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dc.contributor.authorMutono, Violet
dc.date.accessioned2011-06-03T07:52:51Z
dc.date.available2011-06-03T07:52:51Z
dc.date.issued2011-06-03
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/459
dc.description.abstractTeachers' motivation in Zambia had received little attention and was slowly declining. In view of the government's great need to realize Education for All [EFA] and the Millennium Development Goals [MDGs], well motivated teachers would play a vital role in the viability of these education reforms which were set out in order to attain locally and internationally agreed developmental targets to improve and expand education. Development lagely depend on well qualified and motivated human resources who above all,manipulate other resources to realize the set goals for success. In this new paradigm of constant innovation, an educated society is greatly needed, and this calls for a growing responsibility to improve education and hear the plight of teachers who are a pivolt in the realisation of all education reforms.This research was basically a survey supported by both qualitative and quantitative data. With the 82 respondents comprised in this study, the researcher explored teachers' own perspectives on the critical factors affecting their motivation and then identified changes required in national and international policy practice and process in order to enhance teachers' motivation. A number of techniques, including interviews, questionnaires and focus group discussions were used to elicit the views of the teachers and other education stakeholders.Qualitative data obtained from interviews and Focus Group Discussions were analyzed by coding and grouping similar themes using constant comparative techniques. Quantitative data from the quetionnaires were analyzed using simple frequency distribution tables and percentages arrived at using the Statistical Package for Social Sciences [SPSS]. The figures were extracts from various institutions and articles, while the plates were photographs taken by the reseacher based on the observation guide. In conclusion most teachers were found with what amounted to teacher de-motivation. The major causes basically centered on their conditions of service especially remuneration, accommodation, lack of promotion opportunities and inadequate teaching and learning resources. In view of these research findings, it was recommended that national and international policy-makers develop a deeper understanding of teachers' plight, the attitudes to their own profession and factors that affected their motivation. More so, a new approach to education reform is called for; one which puts teachers' plight at the heart of decision-making.en_US
dc.language.isoenen_US
dc.subjectTeacher Motivationen_US
dc.subjectMotivationen_US
dc.titleFactors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Provinceen_US
dc.typeThesisen_US


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