Effect of Teachers' Motivation On Their Working Performance. Comparing Boarding School and Twelve Years' Basic Education in Rwanda

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Effect of Teachers’ Motivation on their Working


Performance. Comparing Boarding School and
Twelve Years’ Basic Education in Rwanda
NSHIMIYIMANA Gaston
Article in University Of Kigali (UOK), October, 2022

Abstract: The study aims at assessing “the effects of recognition, the training they receive and the prospect of
teachers’ motivation to their working performance”. promotion and career advancement (Sah, 2016). A study of
Then this study has been conducted in Burera district, determining influence of motivator, hygienic factors and
with study questions like Investigate the effects of teachers’ competences are, therefore, paramount as
hygienic factors, effects of motivating factors , and motivation is the trigger force behind all actions the
effects of teachers competences on teachers’ working teachers take at workplace. While most studies on teacher
performance in boarding and Twelve years’ basic motivation have been centered in secondary and university
education schools in Burera district/ Rwanda Compare settings, as it appears that few studies have been done on
the effect of teachers’ motivation on working teacher motivation, especially in Rwanda context. The main
performance among boarding and Twelve years’ schools objective of this study is to investigate the effect of
in Burera district/Rwanda where data have been teachers’ motivation to their working performance in
collected by using questionnaires, interviews, class twelve years’ basic education like G.S Butete and boarding
observations and document review to find related school like E.S Kagogo in Burera district/ Rwanda.
answers . the total population estimated to be 83
composed by 70 and 13 administrators from GS Butete According to (Herzberg ,1968) reported by (Rikard
and E.S Kagogo as schools in Burera district /Rwanda. Dahlberg, 2015), revealed that Herzberg’s two factors
The results found out in the boarding school indicated theory focusing on intrinsic and extrinsic motivation
that 65.9% of the variation in dependent variables applied on teachers to work effectively, emphasized that
(teachers working performance) can be explained by different factors in working environment are considered to
motivator factors, hygienic factors and teachers’ create satisfaction (motivation) on teachers in order to strive
competences have positive significance effect of teachers’ for better performance and prevent dissatisfaction in their
performance. The results found out in 12YBES indicated working site. Also stated that when teachers are motivated
that 98.6 % of the variation in dependent variables help them to enhance their performance. According to
(teachers working performance) can be explained by Abraham Maslow (1908-1970) reported by (R. H. M.
hygienic motivator factors and teachers’ competences Fallatah and J. Syed ,2018) indicated the motivation into
have positive significance effect on teachers’ five needs and arranging these hierarchical order of
performance. The results found out in the table importance to employees, which are physiological need
indicated that 96.5% of the variation in dependent (via such as food, water and breathing. Employees who
variables (teachers working performance) can be have physiological needs that they seek to satisfy and are
explained by teachers’ competences, means that there is specifically necessary for their motivation at work Security
positive significance effect on teachers’ performance. (safety needs such as financial safety and safety against
Based on the findings about inequality of teaching and redundancy and harm) At this second level security is major
learning condition I request to the government of pursuit needs such as a fear of job instability by (Aworemi
Rwanda to ensure equal caring teachers either from et al.2011, Khan et al.2011) reported by R. H. M. Fallatah
boarding or 12YBES and providing enough school and J. Syed ,2018) this needs are helpful for employees to
requirement that will increase the chance of increasing achieve the organizational activities when this needs are not
teachers working performance provided the working intention can’t be achieved then
perturbed the target of organization.
I. INTRODUCTION
Social needs are the need for love, friendship,
This research indicated that teachers’ motivation acceptance and belongingness The absence of friend ship,
generally promote their level of participation in the teaching encouragement and support of fellow workers and
activities. It is clear that a motivated teacher will work managers makes the employee feel motivated, as never
harder, develop new techniques and activities, and in before, to attain this need with great intensity, so, love and
general reinforced for developing the learners’ belongingness become the paramount need for the
opportunities that develop his/her career (Gokce, 2010). As employee at work and help to accomplish the available
a teacher, it is better to be intrinsically and extrinsically to tasks in accurate manner Esteem and autonomy ,( the need
spearhead motivation and satisfaction to teachers in order to for respect, appreciation ,empowerment and being given a
maintain the motivation to teach over the course of one’s voice and right Esteem needs indicate a need to respect
career. Teachers’ motivation is relying on different factors, one’s rights, appreciation of one’s ability and capacity,
including compensation, success in the classroom, their acknowledgement of one’s achievement and recognition of

