about teacher motivation and performance increased, manifested by frequent strikes and high turnover in secondary schools across the country.

• Significance of the study

The study is of importance to policy makers and secondary school administrators in the following ways: First, it hopes to reveal ways school administrators could improve their management capabilities to create or enhance a positive and healthy school culture. A positive and healthy school culture enhances teacher motivation. Furthermore this study hopes to generate valuable information on the current as well as preferred cultures of the secondary schools. It would also provide management with the present level of staff motivation that is prevalent within their schools. Necessary interventions can be put in place to redress any shortcomings to create a more sustainable culture for its workforce. And thirdly, the knowledge gained from participation in this study could produce awareness, increase professional development activities, leadership interventions, and administrative practices in secondary schools that is viable to culture shaping and motivating teachers.

• Theoretical framework

This study was based on Vroom’s Expectancy Theory, Adam Stacy’s Theory of motivation and Herzberg’ Job Enrichment Theory. Expectancy theory states that motivation will be high when people know what they have to do to get a reward, expect that they will be able to get the reward and expect that the reward will be worthwhile (Armstrong, 2009, p. 325.) The concept of expectancy was originally contained in the valency–instrumentality–expectancy (VIE) theory formulated by Vroom (1964).Motivation therefore, according to Vroom is a combination of valency which stands for value, instrumentality (the belief that if we do one thing it will lead to another), and expectancy (the probability that action or effort will lead to an outcome.)

The Expectancy theory helped the study to understand how teachers are drawn to make decisions as regards various behavioural alternatives and perceptual differences among people. It also suggests that motivation is based on how much one wants something and how likely he/she could get it (Bodden, 2008).The theory assumes that teachers will be motivated to produce only if they expect that productivity will lead to the goal they value. Increased effort will lead to increased performance. The main deficit of Vroom’s theory is that it gives the impression that people act on a rational basis after assessing the situation and the potential outcomes. Only in real life seldom do people hold complicated calculations as VIE theory suggests (Dunford, 1992, p.86). More often humans make decisions with limited rationality and let emotions play a significant role in their decisions (Landy/Coote, 2010, p.364)

Stacy Adam’s equity theory on the other hand is concerned with the perceptions people have about how they are being treated as compared with others. Equity theory states, in effect, that people will be better motivated if they are treated equitably and demotivated if they are treated inequitably (Armstrong, 2009, p 327). According to Adam, employees constantly think about their inputs to the job (e.g. effort, experience, education) and their outcomes (e.g. salary, promotions, prizes). Then, they make an output-to-input ratio and compare it to the perceived ratio of their friends and co-workers (Robbins/Judge, 2008, pp.226-227). If the “comparison” of the ratios shows identical results, employees are motivated and keep on with their jobs. But, if it shows that others gain more or sometimes even less, a tension is created and subsequent actions to relive that tension will be taken (Landy/Coote, 2010, p.375). For example, an employee who sees his “equal-to-him/her” co-worker being promoted over him/her will be demotivated to put effort on the job, since he/she needs to readjust the output-to-input ratio. Further developments of Adam’s theory recognize that employees seek equity and fairness not only when it comes to their outcomes but also on-the-way to get there. That is, people are motivated when decision-making procedures are done in a fair manner (Greenberg/Baron, 2003, p.204). Though validation of the theory has been generally affirmative, experts stress that the relevance of the theory may change from culture to culture. For instance, there are more chances that the theory would fit an individualistic society rather than a collectivist one (Landy/Coote, 2010, p.376).

Job enrichment is defined as a way to motivate employees by giving them more responsibilities and variety in their jobs (http://en.wikipedia.org/wiki/Job_enrichment). The idea was first developed by American psychologist Frederick Herzberg in the 1950s and states that a well enriched job should contain a range of tasks and challenges of varying difficulties, meaningful tasks, and feedback, encouragement, and communication.

Job enrichment theory can be used as a means to reduce turnover and absenteeism among teachers as well as a way to increase job satisfaction, organisational relatedness and productivity. Job enrichment is, therefore a very lucrative theory for teachers however it has its own limitations. According to Hackman and Oldham, 1980, pp.82-85) the theory can only motivate employees (teachers) who have high growth needs, i.e. they want to be given more tasks and responsibility, and at the same time they have the knowledge and skills to tackle new assignments. This can be overcome by having a school culture that promotes education and training of teachers.

These theories were therefore adopted to guide an assessment of the effects of school culture on teachers’ motivation.

• Conceptual framework

The variables of primary concern in this study were the school culture on one hand, and motivation of teachers on the other.  It is assumed that variance in teachers’ motivation (dependent variable) is explained by the school culture (independent variable). The school culture is characterised by; shared vision, participative decision-making, and support for innovation. On the other hand, indicators of teacher motivation include; intrinsic motivation (job satisfaction derived from teaching, the challenging and competitive nature of teaching, recognition, career development, control over others and, teaching as one‘s goal in life.), extrinsic motivation (salary, free accommodation, free meals, weekly duty and extra teaching allowances, advance payments in case of financial problems, and free medical care).The intervening variables are; School characteristicswhich include school ownership or foundation body, gender composition of the students, location of the school, and type of school (e.g. rural or urban location, whether the students are male or female or mixed gender, whether the school ownership is public, private or religion founded)  .

Figure 1.1 Conceptual Framework

Independent Variable                                                          Dependent variable

Source: Researchers own with insights from existing literature.

CHAPTER TWO

LITERERATURE REVIEW

2.0 Introduction

This chapter presents the relevant literature on school culture and teacher motivation.

