Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

Wanakacha, Catherine K.; Aloka, Peter J. O.; Nyaswa, Philip

doi:10.2478/ajis-2018-0009

Cited by 8 publications

(8 citation statements)

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“…However, they seemed to have higher inherent pleasure and satisfaction (intrinsic motivation) towards evaluation of students (Fernet et al, 2016). In contrast to the findings of the present research, no differences based on gender variable was found in the study by Wanakacha, Aloka, and Nyaswa (2018) investigating Kenyan secondary school teachers or the research conducted by Wahab, Idha, and Halim (2020) investigating Malaysian teachers' motivation based on gender differences. However, the study by Triyanto (2016), examining motivations of Indonesian junior high school teachers, showed that male teachers had considerably higher motivation for teaching.…”

Section: Discussioncontrasting

confidence: 99%

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students

Erarslan

Asmali

2022

Acta Educationis Generalis

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Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation. Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source. Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers’ work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers’ motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.

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Section: Discussioncontrasting

confidence: 99%

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students

Erarslan

Asmali

2022

Acta Educationis Generalis

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“…Many studies support the argument that gender is not related to teacher motivation (Wanakacha, Aloka, & Nyaswa, 2018;Clifford, 2015;Recepoglu, 2013). However, there are some researches that found female teachers to be more motivated as compared to their male counterparts (Lee, Rhee, & Rudolf, 2019) and some showed the reverse results (Triyanto, 2016).…”

Section: Discussionmentioning

confidence: 98%

Effect of Selected Demographic Variables on Teacher Motivation in Secondary Schools of Lahore, Pakistan

Nasreen¹

2021

PJER

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Teacher motivation has been directly linked with teachers’ job performance (Inayatullah, & Jehangi, 2012; Nyakongo, 2015), classroom effectiveness (Carson & Chase, 2009) and students’ academic outcomes (Guajardo, 2011). The study was intended to assess the level of teacher motivation as perceived by private secondary school teachers working in Lahore, Pakistan. It also examined the effect of selected demographics (gender, age, academic qualification, and professional experience) on teacher motivation. A questionnaire namely Work Extrinsic and Intrinsic Motivation Scale (WEIMS) was administered to more than 700 teachers in 24 private schools located in Lahore. A total of 530 teachers’ responses were gathered. Frequencies, percentages, mean, and standard deviations were calculated to assess the level of teacher motivation. Inferential Statistics (t-test, One-way ANOVA) were applied to analyze the statistically significant differences (if any) among teachers grouped on the basis of gender, age, academic qualification, and professional experience. The results indicated that the respondent teachers had higher intrinsic motivation than the extrinsic motivation while no significant differences were observed when teachers were compared based on gender, age, and academic qualifications. However, significant differences were identified among teachers with different span of professional experience. Teachers with the least experience were found to be highly motivated as compared to highly experienced teachers

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“…The study also revealed that there is no significant difference between male and female teachers' reaction to motivation incentives in the State. This according to Wanakacha, Aloka and Nyaswa (2018) exist because gender do not have effect on both intrinsic and extrinsic motivation of teachers to perform their core functions. The key factors that raised motivation of female teachers were the idea that they could be identified as having a job and that they were doing something while men are motivated when their job get them out of poverty.…”

Section: Discussionmentioning

confidence: 99%

Psychosocial Effect of Motivational Incentives on Senior Secondary Schools Teachers’ Work Effectiveness in Adamawa State, Nigeria

Takwate

2021

biolae

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This study investigated the psychosocial effect of motivational incentives on Senior Secondary Schools teachers’ work effectiveness in Adamawa State, Nigeria. The study adopted survey research design. The population of this study consisted of 162 school administrators and 74 teachers selected from 58 Government owned Senior Secondary Schools in Adamawa State, from a which a sample of 40 respondents were selected using purposive sampling technique. Motivational Incentives and Teachers’ Effectiveness Questionnaire (MITEQ) was used for data collection. The findings of the study revealed that there is lack of service improvement, seminars, and inadequate provision of teaching and learning materials. Teachers are always internally motivated, inconsistent performance evaluation, promotions are not awarded as at when due, and issuance of query letters at slightest provocations by principals. The also revealed that, motivation is the backbone of effective service delivery. This study also revealed that motivational incentive has significant effect on teachers’ work effectiveness and that there is no significant difference between male and female teachers’ reaction and response to motivational incentives. No significant difference was found between different types of motivation incentives and their effect on senior secondary school teachers’ work effectiveness in Adamawa State. The study recommended others that the government as a matter of urgency The study recommends the provision of regular performance enhancement seminars for teachers, adequate provision of teaching and learning materials, prompt payment of teachers’ salary and other monetary incentives and teachers should be internally motivated on the job. For the incentive to have the intended impact on teachers the study recommend that it should be awarded only to those teachers who actually exhibit the intended behaviours and such incentives should be distributed based on collaborative performance rather than on individual performance.

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Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

Cited by 8 publications

References 5 publications

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students

Effect of Selected Demographic Variables on Teacher Motivation in Secondary Schools of Lahore, Pakistan

Psychosocial Effect of Motivational Incentives on Senior Secondary Schools Teachers’ Work Effectiveness in Adamawa State, Nigeria

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