Role of the school managers in motivating teachers: a case of secondary schools in Mpika district, Muchinga province, Zambia.
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This research focused on the roles of the school managers in motivating teachers in selected secondary schools in Mpika district, Zambia. This study was motivated by candidates‟ poor performance in Grade 12 national examinations that have been a source of concern to the Ministry of Education due to lack of motivation of school managers. The purpose of this study was: specifically to identify and describe the factors that motivate secondary school managers, to investigate strategies used by the school managers in teacher motivation and to establish the challenges faced by the school managers in motivating teachers in selected secondary schools in Mpika district. This study employed a Qualitative research approach which was descriptive research design. The study was conducted in Mpika District of Muchinga Province of Zambia at the nine selected secondary schools. In this study, the targeted population comprised of school managers in Mpika district. The sample comprised of nine school managers and they were purposively sampled. Data was collected through semi-structured interviews which comprised of open ended questions. Qualitative data collected was analysed thematically. The results of this study revealed that school based factors leading to teacher motivation included conducive environment in terms of availability of school infrastructure, good working conditions, parents‟ involvement in school issues and learner discipline. This study also revealed that the most effective strategies of school managers were the provision of teaching and learning materials to teachers, involving teachers in decision making and awarding of prizes to deserving teachers. Furthermore, this research revealed that there were some challenges that interfered with the school managers in motivating teachers and these included delay of salaries, lack of incentives such as allowances and lack of decent accommodation to teachers. Therefore, this study recommends that, the Ministry of General Education should ensure that school environments are conducive enough for school managers to be motivated. This can be achieved by ensuring that there is an adequate supply of teaching and learning resources. This study also recommends that school managers should involve teachers in decision making and motivate teachers by recognizing and appreciating their effort in teaching the learners. Lastly, this study recommends that the Ministry of General Education should ensure that there is availability of teachers‟ houses in schools in order to reduce the challenges of inadequate infrastructure especially in newly upgraded secondary schools. Therefore, the study was significant in that the findings might help school managers to improve their motivational roles among teachers, thereby improving the teachers' input and performance.
The University of Zambia