2.1 The concept of School culture

Organisational culture is the pattern of values, norms, beliefs, attitudes and assumptions that may not have been articulated but shape the ways in which people behave and things get done (Armstrong, 2006). Culture is by no means a superficial concept, but a term used to describe a dynamic part of all organizations. As cultures exist within all organizations, it stands to reason that some organizational cultures are better than others. Cultures where employees’ goals are aligned to the organizations goals are often thought of as ‘successful’ cultures (Kotter and Heskett, 1994). Martin (1992) refers to cultures where employees are unified and there is no collective dissent as ‘integrated’. Within this framework, Martin (1992) recognizes that basic values and assumptions are shared and enacted by all members of the culture, and the members know what they do and why they do it. In contrast to the integrated culture, Martin proposes two other perspectives of organizational culture; ‘fragmented’ when there is little consensus between employees organizational culture and ‘differentiated’ when the organizational values are only embraced within parts of the organization. Martin’s integrationist perspective shares some similarities with the cultural model of Peterson and Deal (2009)

Deal and Peterson (2009) describeschool cultures as positive or negative. In a positive culture, the organi­zation’s core values are both intensely held and widely shared. The more members agree on what the organization stands for, the greater their com­mitment to those core values and the stronger the culture. Deal and Peterson further add that a positive culture will have a powerful influence on its members’ behaviours because the high degree of common ideals and intensity create an internal climate of high behavioural control.

In schools with positive cultures, according to Deal and Peterson (2009), staff have a shared sense of purpose, and they fully commit themselves to teaching. In these schools, the underlying norms are of collegiality, improvement, and hard work, and rituals and traditions celebrate student accomplishments, teacher innovation, and parental commitment. Furthermore, in schools with positive cultures, informal networks of storytellers, heroes, and heroines provide a social web of information, support, and history. Finally, in schools with strong cultures, success, joy, and humour thrive.

Negative school cultures possess the same elements as positive cultures. They have values, rituals, stories, and traditions (Deal & Peterson, 2009). However, in these schools the elements have a negative connotation. Instead of being positive, they become crippling.

2.2 Shared Vision and Teacher Motivation

Seeley (1992) describes vision as a goal-oriented mental construct that guides people’s behaviour. Vision is a picture of the future for which people are willing to work. It serves as a signpost pointing the way for all who need to understand what the organization is and where it intends to go (Nanus, 1992).

Wang &Rafiq (2009) define shared vision as the organizational values that promote the overall active involvement of organizational members in the development, communication, dissemination, and implementation of organizational goals, contrary to the traditional top-down approach. In other words, organizational members play an active role in creating their own organizational culture.

Shared vision provides organizational members a sense of purpose and direction, and helps to hold together a loosely-coupled system and promote the integration of an entire organization (Orton and Weick, 1990 as cited in Wang &Rafiq 2009)). Therefore, shared vision can be viewed as a bounding mechanism for organizational resource exchange and integration. According to Hord (2004), shared vision is brought to life through staff behaviours that lead to collective learning and the application of their learning. Hord further adds that vision drives action, and staying focused on a preferred future compels teachers to act.

Nanus(1992) maintains that the “right vision” has five characteristics; attracts commitment and energizes people, creates meaning in workers’ lives, establishes a standard of excellence, bridges the present to the future, and transcends the status quo.Hyatt (2011) cites Weymes (2005) that an inspirational vision entails the direction, destiny, values, and essence of organization that motivates others to be proud of their association with the organization. With shared vision, organizational members are inclined to trust one another, as they can expect that they all work for collective goals and will not be hurt by any other member’s pursuit of self-interest. The collective behaviors create team efficiency that is required in the opportunity exploitation stage. The team efficiency is a form of social capital and valuable in translating diverse ideas into focused actions (McGrath et al., 1994 as cited in Wang &Rafiq, 2009).

2.3 Participative Decision Making and Teacher Motivation

Participative decision-making (PDM) is the extent to which employers allow or encourage employees to share or participate in organizational decision-making (Probst, 2005). According to Wadesango (2011) Participative decision making can be employed in areas which affect the school as a whole for example; setting school goals; formulation of school policies; formulation of admission policy; compilation of school budget; personnel management and staff development programmes.

Not only is decision-making important because information circulates around the system; individual members also feel more empowered and satisfied, knowing they have a hand at decision making. Anderson (2002)emphasizes this in the context of educational institutions, arguing that teachers who feel that they have a hand at decision making find a sense of purpose in a school, and thus work further towards its success.When teachers have the opportunity to participate, they are not passive recipients of orders from above but full-pledge professionals with latitude to shape the conditions under which they work and the kind of work they do. Another argument is that when teachers share decision-making, they become committed to the decisions that emerge.

According to Wadesango (2011), participation in decision-making nurtures teachers’ creativity and initiative there by empowering them to implement innovative ideas. Participation in decision making also improves the quality of management’s decisions since there is greater diversity of views and expertise as inputs to decision making (Kumar and Scuderi 2000). Participation of teachers in decision- making also enables teachers to become active participants in school management processes. As a result of this, teachers will have a wider and greater ownership of the school, its vision and priorities. Teachers will therefore become good decision makers as participation in decision making is a proactive approach to information sharing among teachers (Prozesky and Mouton (2005) as cited in Wadesango, 2011). Once teachers are demotivated, they may develop a negative attitude towards the school. The net effect is that teachers may feel greatly marginalised and disinterested in the school’s mission. This may trigger a wave of withdrawal leading to a high staff turnover.

Jones (1997) points out that organizational theorist such as McGregor suggested that Participatory Decision Making (PDM) would lead to more effective organizations and higher staff morale. The Human Relations Schools of Management of the 1930s-40s promulgated the notion that institutions might be successful if managers would begin to consider the employees’ individual and social needs. This perspective proposes that participation will lead to greater attainment of high-order needs, such as self-expression, respect, interdependence, and equality (McCaffrey et al., 2001), which in turn will elevate morale and satisfaction; and improving employee satisfaction should result in higher organizational outcomes(Taris, 2006).   Abraham Maslow’s theory of motivation emphasizes to the human need for people to be happy. Allowing employees a voice in decision-making is perhaps the most logical method for allowing this to occur.

