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The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

It was the goal of this study to determine the relationship between student achievement and other selected variable such as principal years of experience, student socioeconomic status, teachers’ perceptions of administrative support, students’ perceptions of teacher support, and teacher attendance to teacher engagement. The study also determined if the variables along with teacher engagement were predictors of attrition. Pearson correlations were used to analyze the data that had the greatest significant relationship to teacher engagement. Regression tests were used to determine if the variables were predictors of attrition. The researcher concluded that student achievement, teachers’ perceptions of principal support, and students’ perceptions of teachers had the most significant relationship to teacher engagement; student socioeconomic status had a negative relationship with teacher engagement. The researcher found that the selected variables were not significant predictors of teacher attrition. Recommendations were suggested for central office leaders, building level leaders, teachers, and future researchers.

The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

The thesis deals with the motivation of teaching and external DDM personnel from the perspective of motivational theories. The theoretical part contains the definition of motivation and concepts related to it. It mainly deals with theories of motivation with an emphasis on Maslow's hierarchy of needs. The practical part deals with the motivation of workers and DDM search needs that motivate workers to work DDM. Motivation in terms of motivating teachers rated the theory of free time and outside workers. DDM Prachatice, DDM Vimperk, DDM Netolice and DDM Volary. Needs have been identified (in terms of Maslow's hierarchy of needs) that motivate employees to work free time teacher in the DDM. Among the major needs motivating to work in DDM include the need for certainty, the need for personal growth, the need for positive relations with DDM. For educators consider essential in responding to their needs fulfillment, ie, self-fulfillment, self-improvement, confidence and respect.

<p>Content about learners with gifts and talents is not necessarily a part of most teacher education programs. Without high quality training and professional development opportunities, preservice and inservice teachers are left with no tools to identify and serve the students with gifts and talents. However, adding more content is not enough. The successful translation of training and professional development into effective practice depends on understanding teacher motivation, debunking misconceptions, building adequate knowledge base, and building teacher identity. I adopted several theoretical perspectives in this study: teacher identity formation (Gardner & Kaplan, 2018), Teacher Efficacy (Tschannen-Moran et al., 1998), Teacher Goal Orientations (Butler, 2007), beliefs about gifted learners and gifted education (Gagne & Nadeau, 1991; McCoach & Siegle, 2007), desire to teach (Watt & Richardson, 2007). My participants were 236 preservice teachers who desire to teach learners with gifts and talents and inservice teachers in gifted education.</p><p>The objectives of this mixed-methods investigation were: (1) identifying the differences between preservice and inservice teachers in measures of identity, beliefs, motivation, and desire to teach learners with gifts and talents, (2) modeling the structural relationships among dimensions of identity, motivation, beliefs, and desire to teach, and (3) understanding how participants experiences and perceptions inform their identity, motivation, and belief systems. I used a combination of Multivariate Analysis of Variance (MANOVA), Structural Equation Modeling (SEM) and qualitative thematic analysis to answer my research questions.</p><p>Findings revealed inservice teachers (n=155) have high levels of relational goals, instructional efficacy, positive beliefs, and teacher identity, while preservice teachers (n=81) have high levels of intrinsic motivation and social value for gifted education. SEM showed that teacher identity, mastery goals, influenced positive beliefs; teacher identity was influenced by efficacy, mastery and relational goals. The strongest predictors of desire to teach learners with gifts and talents were teacher identity, teacher efficacy, and relational goals. Qualitative findings indicated that self-perceptions as gifted played a meaningful role in participants deciding to become teachers, understanding the needs of gifted learners, and advocating for gifted education.</p>

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One of the challenges facing education systems worldwide is the motivation of qualified teachers to teach at rural schools. Teaching at rural schools is a challenge as rural areas are characterised by adverse living and working conditions, making qualified teachers prefer living and working at urban schools where conditions are more comfortable. Namibia implemented the financial incentive to motivate qualified teachers to teach at rural schools and improve learner performance. The implementation of the financial incentive in Namibia has received little research attention in establishing its effectiveness. The purpose of this study was to evaluate the effectiveness of the financial incentive on the performance of learners at rural schools, as this performance relates to teacher motivation. To achieve this, a literature study and an empirical investigation were conducted. An interpretivist research paradigm informed the methodology for the study. A mixed-methods research approach, which relied more on a qualitative research design, included a research sample of 28 teachers, five school principals and two education officials. Data were collected through interviews and document analysis. Individual interviews were conducted with education officials and school principals. Focus group interviews were conducted with teachers. Document analysis entailed accessing applicable documents of each research site in the office of the school principal. Textual data were analysed and presented thematically and numeric data were analysed and presented as frequencies and percentages. Key findings established that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools are not properly categorised according to environmental challenges results in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. A revisiting of the implementation of the financial incentive is recommended in order to negate shortcomings and enhance the potential of financial incentive to contribute to improved learner performance as steered by motivated teachers. / Educational Studies / Ph. D. (Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District. / Educational Foundations / D. Ed. (Socio-Education)