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
one’s autonomy and independence by (Anyim et al.2012), motivators to empower their performance in their assigned
Self - actualization, is the highest needs which entire doing activities. This needs are needed by teachers to reach their
and achieving one’s best potential, indicated that fulfillment full potential.
of employees needs play great role in context of their
performance because the employees needs are the core

Fig. 1: Indicating Maslow hierarchy needs

This research is indicating teacher’s motivation as In context of school teachers have both intrinsic and
teachers with elaborate working conditions, means that extrinsic motivation. Intrinsic motivation, is hedonistic
they attend jobs at time being courageous and increase preference, self- serving for one’s own fulfillment of one
working efforts in their daily activities, Ozbilen et al, being or wellbeing of another (Antoinette Weibel, Meike
(2020). While working performance refers to how teachers wiemann &Margit osterlon, 2014). intrinsic motivation
stimulate the success of schools and elaborate general whenever employees regulate their emotions for the scale
opportunities to all school beneficiaries economically, pleasure of regulating them. There is no contingency or
socially and politically in context of educational rewards linked with the behavior, and individual acts for
development to enhance required competent skilled labors the interests, challenges, or their pressure or regulating
market to act in different domains Baris Yildis, Gokhan emotions. In the content of emotional labor, expressing an
Gunay, and Fatih Mutlu Ozbilen,2020). This research if authentic smile can be easily seen as intrinsically act
aiming to enhance educational development which will base (Michel. Cossette, 2014). While Extrinsic motivation, is
on equal share and providing the same opportunities both in external incentives for the individuals (awards or penalties).
12 YBE and Boarding schools that will boost up general There makes mediated satisfaction possible, especially by
required competency, skills and knowledge for future the means of money (Antoinette Weibel, Meike wiemann
worldwide life success. &Margit osterlon, 2014). Is form of motivation in which
teachers act to feel worth and to preserve their self -esteem
II. LITERATURE REVIEW provided from external pressure introjection implies a
pressure that comes from within the persons (Michel,
A. Concept of motivation and teacher working performance cossette,2014). Extrinsic motivation requires the presence
(Jeenvan, 2017) revealed that teachers are motivated of stimulus in order for the behavior to occur. The stimulus
when they are advantaged to create innovation to improve is typically in form of a reward for performing work safety
education quality and willingly to create institutional or a negative consequences when work is not performed
solutions of existing challenges and problems. According to safety, should be involvement of bonus, pressure from
(Weinstein and C.R DeHaan,2014) teachers’ motivation are external agencies such as professional associations.
ways in which teachers at work place initiating and According to Ozbilen et al, (2020) motivated teachers are
directing their school activities through energize behavior, the ones who elaborate their working conditions, means that
generate and increase tasks engagement, and direct actions they attend jobs at time being courageous and increase
towards certain ends or goals. As noted above according to working efforts in their daily activities, always are alert to
(Nathan C. Hall &Thomas Goetz,2013), motivation is discover and develop school opportunities in which the
assumed to result from personal evaluations of the success is attained.
desirability and expectations regarding the feasibility of the
options for actions, these stable motivational tendencies and
beliefs delivered from interests, goal orientations, and
assumptions about one’s personal capabilities.

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Herzberg’s Motivation Theory (external and intrinsic and high trust at work place. (HartHolzberger,2022)
motivation) into forms of intrinsic and extrinsic motivation revealed that teacher motivation indicated by involvement
which rely on different factors, motivators factors, such as of heterogeneous higher order construct that subsumes a
achievements, recognition advancement, growth, while different of constructs like self- efficacy, enthusiasm, goal -
Hygienic factors include company policies supervision, orientation, interest, self-regulatory skills and autonomous
relationships, work conditions remunerations, salary and motivation that encourage personal mind to achieve duties.
security. The motivation is how workers needs are satisfied According to (Herzberg ,1968) reported by (Rikard
included, their interest in, challenging work and available Dahlberg, 2015), Herzberg categorized motivation.
friendly coworkers, opportunities for growth, high respects

Fig. 2: Indicating interworking of Herzberg theory (extrinsic and intrinsic motivation)