PDM promotes school and teacher outcomes through two motivational mechanisms: organizational commitment and teacher empowerment (Somech, 2005). First, the motivational factor of commitment corroborates motivational theories that emphasize identification and self-control as central motivational factors (Latham &Pinder, 2005). PDM provides teachers the opportunity to be involved in and exert influence on decision-making processes. Their participation is believed to promote commitment to the decisions that are made and to increase willingness to execute them in their work. Therefore, active participation enhances involvement and commitment, because individuals tend to place greater trust in, and accept more readily, information discovered by themselves. Wu and Short (1996) found a positive link between PDM and teacher commitment. However, Somech (2005), who examined the link of PDM to teacher organizational commitment and to empowerment simultaneously, found that although a positive relation existed between commitment and empowerment, PDM was significantly and positively associated with teacher empowerment, but no significant relation-ship was found between PDM and organizational commitment. Accordingly, the author concluded that teacher empowerment serves as a motivational mechanism that mediates the relation of the participative approach to school and teacher outcomes.

Soriano (1995) contends that allowing teachers to take part in decision making yields salutatory results. Employee satisfaction, motivation, morale and self-esteem are affected positively by involvement in decision making and implementation. Similarly, employee commitment and loyalty are fostered by collaborative school management practices

2.5 Support for Innovation and Teacher Motivation

Schools face a highly competitive and dynamic environment, which necessitates flexibility and fast adaptation to new situations and changing contexts (De Dreu, 2006; Koka, Madhavan, & Prescott, 2006), so innovation has become a vital asset to ensure school sustainability. School innovation is defined here as the intentional introduction and application in the school of new ideas, processes, products, or procedures designed to benefit it significantly (West & Wallace, 1991).

Lam, S.F., Cheng, R. W.Y., & Choy, H. C. (2010) investigated how school support was related to teachers’ motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school’s support and their motivation to implement project-based learning. The results of structural equation modelling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers’ attitude for future persistence both directly and indirectly through its influence on teacher motivation.

Ibrahim (2009) made descriptive study aimed at determining the effects of motivational sources on teachers’ motivational levels. The population sample for this study consisted of teachers working in the Elazig city centre in 2006-2007 academic year. A sample of 225 teachers was randomly selected from this population. According to the findings, teachers are mostly motivated by many factors; among them included; levels of self-reliance, an appreciation of their achievements and values. In addition the findings identified matters such as school deficiencies in teaching and learning technologies as having a negative effect on teachers’ motivation. The study therefore sought to find out the extent to which support for innovation influenced teachers’ motivation in secondary schools in Arua Municipality.

2.4 Strategies for improving staff motivation

According to Armstrong (2009) motivation strategies aim to create a working environment and to develop policies and practices that will provide for higher levels of performance from employees. Motivation will be enhanced by leadership which sets the direction, encourages and stimulates achievement and provides support to employees in their efforts to reach goals and improve their performance generally. Therefore it is necessary to provide guidance and training to develop leadership qualities. Leadership involves making change in an organization. The leader must be able to recognize where the organization is and be able to see where the organization could be. Then the leader must be able to implement a plan to move the organization in the direction of the vision. Maintaining the shared vision with everyone working together will play a role in increasing staff motivation (p, 330 – 331)

To improve teacher motivation, Bennell and Akyeampong (2007) highlight the need for more attractive career structures and more opportunities for teacher professional development so that teachers can improve their skills in teaching and leading.

People are more likely to be motivated if they work in an environment in which they are valued for what they are and what they do. This means paying attention to the basic need for recognition (Armstrong, 2009, p 331), therefore there is need to develop reward systems which provide opportunities for both financial and non-financial rewards to recognize achievements.

Having a strong feeling of belonging also leads to a sense of school community. Teachers need to feel like they belong with their colleagues. Feelings of belonging are created by recognizing positive performance, school traditions and working towards common goals. (Belenardo, 2008 as cited in Penfold, 2011)

Head teachers should enlist teacher leaders to assist with decision making. Utilizing teacher leaders can help staff feel more connected, allow them to participate in decisions about the school and help to build a cooperative workplace environment. Principals can establish a strong teacher leadership group within larger schools to increase staff morale. (Penfold, 2011)

Another strategy can be mentoring new teachers. This can help increase morale and motivation by building relationships with peers. Principals can establish mentoring programs and allow time for mentors and mentees to work together. (Penfold, 2011)

School heads need to focus on creating a work environment that is open, collaborative and trusting (Baughman, 1996). Working together provides a supportive framework. Opportunities are provided for teachers to interact with each other, develop relationships and celebrate accomplishments. Principals can set up times and provide opportunities for teachers to gather together in formal and informal settings (Belenardo, 2001as cited in Penfold, 2011).

Principals also need to create a school environment that supports teachers so they can do their job. Removing some of the external stressors and job duties that are not related to teaching is one way a principal can increase staff morale. ( Penfold, 2011). Another way to increase staff morale is to encourage teacher autonomy. Some ways to increase teacher autonomy are to allow teachers to choose textbooks, classroom discipline and grading policies.

There was therefore need to find out the most effective strategies to improve teacher motivation in secondary schools in Arua Municipality. This would help in increasing morale, satisfaction, retention of teachers and hence improve the standards of professional conduct and performance in the schools all of which improve the schools ability to be profitable and successful over an extended period of time.

CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the frame work within which the research will be conducted. The chapter presents the research design, study population, sample size and sampling techniques, data collection instruments, validity and reliability of research instruments, procedure and data analysis.

3.2 Research Design.

In this study, the researcher adopted a cross-sectional survey design. A cross-sectional design is used for research that collects data from a sample at a particular time (Amin, 2005 p 212). Both qualitative and quantitative approaches were used. According to Amin (2005), a qualitative approach provides an understanding of phenomena more deeply by analyzing the reasons behind it while quantitative research involves collection of numerical data to explain, predict and control phenomena of interest.

