Determinants Of Teachers Work Motivation In Government Secondary Schools Of Bole Sub-city Addis Ababa

Teachers’ motivation plays a decisive role in the promotion of teaching and learningrnprocess. Motivated teachers are more likely to motivate students to learn. Whilernteachers’ motivation plays an important role in the teaching and learning process,rnseveral teachers are not highly motivated. An investigation in to the determinants 0frnteachers’ motivation was therefore necessary to achieve better educational outcomes inrnschools. The purpose of this study was to examine teachers’ motivation in governmentrngeneral secondary schools of Bole sub-city. Descriptive survey design was used for thernstudy. The study targeted the teachers of the government secondary schools of Bole subrncity. There are six government secondary schools in the sub city. Census samplingrntechnique was used to select the schools while availability sampling technique was usedrnto select the teachers. Self designed questionnaires were used to collect data fromrnteachers. A total of four hundred fifty (450) teachers were selected where four hundredrntwenty nine (429) were filled and returned. Statistical Package for Social Sciencesrn(SPSS, version 23) was used to analyze the quantitative data where descriptive statisticsrnsuch as mean, standard deviation, frequencies, percentages, regression analysis,rncorrelation analysis, and t-test were used to describe the data. The study found thatrnteachers were de-motivated in various aspects such as lack of recognition for goodrnperformance, lack of professional freedom, lack of merit based promotion, inadequaternbenefits, lack of incentives and inadequate house allowance. The study also found thatrnimproving both intrinsic and extrinsic motivation for teachers increases the overallrnteachers’ work motivation. Furthermore, female teachers were found more motivatedrnthan male teachers. Regarding age variables, teachers of the age group between 26-30rnyears and 51 and above years were found to be more motivated than the rest agerncategories. In respect with qualification, teachers with second degree (MA/MSc) werernfound more motivated than first degree (BA/BSc/BEd) holders and there were nornstatistically significant differences found among different fields of specialization andrnteachers’ work motivation, concerning teaching services, teachers with service yearsrnbetween 6-10 years were found most motivated and teachers with 11-15 years of servicernwere found least motivated. From the findings of the study, it was concluded thatrnrecognition, professional freedom, and reward system determine teachers’ workrnmotivation. The study recommends that concerned educational stakeholders shouldrnensure that teachers are well motivated toward their profession for the enhancement ofrnbetter educational out comes. This can be achieved by ensuring that basic needs forrnteachers are fulfilled

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