This implies that Factors related to dissatisfaction competence indicate a teachers no longer depends on rules
come to be called “hygiene factors” based on how covered guide lines, has an intuitive grip of situations established
work environment. Means that the motivators aim to create on deep understanding , has analytical methods used only
satisfaction and motivation when they exist, but not in new situations and has a vision of what is possible in
dissatisfaction if they are not present. The present of achieving the school duties to enhance developed
hygiene factors prevents dissatisfaction but they do not education.
necessarily create satisfaction. Hygiene factors are company
policy, supervision and relationship, working conditions, C. Effects of Motivator factors to teachers working
salaries, security while motivators factors are achievement performance
recognition, interesting works, increased responsibility and (Eduward L. Deci and Richard M. Ryan,2014) revealed
advancement and growth that increase the workers’ efforts that when teachers ’s basic psychological needs are satisfied
of insolvent in activity performance, in absence of these in the working place they are more autonomously
factors teachers’ performance become very low. motivated to work, and when their basic needs are thwarted
they are controlled or a motivated when at work.
B. Effects of teachers’ competences on their working Autonomous motivation, which recruits the whole- hearted
performance efforts of teachers to perform better the school activities, has
According to (M. Mulder and J. Winterton 2017) payoffs in terms of productivity, creativity, and lower
revealed that World Wide competence based education burnout and turnover.
gained much interest as innovation to prepare more
effectively for superior performance to overcome the (R. Chard M. Ryan & Eduward L. Deci, 2017)
barriers between the World of education and the work and revealed that both intrinsic and extrinsic motivation favor
to align the educational programs in vocational profession employees’ / teachers performance because there is links the
and high education to the labor markets needs and individuals, effective and efficiency performance of their
educational development in society. Professional assigned activities. Motivation must consider how the
competence of teachers is seen as thee generic integrated characteristics of an activity and context are experienced
and internalized capability to deliver sustainable effective and engaged in by individuals in question. the teachers at
performance including problem solving, realizing schools will be intrinsically and extrinsically motivated for
innovation and creating transformation in educational different activities to the degree that he or she finds
domain argued by (M. Vonken, 2017). According to A.T inherently interesting and enjoyable, which is in turn a
.Evers and B.I.J.M. Vander, Heijok (2017) indicated that junction of proximal to basic need satisfactions.

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Use of controls to motivate performance on an Butete as 12 YBE and E.S Kagogo as Boarding school. The
interesting or complex activity seems to lead teachers to survey method is appropriate as it indicating the
narrow their focus and take a shortcut to the extrinsic development of questionnaire based on different teachers’
outcome rather than taking interest in and having a full motivational elements indicated in literature review.
engagement with the activity itself. (B. Baris Yildis,
Gokhan Gunay, and Fatih Mutlu Ozbilen,2020) indicated C. Tools and instruments for Data collection
that teacher motivation serves as an umbrella for The instruments that will be used for the purpose of the
innovations in teaching and learning process, which study are questionnaires and interviews in hand of primary
stimulate the success of schools in context of educational data and documentation in hand secondary data. The
development to enhance required competent skilled labors questions for people will be issued in accordance with the
market. research work and the research questions and will be framed
in a way that it would not be misunderstood by the
(Alena Agullar, 2018) revealed that educational respondents.
institution the first things to cater for are micro, social,
political and economic issues in the context of school  Questionnaires
societies, where teachers must be efficiently paid (offering The researcher has been use an open- ended question
salaries) and socially treated as people who can influence for giving the space explanation to the respondents where
the development of institutions, by addressing racism, there is information that will not be mentioned in questioned
classism and sexism that exist in his/her society and taken as in the questionnaires. The closed ended questions have been
the motivation that prompt effective working in order to used. The questionnaire used to gather data for this study
enhance efficient productivity. Head teachers at schools was adapted from the Teacher Motivation and Job
have to emphasis on teachers social wellbeing to care Satisfaction Survey by Mertler (2001). The respondents are
through caring them strongly to be healthy that bring jo to asked to indicate their level of motivation to 17 motivational
employees lives and build empathy for each other that help factors, using a fivepoint Likert scale of Poorly motivated =
boost up the performance of in institution to fulfill its 1, Slightly motivated =2, Neutral = 3, Motivated = 4 and
objectives. (S-Jonson, Reimer Terwindt, James Townsend Strongly motivated = 5.
and Sharath Jeevan, 2017) indicated that to improve
teachers’ incentives is related to encouragement their selves  Interview
– efficiency, commitment to perform school assigned duties Interview is a conversion between two or more people,
that facilitate accurate accomplishment of school goals where interviewer asked questions to interviewee. This is
hence wellbeing of institutions. helpful in obtaining deeply views of teachers, and students
related to the issue. Interview involves face to face
III. THE STUDY discussions between the research and respondents therefore
it gives a researcher an opportunity to penetrate further and
A. Study population keep the responses on the issue of interest. This method is a
Kumar. R, (2011) defined population as the totality of complement to the questionnaires because it helps to collect
persons or objects which a study is concerned. In this study the information that questionnaire cannot collect.
the population was comprised by 60 people of G.S Butete
both teachers and school administrators’ staffs and of 23  Documentation
people of E.S Kagogo both teachers, and school D uring the collection for secondary data, a researcher
administrators’ staffs. Researcher choose this population read the different documents related to the research purpose
because they realize that both staffs are involved day to day those are concerning to the school report describing the
teaching activities. annual teachers working performance based on school
imihigo program where all teachers at particular school has
B. The research methodology a file indicating his/ her teaching performance at the end of
In this study summarize the tools and techniques that year indicated by given imihigo marks given by Head
have been used to investigate the effects of teachers’ teacher’s school, the marks given for teachers are basement
motivation on their working performance especially in G.S to be given annual working bonus.