3.3 Study Area

The study was conducted in secondary schools in Arua Municipality, Arua District. The area was selected because according to Singleton (1993), the ideal setting is one that is related to the researcher‘s interest, is easily accessible and that which allows the development of immediate rapport. The choice of the District was determined by the familiarity of the researcher to the study area and also performance of schools in this area in the National Examinations (Uganda Certificate of Education and Uganda Advanced Certificate of Education) have for long been very poor compared to schools in other regions of Uganda, especially the Central and Western regions. Several reports in the daily newspapers have indicated that Northern region has lagged behind in grade scores in the national exams compared to their counterparts in central Uganda (Komakech, 2014, Ladu, 2014) According to the researcher, this poor performance could be attributed to low levels of motivation among teachers in the district which in turn affect students’ achievement.

3.4 Study Population

According to Cooper and Emory (1995), a population is the total collection of elements about which one wishes to make inferences. The study population constituted, head teachers and teachers in 10 secondary schools in Arua Municipality. This population was chosen because it is assumed to have adequate knowledge of the subject under investigation and the research variables under investigation.

3.5 Sample Size

A sample is a subset of a population (Amin, 2005). It is used to represent the entire group as a whole. In each of the 10 schools, 1 head teacher was selected, 10 teachers were selected making a total of 110 respondents. Gay (2003) suggested that 10% of the accessible population is adequate to serve as a study sample. The researcher therefore considers 52% of the respondents to be representative enough for the study.

Table 3.1 Description of the Sample population

3.6 Sampling Technique

According to Barrat (2009) sampling is a method that allows researchers to infer information about a population, without having to investigate every individual. 10 secondary schools in Arua Municipality were studied. The purposive sampling technique was used to select head teachers in order to get in depth information about the problem under study. In addition, convenience sampling was used to select any 10teachers who happen to be available the moment the researcher will be conducting her study.

3.7 Instruments of Data collection.

Instruments of data collection are tools used to collect information (http://www.nwcphp.org/docs/data_collection/glossary.htm). The researcherused interviews and questionnaires in the collection of data:

3.7.1 Interview

According to Amin (2005) an interview is an oral questionnaire where the investigator gathers data through direct verbal interaction with participants.

An interview guide consisting of structured questions was designed and administered to the secondary schools head teachers. The choice of this instrument was made because it is considered a good method for producing data which deals with the topic in depth. Interviewing is also a good method for producing data based on informants’ priorities, opinions and ideas. Informants have the opportunities to expand their ideas, explain their views and identify what they regard as the crucial factors.

3.7.2 Questionnaires

The questionnaire is a carefully designed instrument for collection of data in accordance with the specifications of the research questions and hypotheses. It consists of a set of questions to which the subject responds in writing (Amin, 2005, p. 269). The researcher distributed questionnaires to all the teachers selected.  A five point Likert scale was be employed for the items on the questionnaire.

3.8 Procedure of Data Collection

The researcher  obtained an introductory letter from the department of Educational planning and Management and this was sent to the head teachers of the schools selected to introduce the researcher, provide an explanation for the purpose of research and seek permission to have their teachers and  take part in the study. Permission was also sought from the head teachers and deputies for interviews. However, most of the Head teachers/deputies requested to be given the interview guides so that they would write and submit written responses as they gave an excuse of not having time for the interview. Questionnaires were distributed to the teachers who were given time to fill. These were later collected from the respective schools.

3.9 Reliability

Reliability is the degree to which a research instrument consistentlymeasures whatever it is measuring (Amin, 2005). In this study, quality control was done by carrying out a pre-test of the questionnaire on 20 respondents to test the reliability using Cronbach’s alpha coefficient.The likert type questions were given ratings i.e. Strongly agree = 1, Agee = 2, Not sure =3, Disagree = 4 and Strongly disagree =5. Cronbach’s alpha coefficient was then calculated and a reliability coefficient of 0.715 was obtained. This implies that the instrument was reliable. A summary of the statistics is attached, see appendix III

3.10 Validity

Validity is the extent to which the instruments used during the study measure the issues they are intended to measure (Amin, 2005). To ensure validity of instruments, the instruments were developed under close guidance of the supervisors.

3.11 Data Presentation and Analysis:

According to Amin (2005) data analysis is the evaluation of data. It is the process of systematically applying statistical and logical techniques to describe summarise and compare data (p.149) Primary data from the field was edited to eliminate errors made by respondents. Coding was done to translate question responses into specific categories and reduce research data into manageable summaries. Content analysis techniques were used to analyzequalitative data collected using interview schedules. Descriptive statistics such as frequencies and percentages were used to describe the data and then present them in form of tables, pie-charts and bar-graphs where applicable.

• Ethical considerations

The goal of ethics in research is to ensure that no one is harmed or suffers adverse consequences from the research activities (Cooper and Schindler, 2001). The researcher protected the rights of the respondents by:

• Ensuring that none of the respondents was named during the research
• Respondents were selected to participate without compulsion;
• All respondents were informed of the reason and purpose of the research; and
• Informed consent was sought from the school before the commencement of this research initiative.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction

In this chapter, the researcher discusses the results from the findings. The purpose of this study was to examine the effect of school culture on teacher motivation in secondary schools in Arua Municipality, Arua district.

The findings are based on the objectives of the research which included the following:

• Establish the extent to which shared vision affects teachers’ motivation in secondary schools in Arua District.
• Examine the influence of participative decision making on teachers’ motivation.
• Examine the extent to which support for innovation influences teachers’ motivation.
• Explore the most effective strategies for improving teacher’s motivation secondary schools in Arua district.

4.1 Response rate

Questionnaires were presented to 10 schools within the Municipality. A total of 110 questionnaires were presented to the respondents. 71 questionnaires were returned with responses. 39 were returned without responses.

