INFLUENCE OF TEACHER MOTIVATION DYNAMICS ON LEARNER COMPETENCY DEVELOPMENT IN PUBLIC PRIMARY SCHOOLS IN TANA RIVER SUB-COUNTY, TANA RIVER COUNTY, KENYA

Rodney Odinga Chuga, Beatrice Ndiga, Lydia Kimanzi

Abstract


This study examined the influence of teacher motivation factors on learner competency development in public primary schools in Tana River Sub-County, Kenya. The objectives were to find out the influence of teacher job security on learner competency development and to find out the influence of teacher working environment on learner competency development. The study was anchored on Herzberg’s Two-Factor Theory and adopted a convergent parallel mixed-methods design. The target population comprised 30 public primary schools, 30 head teachers, 250 teachers, 1,300 learners, and 2 Sub-County Education Officers. Twenty schools were selected through simple random sampling, while proportionate stratified random sampling was used to select 154 teachers and 306 learners. Twenty head teachers and two Sub-County Education Officers were purposively selected. Out of the intended 482 respondents, 454 participated, giving an overall response rate of 94.2%. Data were collected using questionnaires for teachers and learners and semi-structured interview guides for head teachers and the Education Officers. Quantitative data were analyzed using frequencies, percentages, and mean scores, while qualitative data were analyzed thematically and integrated with the quantitative findings during interpretation. The findings showed that all four teacher motivation factors were perceived to influence learner competency development positively. Teacher job security recorded mean scores of 3.15 for teachers and 3.38 for learners, with the main contribution being associated with teacher continuity and stability of instruction. The working environment recorded the highest and most consistent scores, with means of 3.44 for teachers and 3.43 for learners, highlighting the importance of adequate resources, supportive school management, safe working conditions, and manageable class sizes. Teacher recognition recorded mean scores of 3.34 among teachers and 3.42 among learners, indicating that appreciation and acknowledgement were associated with stronger teacher morale and instructional engagement. Financial incentives recorded mean scores of 3.20 for teachers and 3.34 for learners, suggesting that remuneration and rewards supported teacher motivation and commitment, which in turn enhanced learning experiences. The study recommended an integrated approach to teacher motivation through improved working conditions, transparent recognition practices, instructional continuity, adequate staffing and resources, and fair financial support.

Keywords


Kenya, teacher, motivation, dynamics, learner, competency, development

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i10.7055

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