CHAPTER ONE: INTRODUCTION

1.1              Introduction

The background of the study points out on views of the overall notions that the research pursued to cover starting with the worldwide view confining it to the area of study.

1.2              Background of the Study

Teacher motivation can be defined as internally generated drive to achieve a particular goal which could be students’ academic performance. The positive motivation factors of teachers include self-efficacy, valuing and mastery orientation while the negative factors of teachers’ motivation are anxiety, uncertainty control and job performance avoidance (Collie & Martin, 2017). Teachers who are motivated enjoy their work, navigate different challenges and setbacks in their workplace and they don’t give up their work easily.

Motivation is described as what makes an individual to follow certain ways where they direct their energies for sustainability (Fiumara, 2016). Motivation is divided into two internal and external. Intrinsic motivation is the inherent interest or the ability to enjoy doing something while extrinsic motivation is doing something because it leads to distinguishable outcome.

The principal as the manager of a secondary school is thought to be the leader of the teachers and the students in a school. Successful school is determined by the ability of the top management to motivate their teachers (Fiumara, 2016). Srivastava and Bhatia (2013) argued human behaviour is driven by motivation that leads them to achieve particular goals.

Globally, motivation is seen as the internal strength which creates a desire and leads teachers to continue working hard to achieve the goals of the school. Ferreira (2017) in her study on motivational factors in sales team management and their influence on

individual performance found out that motivation boosts the performance of motivated employees who then direct their energy to achieving the goals of the organization. The study also established that when an employee is able to meet personal and acquire new skills (intrinsic) then their motivation is high. The extrinsic factors that helped employees feel motivated included transparency and loyalty in interactions with the bosses and trust. This implies that motivation is an essential contribution to a school success and it depends on the management and leadership of the teachers to remain motivated. The principals are hence mandated with the maintenance of the motivation among teachers.

UNESCO (2017) in study in working paper on Teacher support and motivation emerging issues defined teacher motivation as an understanding that brings about different ways, procedures and stages of understanding of what drives teacher motivation. The study also notes that teacher motivation is personal and is affected by different satisfiers, personal expectations and motivation drives. The paper came up with common factors that affect teacher motivation which included evolving education context, low salaries and compensation, working conditions and living conditions; declining status of the profession, opportunity for autonomy, self- actualization, empowerment, and decision making control within the classroom and school environment. Other factors include traditional support strategies, the necessary factors found within the school framework.

UNESCO (2017) came up with some recommendations that include recognizing that teacher motivation must start with teachers themselves, hence opening opportunities for participative reflection on school improvement strategies. There is need to look out to teachers to help reflect on their performance and propose micro-innovations to education and instructional challenges in class. Include support for teachers in difficult teaching context, promote effective school leadership, support and management and provision of opportunities for collegial support within the school and outside the school that is formation of peer learning and on-going professional development. This means the school principal should borrow some motivational strategies.

In Sub-Saharan Africa, Apolline (2015) in Cameroon on motivational strategies used by principals in the management of schools in the case of some selected secondary schools in the Fako Division of the Southwest Region of Cameroon found out that motivational strategies employed by the principals should impact positively or negatively on the attainment of the school goals depending on the administrative and managerial styles of the principal. The study found out the strategies include empathetic, supportive, caring and just on academic and disciplinary matters; positive leadership, and transformational leadership style helped teachers to feel motivated.

An institution is termed successful when the leader offers inspiration through offering a rewarding and an appealing work atmosphere for the employees. This reduces the staff turnover since there is support from the manager hence reducing the cost of recruitment. This calls for the manager to take interest in learning what keeps the employees motivated at all times through the rewarding system. The incentivepackages offered to employees though a challenge in many organizations are very important in maintaining motivated employees (Falola, Ibidunni, & Olokundun, 2014).

The school principal on the other hand needs to have knowledge on what incentives to offer to his staff to sustain high level of job performance in Cameroon (Falola et.al., 2014). This implies that the school principal have to shape up the motivation factors within their schools. Lourmpas & Dakopoulou, (2013) notes the need for the school principal to recognise what inspires teachers and make use of it. This will help teachers become more efficient on their duties and perhaps motivate them to have a positive outlook on their teaching.

1.3              Purpose of the Study

The motivation of principals plays a critical role in influencing teachers’ academic performance in secondary schools, especially in the context of Buea. Principals, as leaders, are expected to inspire and empower teachers to perform optimally in their teaching duties. However, there is limited empirical research on how the motivational strategies employed by school principals directly affect the academic outcomes of teachers in the region. Various studies have shown that motivated teachers are more likely to show commitment, enthusiasm, and improved teaching performance, which, in turn, can enhance students’ academic achievements (Gumus, 2015; Mugo, 2017). Despite this, the impact of principals’ motivation on teachers’ performance in Buea remains unclear, and there is a need to explore how different motivation techniques, such as recognition, career development opportunities, and support, influence teachers’ effectiveness in secondary schools. Addressing this gap will provide insights that can guide policy and school leadership practices aimed at improving educational outcomes in Buea’s secondary schools.

1.4              Research Objectives

1. To assess how the principals rewarding as a motivational strategy effects teachers’ academic performance in secondary schools in Buea.
2. To establish how principals’ recognition of teachers’ efforts as a teacher motivational strategy influences teachers’ academic performance in secondary schools in Buea.

• To explore the influence of principals’ provision for professional development as a motivational strategy influences teachers’ academic performance in secondary schools in Buea.

1.5              Research Questions

1. To what extent does rewarding strategy by the principal affect teachers’ academic performance in secondary schools in Buea?
2. To what extent does recognition of teachers’ efforts by the principal affect teachers’ academic performance in secondary schools in Buea?

• What effect does principal’s support for professional development have on teachers’ academic performance in secondary schools in Buea?