The summary of return rate of questionnaires is presented in the table 4.1 below:

Table 4.1: The questionnaires presented, returned with and without responses per category of respondents

Table 4.1 above shows that the average number of questionnaires returned with responses was 67% which is a good representation of the opinions of the targeted respondents.

In summary out of 110 respondents targeted, views from 71 were obtained. This represents 65% of the respondents and this gives a good presentation of the opinions of the target population.

4.1 Background information

This presents background characteristics of the respondents. This includes the gender distribution, age bracket, academic qualification, length of service, school ownership and the category to which the schools belong. The background characteristics of respondents are presented first to provide a clear picture of the nature of people that participated in the study.

Figure 4.1 Gender Distribution of Respondents

Source: Primary Data

From above, it can be seen that 45(63%) of the respondents were male and 26(37%) of the respondents were female. This implies that there are more male head teachers and teachers in the secondary schools in Arua Municipality.

Table 4.2 Highest academic qualifications of respondents

Source: Primary Data

Table 4.2 indicates that the majority of the respondents (56.3%) were Diploma holders. A further 38% of the respondents were Degree holders. Only 1.4% of the respondents were had a Master’s Degree while 1.4% of respondents had a Post Graduate Diploma in Education.2.86% of the respondents holding Uganda Certificate of Education (UACE) certificate. From these findings, it can be said that most teachers in the Municipality were qualified.This was important in knowing the extent to which respondents were knowledgeable about the variables that were involved in the study and the extent to which the data they provided could be generalized to the population.

Table 4.3 Age of Respondents

Source: Primary Data

Regarding the age of respondents, Table 4.2 indicates that 15.49% of the respondents were in the age group of 20 – 25 years while 28.17% of the respondents were 26 – 31 years of age. Another 22.54% of the respondents were 32 – 37 years of age. 14.08% of the respondents were in the group 38 – 43years and 19.72% were above 44 years of age.

Table 4.4 Work Experience

Source: Primary Data

Table 4.4 indicates the period for which the respondents had served in the teaching  It turned out that 14(19.72%) of the respondents indicated that they had taught for a period between 0-2 years, 16(22.54%) of the respondents had taught for a period between 3 -5years, 17(23.94%) had taught for a period between 6-10 years, 11(15.49%) had taught for a period between 11- 15 years and that 13(18.31%) had taught for  period of over 15 years.

4.2 Length of Employment

The figure below shows that 25 (35.2%) of the respondents have worked in their current schools between 0 – 2 years, another 23(32.3%) have worked for between 3 – 5 years. 16(22.5%) have worked for between 6 – 10 years while 5 (7%) and 2(2.8%) have worked for between 11 – 15 years and over 15 years respectively.

Figure 4.2 Length of Employment

Figure 4.3 School ownership

Figure 4.3 shows school ownership. 34(48%) of the respondents taught in a government aided school while 37(52%) taught in a private school. This was a good representation for the variables under study.

4.2 Results of the specific objectives

4.2.1 Extent to which shared vision affects teachers’ motivation in secondary schools in Arua District

This section describes findings on this specific objective basing on the research question; to what extent does shared vision influence teachers’ motivation? Responses from teachers were summarized as below:

Table 4.2.1: Teachers’ response on the extent to which shared vision influences teachers’ motivation. (n=64)

The table shows that 36 (56.3%) of the respondents strongly agreed that in their schools, having a clear vision about where the school is going kept them focused and willing to contribute to achieving the vision while 25(39.1%) agreed. Only 3 (4.7%) were not sure of this.

30 (46.9%) of the respondents strongly agreed that regularly sharing the school vision with every teacher built trust among teachers, and 27 (42.2%) agreed while 3 (4.7%) were not sure and another 4 (6.3%) disagreed.

32 (50%) of the respondents strongly agreed that having ceremonies to celebrate student and teacher accomplishments energised them to work harder while 22 (34.4%) agreed. 5 (7.8%) were not sure and another 5 (7.8%) disagreed.

30 (46.9%) of the respondents strongly agreed that their school had a set of core values that are written and well displayed at school and it built a sense of belonging in them. 23 (35.9) also agreed while 7 (10.9%) were not sure. Only 3 (4.7%) and 1 (1.6%) of the respondents disagreed and strongly disagreed respectively.

Head teachers/deputies were asked to comment on their school vision and mission and state whether it was motivating to the school community. All the head teachers agreed that their school vision was motivating enough for the school community. One head teacher added that “our school vision enables the students to be focused and has encouraged the school community to work harder.” Another head teacher had this to say, “our mission is to provide quality education that is all round thereby preparing and producing responsible citizens who are not only ready to serve but also ready to be self-employed…he added that this has greatly increased the enrolment rate as many parents send their children for this quality education.” However one deputy head teacher lamented that though their school vision was fairly motivating, majority of the students did not understand what the vision entails.

Teachers were also asked to indicate other ways in which shared vision was promoted in their schools. Majority of the teachers listed the following as ways in which shared vision was promoted in their schools:

Having regular meetings among staff and administrators and also the student body. In these meetings, there was sharing of experiences, ideas and new ways to achieve the school vision and mission. Organising career talk and seminars/conferences for the students whereby role models and other heroes who have succeeded in life are invited. Celebration of ceremonies such as school days, speech days and also get-togethers that bring teachers together for example degree completions, staff marriages among others.

Regular supervision and appreciation of effective practices in the school, having open an honest communications, building of teams and departments, equal treatment of teachers in allocation of responsibilities and having rules and regulations to drive people forward to achieve the school vision.