IV. RESULTS AND DISCUSSIONS

ANOVA

Model Sum of Squares Df Mean Square F Sig.


Regression 2.644 3 .881 12.257 .000b
1 Residual 1.366 19 .072
Total 4.010 22
Table 1: Analysis of variance of motivator factors, hygienic factors and teachers’ competences on their working performance in
boarding school (E.S KAGOGO)

a. Dependent Variable: T.W.P


b. Predictors: (Constant), T.C, Hygienic, Motivator

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The table 1 indicated that there is significance This implies that one unit of change in independent
relationship between motivator factors hygienic factors and variables (Motivator factors, hygienic factors and teachers’
teachers’ competences in Rwandan government aided competences) decrease dependent variable (teachers
schools. This implies that null hypothesis is rejected while working performance) by 4.010 Regression analysis on both
alternative hypothesis is accepted. Here there is significance motivator factors, hygienic factors and teachers’
relationship between motivator factors, hygienic factor and competences on their working performance in twelve years’
teachers’ competences on teachers working performance. basic education (GS BUTETE)

Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate


a
1 .993 .987 .986 .07819
Table 2: Model summary of motivator factors, hygienic factors and teachers’ competences

a. Predictors: (Constant), T.C, Motivator, Hygienic

The table 2: indicated that 98.7% variation in teachers ’competences and remaining percentage can be
dependent variable (teachers working performance) can be attributed to other variables which are not explained in this
explained by motivators factors, hygienic factors and model.

ANOVA

Model Sum of Squares df Mean Square F Sig.


Regression 1420.27 3 .000
26.047 3 8.682
b
1 Residual .342 56 .006

Total 26.389 59
Table 3: Analysis of variance of motivator factors, hygienic factors and teachers’ competences on their working performance in
twelve years’ basic education (GS BUTETE)

a. Dependent Variable: T.W.P


b. Predictors: (Constant), T.C, Motivator, Hygienic

The table 3 indicated that there is significance motivator factors, hygienic factors and teachers’
relationship between motivator factors hygienic factors and competences on teachers working performance. This implies
teachers competences in Rwandan government aided that one unit of change in independent variables (Motivator
schools .This implies that null hypothesis is rejected while factors, hygienic factors and teachers’ competences)
alternative hypothesis is accepted .Here there is decrease dependent variable (teachers working
significance relationship between motivator factors , performance) by.26.389 Comparing the effects of teachers’
hygienic factor and teachers’ competences on teachers The motivation to their working performance between twelve
table 4 indicated that there are positive effects among years’ basic education and boarding school.

Model R R Square Adjusted R Square Std. Error of the Estimate


a
1 .993 .987 .986 .07819
Table 4: Model summary of motivator factors, hygienic factors and teachers’ competences (T.C) on teachers working
performance in Twelve years’ basic education (12YBEs) GS BUTETE

