Examining the effect of motivation strategies on teachers’ job satisfaction in secondary schools in Kashari North County, Mbarara District, Uganda

Abstract

Globally, teachers form the backbone of any country’s education system and their job satisfaction directly affects the quality of education provided. The study aimed at exploring the effect of motivation strategies on teachers’ job satisfaction in secondary schools in Kashari North County, Mbarara District, Uganda. The study’s objectives were to; establish the relationship between demographic factors and teachers’ job satisfaction; determine if there were significant differences in the levels of job satisfaction; examine the relationship between intrinsic motivation strategies and teachers’ job satisfaction; examine the relationship between extrinsic motivation strategies and job satisfaction. The Herzberg’s two factor theory guided the study. From a total population of 245 teachers in ten secondary schools, a sample of 150 teachers was selected with the aid of the statistic kingdom at confidence level of 95% and margin of error of 5%. Sampling respondents sequentially followed stratified, proportionate and simple random sampling techniques. A positivism paradigm was adopted using a cross-sectional research design. Data was obtained using structured questionnaires. Data analysis was conducted utilizing frequencies, means, percentages, standard deviation, linear regression, and one-way ANOVA. The study findings showed that there was a statistically significant relationship between both years of teaching experience and monthly income range on teachers’ job satisfaction F (2, 141) = 4.256, P<0.05, where years of teaching and monthly income range had a negative effect(B=−0.158, β=−0.265, t=−3.002, p<0.05) and positive effect (B=0.177, β=0.290, t=3.288, p<0.05), on teachers’ job satisfaction respectively. There were significant levels of job satisfaction among different teacher marital status categories F (3, 140) =2.691, p<0.05) with the divorced showing lower levels of job satisfaction. There was a statistically significant relationship between intrinsic motivation strategies and teacher’ job satisfaction F (2, 141) = 27.209, P<0.05 with professional agency having a positive effect B=0.475, β=0.498, t=6.265, p<0.05). Similarly extrinsic motivation strategies had a statistically significant relationship with job satisfaction F (1, 142) = 72.493, P<0.05. The study concluded that while increase in years of teaching experience decreases job satisfaction, higher monthly income lead to increased teacher job satisfaction and age has no significant role it plays on job satisfaction, divorced teachers exhibit significantly low levels of job satisfaction compared to their married and single counterparts. Intrinsic motivation strategies involving professional agency have a significant positive effect on teacher job satisfaction and those that involve personal fulfilment had no significant effect on teacher job satisfaction. Extrinsic motivation strategies significantly and positively influence teachers’ job satisfaction. The study recommended that amendments be made by policymakers in the current educational policy framework on teacher’s emolument to account for the years of experience of teachers rather than base on subjects taught, setting up income generating projects by schools to supplement on teachers’ salaries, introducing psychological support and counseling programs by schools to demotivated teachers. School administrators’ adoption of sustainable and regular use of both monetary incentives and non-monetary rewards.