4.2.2 Extent to which Participative Decision Making affects teachers’ motivation in secondary schools in Arua District

This section describes findings on this specific objective basing on the research question; to what extent does participative decision making influence teachers’ motivation? Responses from head teachers/deputies and teachers were summarized as below:

Table 4.2.2a: Teachers’ response on the influence of Participative Decision Making on teachers’ motivation (n=64)

From the table 4.2.2, it shows that 40 (62.5%) of the respondents strongly agreed that in their schools, being involved in the setting of school goals elevates their morale and satisfaction 20 (31.3%) agreed to that while 2 (3.1%) and 1 (1.6%) were not sure and disagreed respectively. 41 (64.1%) of the respondents strongly agreed that their involvement in decision making process with regard to teaching learning resources makes them work hard while 26 (40.6%) agreed. 28 (43.8% ) of the respondents strongly agreedthat their involvement in decision making process with regard to teaching learning resources makes them to  work hard. 26 (40.6%) agreed and only 6 (9.4%) were not sure. 4 (6.2%) and 1  (1.6%) disagreed  and strongly disagreed to that respectively.

5 (7.8%) of the respondents indicated that not being involved in any decision making process does not affect them in any way. 9 (14.1%) agreed while 7 (10.1%) were not sure. 21 (32.8%) and 22 (34.4%) disagreed and strongly disagreed respectively.

Teachers were also asked to indicate the ways in which they were involved in decision making.The table below shows the responses:

Table 4.2.2b: Ways in which teachers were involved in decision making (n = 71)

The table shows that 7% of the respondents indicated they were involved in drawing of the annual school budget, 14.1% in the formation of school committees and 70% were involved in evaluation and assessment of learners’ progress. 15.4% contributed ideas in staff meetings 5.6% were involved in the disciplining of students.28.2% were involved in school time tabling and 69% in lesson teaching, instructional materials while 7% were involved in guidance and counseling and student welfare 28.2% were involved in school activities such as sports, clubs. 14.1 indicated that they were hardly involved in any decision making in the school

4.2.3 Extent to which Support for Innovation affects teachers’ motivation in secondary schools in Arua District

This section describes findings on this specific objective basing on the research question; to what extent does support for innovation influence teachers’ motivation? Responses from head teachers/deputies and teachers were summarized as below:

Table 4.2.3a:Teachers’ response on the extent to which Support for Innovation influences teachers’ motivation (n=64)

The table shows that 34 (53.1%) strongly agreed that their school administration supports and appreciates new ideas brought by teachers and students improve academic performance and this influences their motivation. 20 (31.3%) of the respondents agreed. Another 4 (6.3%) were not sure while 6 (9.3%) disagreed to that.

The table further shows that 23 (35.9%) of the respondents strongly agreed that the school administration support for new ideas to improve teaching e. g using ICT motivates them. 30 (46.9%) also agreed while 5 (7.8%) were not sure. Another 5 (7.8%) and 1 (1.6%) disagreed and strongly disagreed respectively.

23 (35.9%)of the respondents agreed that their school pays for the professional development of teachers (in- service training) and this keeps them committed to the school. 15 (23.4%) also strongly agreed to that. 11 (17.2 %) were not sure of this. 7 (10.9%) and 7(10.9%)  disagreed and strongly disagreed respectively.

28 (43.8%) agreed that the school administration support and appreciation of teachers who work hard and produce outstanding results increased their morale. 18 (28.1%) also agreed and 4 (6.3%) were not sure. 7 (10.9%) and 98 (12.5%) of the respondents disagreed and strongly disagreed respectively.

Respondents were also asked to indicate other ways in which innovation was promoted in their schools. The results were summarized in the table below. (n = 71)

Table 4.2.3b: Ways in which innovation is promoted in secondary schools in Arua Municipality

Source: Primary Data

The findings in table 4.2.3b show the ways in which innovation is promoted in the schools. A small percentage of the respondents mentioned that in their schools, there was: Discussion and adaptation of new ideas brought by teachers and students, introduction of ICT, provision of Textbooks and other instructional materials, giving rewards for students and teachers for successful innovations, promoting staff development through trainings such as SESSEMAT, promoting science fair and other club activities, providing financial support to initiate projectsand organizing tours and field trips to learn and share ideas with other schools and communities

4.2.4 Most effective strategies for improving teacher’s motivation secondary schools in Arua district.

This section describes findings on this specific objective basing on the research question; what are the most effective strategies to improve teachers’ motivation? Responses from head teachers/deputies and teachers were summarized as below:

To answer this, head teachers/ deputies and teachers were asked to list ways in which teacher motivation would be improved. The results were summarised in the table below.

Table 4.2.4 Way to improve teacher motivation (n = 71)

Source: Primary Data

The findings in table 4.2.4 show the ways in which teacher motivation can be improved in their schools. The respondents indicated that motivation cold be improved through: giving rewards for good performance(21.1%), verbal appreciation and recognition of excellent performers(14.1%), staff development through trainings and further studies to gain skills(29.6%), provision of conducive teaching and learning environment(21.1%), giving allowances such as transport, housing, medical among others(49.3%), allowing teachers to participate in school activities(7%), increments in salary(30.9%), involvement in decision making in the school(25.4%), timely payment(33.8%), introduction of appraisal forms which can lead to promotion of teachers(5.6%)

Frequent monitoring and supervision of teachers e. g through lesson plans and schemes(2.8%), improving teachers welfare by providing good meals(14.1%), assigning leadership responsibilities to teachers(9.8%), regular staff meetings where teachers are free to share ideas(7%), having good relationships and open communication between teachers and school administrators(12.7%), equal treatment of teachers e. g in terms of pay and allowances(14.1%), organising staff get together parties and retreats where teachers can share experiences and celebrate achievements(18.3%), working under minimum supervision(7%) and providing guidance and counselling services to teachers(5.6%).

4.3 Summary of the findings

The data used in this study was gathered from a total of 71 respondents of whom 63% males and

37% females participated. This population comprised of Head teachers/ Deputies and teachers and these made 9.8% and 90.2% respectively. With regard to the educational levels 38% of the respondents were degree holders, 56.3% were diploma and 1.4% were Master’s and Post Graduate Degree holders. Only 2.86% had UACE certificates.