a. Predictors: (Constant), T.C, Motivator, Hygienic

KAGOGO Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate


1 .812a .659 .606 .26813

a. Predictors: (Constant), T.C, Hygienic,

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Motivator Based on the findings obtained from the performance in government aided schools because when
collected data in both schools G.S BUTETE as Twelve teachers are given this supports either school equipment
years basic education and E.S Kagogo as boarding school increase of salary help teachers to enjoy good life and
indicating that the teachers motivation are not the same encourage them to work that increase their working
where in boarding schools teachers are cared in terms of performance . Other researcher such as ((Deci&Tracy,2011)
hygienic factors, motivator factors and their selves revealed that when teachers are exposed to work contexts
competences like availability of school materials , such as that foster decision making discretion creates an opportunity
books , effective working environment and school bonus for teachers to feel more control of their works and to
and different reward based on their working performance at exercise choices about what to do and how to do it. Decision
school that prompt them to work hardly and affect making discretion at work place provides teachers freedom
teachers working performance at level of 81.2 % . and choices about to do their works rather than being
externally controlled, regulated or pressured.
AS indicate by table6 ,while in Twelve years basic
education the teachers motivation is still low to manage The findings from the objective number two which
the working performance of teachers for example : the called to investigate the effects of motivator factors on
schools learning and teaching materials , like books , class teachers’ working performance in especially in E.S
looms , chairs are less than the students the schools holding Kagogo as government aided school, the study concluded
, the school environment is not conducive due to less that there is positive and significant effect of motivator
recreation facilities to ensure extra-curricular that led to factors on teachers working performance in Rwandan
difficulties in content delivery procedure , about teachers government aided schools.(R=.732) and P value (0.00)
bonus the teachers are not permitted to acquire bonus differ while in G.S Butete study concluded that there is
from boarding teachers who acquire bonus . This implies positive and significant effect of motivator factors on
that the decrease of teachers’ motivation / demotivation of teachers working performance in Rwandan government
teachers lead to discouragement in working condition or aided schools. (R= .940) and P value (0.00) that bring
teachers working performance in level of 98.4%. which is positive results to answer the research question two
taken as serious challenge in academic performance relating to how motivator factors influence teachers
working performance. This means that motivator factors
V. SUMMARY, CONCLUSION AND affect teachers working performance these findings have
RECOMMENDATIONS similarity of the research made by (MINEDUC, 2016)
identifies that effective system of school monitoring
A. Introduction improve the quality of teaching and reinforces
This chapter comprises summary of research objectives responsibilities for creating and reinforces responsibilities
and research question, research methodology which was for creating working conditions that lead to fulfillment of
used by the researcher while conducting this study it also the school goals that indicating the effects of motivator
contains summary of presentation, analysis and factors on teachers working performance.
interpretation and information collected from the research
site and finally, the summary, conclusion, recommendation The findings from the objective number three which
and suggestion for further study . This study had specific called to investigate the effects of teachers’ competences
objectives such as to investigate the effects of hygienic on their working performance. Especially in E.S Kagogo as
factors on teachers’ working performance in selected government aided schools. The study concluded that there
schools in Burera district, to analyze the effects of motivator are positive and significant effects of teachers’ competences
factors on teachers’ performance in selected schools in in Rwandan government aided schools. (R=.795) and P
Burera district and to determine the effects of teachers’ value (0.00) as indicated that there is significant effects of
competences on their working performance in selected teachers competence on working performance, where
schools in Burera district. All of these objectives described teachers are competent at work that improve development of
above their summary are explained below. school to fulfill the school objectives. while in G.S Butete
The study concluded that there are positive and significant
B. Summary of findings effects of teachers’ competences in Rwandan government
The findings from the objective number one which aided schools. (R=.993) and P value (000) this indicating
called to investigate the effects of hygienic factors on that low level of teachers’ competences decrease the level of
teachers’ working performance in G.S Butete and E.S teachers’ performance that provide real information on how
Kagogo. As in G.S Butete results indicated that there is teachers competence is required to boost up teachers
positive and significance effects of hygienic factors on working performance. This means that teachers’
teachers working performance in government aided schools. competences affect teachers working performance, these
(R=0.987) and P value (0.00) while in E.S Kagogo (0.987) findings have similarity of the research made
and P value (000). This implies that hygienic factors are by(UNESCO,2017) in global education monitoring report to
availability in boarding school that help improve teachers increase teacher competency, the school are engaged to be
working performance as to fulfill the objective one Means empowered to monitor and develop and support their
that null of hypothesis was rejected and alternative schools through delivering trainings where they acquire
hypothesis were accepted this is similar to the study of skills to support the CPD of their teaching staff and to plan
Bailey (2005) who indicated that there is positive and for school improvement and development. These help
significance effects of hygienic factors on teachers

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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
teachers to perform better the lessons rather than those who [4.] Nathan C. Hall Thomas Goetz (2013), emotion,
do not have competences. motivation and self – regulation a hand book for
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Volume 11, Issue 3, March 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
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