Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 241-257). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 130-137). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 92-109). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 92-109). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 100-111). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 241-257). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 130-137). Also available on the Internet.

Not available / text

The focus of this research was to examine how primary and combined school principals in the Ogongo Circuit, Namibia motivated the teaching staff. The research instrument used to conduct this survey was a questionnaire. A descriptive statistical method was used to analyse the data. The study was confined to primary and combined schools in above-mentioned circuit. I randomly selected five schools and my sample consisted of 25 respondents made up of five principals and twenty teachers. Three critical questions were developed which focused on: 1. The extent to which primary and combined school principals in Ogongo Circuit in Namibia motivate teachers, 2. create a school environment that promotes motivation; 3. strategies used to motivate teaching staff. The findings of this study were that teachers' motivation in the sample schools was unsatisfactory, as most of the motivational aspects such as morale rewards and recognition, as well as vision and mission statement were neglected. Principals in the sample schools failed to develop good strategies to motivate teachers. This led to an engagement of teachers in private business during school hours as well as poor time management resulted in insufficient motivation. The study reveals some of the contributing factors leading to a lack of motivation. These demotivating factors were: 1. Principals' leadership styles, 2. Teaching in areas or phases where they were not 'specialized' 3. Poor infrastructures and lack of resources. The study recommends that principals need to identify the basic needs of teachers and institute measures to ensure that these needs are met. Principals also need to acknowledge job well done and attempt to create a working environment where teachers are motivated to do their best. / Theses (M.Ed.) - University of KwaZulu Natal, 2005.

Thesis (Ph. D.)--University of Toronto, 2005.