With regard to length of employment (35.2%) of the respondents have worked in their current schools for less than 2 years, (32.3%) have worked for between 3 – 5 years. 16(22.5%) have worked for between 6 – 10 years while 5 (7%) and 2(2.8%) have worked for between 11 – 15 years and over 15 years respectively. With regard to school ownership, 48% of the respondents worked in a government school while 52% worked in a private school.

The overall study indicated that school culture affected teachers’ motivation. The majority of the respondents agreed that having a culture of shared vision together with participative decision making and support for innovation, created a sense of purpose, commitment and increased their morale to perform and thus improving motivation in the schools. The study further revealed that motivation could be achieved by having a positive school culture characterized by norms such as working together, teacher innovations, hard work, appreciation and recognition, involvement in decision making, honest and open communications among others.

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the discussion of results, draws conclusions according to the findings on each of the study objective and gives recommendations as per research objective.

5.1 Discussions on the extent to which shared vision influences teachers’ motivation.

The findings of the study revealed that having a culture of shared vision greatly affected teachers’ motivation.The study found out that schools having a set of core values that are written and well displayed at school builds a sense of belonging among the teachers. Also regularly sharing the school vision with every teacher builds trust among teachers. Further more,having ceremonies to celebrate student and teacher accomplishments energizes teachers to work harderand having a clear vision about where the school is going keeps teachers focused and willing to contribute to achieving the vision. In support, Hord (2004) agrees that staying focused on a preferred future compels teachers to act. Similarly Hyatt (2011) cites Weymes (2005) that an inspirational vision entails direction, destiny, values and sense of organization that motivates others to be proud of their association with the organization. Therefore having a shared vision in the secondary schools in Arua District inclines the teachers to trust one another and work towards a common goal.

5.2 Discussions on the influence of participative decision making on teachers’ motivation

The culture of participative decision was looked at in the areas with regard to formulation of school policies, setting of school goals and teaching learning resources. The study revealed that these elements greatly influenced the teachers’ motivation by making them work hard, be committed and loyal to the school and elevating their morale and satisfaction.

The study also found out that a large percentage of the respondents strongly disagreed that not being involved in any decision making process did not affect them in any way (see table 4.2.2a). These findings show that participative decision making is highly important in schools as it can motivate the teachers. Anderson (2002) emphasizes that those teachers who feel they have a hand at decision making find a sense of purpose in the school and thus work towards its success. Similarly theorists like McGregor, Abraham Maslow  and the Human Relations Schools management point out that allowing employees a voice in decision making will lead to great attainment of high order needs such as self-expression, respect, interdependence and equality. All these will in turn elevate the morale and satisfaction of the teachers.

5.3 Discussions on the extent to which support for innovation affects teachers’ motivation

The study revealed that support for innovation influences teacher’s motivation (see table 4.2.3a)

It was found out that new ideas brought by teachers and students to improve academic performance were highly appreciated and supported by the schools,  also teachers who worked hard and produced out standing results were appreciated and rewarded, some of the school paid  for the professional development of teachers (in- service training) and this keeps them committed to the school. All these improved the motivation of the teachers.These findings were in line with the results of structural equation modeling carried out by Lam, S.F., Cheng, R. W.Y., & Choy, H. C. (2010) which indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation.

5.4 Discussions on the most effective strategies to improve teachers’ motivation

The questionof most effective strategies to improve teacher motivation was raised to gather suggestions on ways to improve teacher motivation in the secondary schools. This was important in giving exhaustive strategies on top of the researchers’ recommendations drawn from study findings and the literature reviewed.

The study found out that giving reward for good performance, verbal appreciation and recognition of excellent performers enhances the teachers’ motivation. In support of this, Armstrong (2009) clearly mentions that “people are more likely to be motivated if they work in an environment in which they are valued for what they do.” This includes the need to develop reward systems which provide opportunities for both financial and non-financial rewards to recognize achievement.Similarly Vroom’s expectancy theory (1964), explains that people are motivated to work if they expect their increased effort will lead to desired outcomes or rewards.

Another strategy is to improve staff development through trainings and further studies to gain skills.In support, Burke (1995) found that employees that participated in the most number of training programs and rated the trainings they attended as most relevant, viewed the organization as being more supportive, looked at the company more favorably, and had less of intent to quit. One could argue that training was able to enhance the employee‘s sense of debt towards the organization. The result is a more committed employee that has a greater desire to remain.Similarly Bennell and Akyeampong (2007) highlight the need for attractive career structures and opportunities for teacher professional development to improve teacher motivation.

The study also revealed that allowing teachers to participate in school activities, involvement in decision making in the schooland working under minimum supervision greatly motivates them. Penfold (2011) is in support of this and urges head teachers to enlist teachers to assist in decision making. This helps to build a cooperative work place environment. A report by Kanabi (2014) in the New Vision mentions that “employees feel attached to strategies, key business decisions and the organization as a result of being engaged in every stage of decision making and strategy formulation. As a result, they put more effort into their work.” (New Vision, Monday October 27, 2014)

The study also revealed the importance of extrinsic motivators such as; giving allowances such as transport, housing, medical among othersandimproving teachers’ welfare by providing good meals.

The study also revealed that there was need for increments in salary. Aacha(2010) found out that reward in form of pay has a strong impact on the motivation of teachers.Armstrong emphasizes the value of extrinsic motivation when he says that “money is a powerful force because it is linked directly or indirectly to the satisfaction of many needs. It acts as asymbol in different ways for different people and for the same person at different times.” (Armstrong, 2009 p 330)Above all he asserts that money can therefore provide positive motivation in the right circumstances not only becausepeople need and want money but also because it serves as a highly tangible means of recognition. However, prompt salary payments revealed by 33.8% of the respondents were further commended by Kiseesi (1998) that salaries of workers should be paid promptly. She observes that salary was a strong force that kept teachers at their jobs. The researcher indicated that salary was vital in causing satisfaction among workers

The study also revealed that assigning leadership responsibilities to teachers motivates them. Armstrong (2009) agrees that motivation can be enhanced by leadership. Utilizing teacher leaders can help other teachers feel more connected to the school. Penfold (2011).Similarly agrees that teachers’ morale can be increased when head teachers/principals establish a strong teacher leadership group with their schools. This is also in line with the job enrichment theory which advocates for motivation of teachers by giving them more responsibilities and variety in their jobs.

The study further revealed the need for having good relationships and communication between teachers and school administrators. This is important because working together provides a supportive framework for building relationships. Baughman (1996) emphasizes that school heads need to create a work environment that is open, collaborative and trusting to increase morale of teachers.

Another strategy is the equal treatment of teachers e. g in terms of pay and allowances. This is in line with Stacy Adam’s equity theory which is concerned with the perceptions people have about how they are being treated as compared with others. The theory states that people will be better motivated if they are treated equitably and demotivated if they are treated inequitably (Armstrong, 2009, p 327)

The study further revealed that regular staff meetings where teachers are free to share ideas and organizing staff get together parties and retreats where teachers can share experiences and celebrate achievements motivates teachers. In support of this, Belenardo, 2001 urges school heads to set up times and provide opportunities for teachers to gather together in the formal and informal settings where they can interact with each other, develop relationships and celebrate accomplishments.

Other ways to improve motivation included; provision of guidance and counseling services to teachers, introduction of appraisal forms which can lead to promotion of teachers and frequent monitoring and supervision of teachers e. g through lesson plans and schemes

5.6 Conclusions

From the findings of the study, it can be concluded that school culture in terms of shared vision, participative decision making and support for innovation greatly influences teachers’ motivation in the secondary schools in Arua Municipality. In particular, shared vision builds a sense of trust and belonging among the teachers,energizes teachers to work harder and keeps teachers focused and willing to contribute to achieving the vision.  Participative decision makingmade teachers to work hard, be committed and loyal to the school and elevating their morale and satisfaction. Support for innovation also increased their morale and provided them with a reasonable degree of autonomy to achieve and advance their skills and abilities.

5.7 Recommendations

The study made the following recommendations:

Secondary school administrators should create and enhance positive cultures in their schools in areas of having a shared vision, involvement of teachers in decision making and supporting innovations. Such a positive culture enhances teacher motivation.

Secondary school administrators should promote and support professional development activities, leadership interventions for the teachers in their schools in order to motivate them.

School heads need to focus on creating a work environment that is open, collaborative and trustingsince working together provides a supportive framework.

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Appendices

Appendix I: Questionnaire for Teachers

Dear Sir/ Madam

My name is Lillian Okunia. I am a post graduate student pursuing a Master of Educational Policy, Planning and Management (Med. PPM) degree at Kyambogo University. I am required to submit as part of my research work assessment, a project on SCHOOL CULTURE AND STAFF MOTIVATION: A CASE OF SECONDARY SCHOOLS IN ARUA MUNICIPALITY, ARUA DISTRICT. To achieve this, you have been selected to participate in the study. I kindly request you to fill the questionnaire to generate data required for this study. This information will be used purely for academic purposes and will be treated in confidence and will not be used for publicity. Your name and school will not be mentioned in the report.

Your assistance and cooperation will be highly appreciated.

1. Background Information
2. Sex: Male ( ) Female ( )
3. What is your highest academic qualification? Please tick

Masters Degree ( ) Bachelors Degree ( ) Diploma ( )

Any other (specify) …………………………….

3. Age Bracket: 20-25 Years ( ) 26-31 Years ( )            32-37 Years ( )                                   38-43 Years ( )           Above 44 Years ( )
4. How long have you been in the teaching profession? Please tick.

0-2 years ( )                 2-5 years ( )                 6-10 years ( )

11-15 years ( )                         Over 15 years ( )

5. For how long have you taught in your current school? ……………………………………..

School ownership: Private ( )                         Government ( )

6. Indicate the category to which your school belongs
7. Mixed Day School ( )Mixed Day and Boarding School( )
8. Boys Boarding School ( )Girls Boarding School ( )
9. Other (specify)

1. SCHOOL CULTURE

For each of the statements below, please indicate by ticking the extent to which you agree using the scale given

7. Shared Vision

To what extent do you agree that the following attributes of shared vision influence teachers’ motivation?

In what ways is shared vision promoted in this school?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Any other information you wish to share other than the above

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

8. Participation in Decision Making

To what extent do you agree that the following attributes of participative decision making influence teachers’ motivation?

9. In what ways are you involved in decision making in your school?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Any other information you wish to share other than the above

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

10. Support for Innovation

To what extent do you agree that the following attributes of support for innovation influence teachers’ motivation?

11. In what ways is innovation promoted in your school?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Any other information you wish to share other than the above

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

12. What do you think can be done to improve teacher motivation in this school?
13. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
14. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

• ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Thank you for your cooperation

Appendix II: Interview Guide for Head Teachers/Deputy Head Teachers

School: ……………………………………………………………………..

1. For how long have you served as a head teacher/Deputy in this school?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Are you satisfied with your work as a head teacher? Explain your answer.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. What is your school doing to motivate teachers to achieve the school vision?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

4. To what extent do you think involving teachers in decision making motivates them?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. In what ways are your teachers involved in decision making?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

6. To what extent do you agree that supporting teachers in their innovations motivates them?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

7. In what ways is innovation promoted in this school?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8. What do you think can be done to improve teacher motivation in this school?
9. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
10. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
11. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
12. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
13. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thank you for your cooperation

Appendix III Reliability test using Cronbach’s alpha coefficient

             = number of items

Where is the sum of variances of the k parts,

= standard deviation of the test

Appendix IV: Introductory letter