Authors :
Dereje Adugna Feye; Sisay Dejene Ijara; Shoma Dechasa Gudeta
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/42KciAj
DOI :
https://doi.org/10.5281/zenodo.7922786
Abstract :
Teacher motivation plays a key role in
promoting excellence in teaching and learning and is also
essential to the teaching and learning process. However,
few teachers in Ethiopia are likely to be unmotivated.
Therefore, the main objective of this study was to
investigate the factors that influence the work motivation
of teachers in public secondary schools in Chelia District,
West Shoa Zone, Oromia Regional Government State. A
cross-sectional survey design was used for this study.
The sample respondents were selected from the sampling
frame using simple random sampling. Using Kothari's
questionnaire formula, 80 selected teachers from three
public secondary schools in the Chelia district were
identified and 5 key informant interviews and 3 focus
groups were conducted. Descriptive statistics and
inferential statistics such as binary logistic regression
were used for quantitative data analysis, and narrative
analysis was performed for qualitative data to meet the
stated objectives. The descriptive analysis found that
73.75 percent of the teachers were demotivated while
26.25 percent of them were motivated. The analysis of
the binary logit model showed that school leadership
positively and significantly influenced the motivational
state of teachers.
Keywords :
Teachers, Public Secondary School, Motivational State of Teachers.
Teacher motivation plays a key role in
promoting excellence in teaching and learning and is also
essential to the teaching and learning process. However,
few teachers in Ethiopia are likely to be unmotivated.
Therefore, the main objective of this study was to
investigate the factors that influence the work motivation
of teachers in public secondary schools in Chelia District,
West Shoa Zone, Oromia Regional Government State. A
cross-sectional survey design was used for this study.
The sample respondents were selected from the sampling
frame using simple random sampling. Using Kothari's
questionnaire formula, 80 selected teachers from three
public secondary schools in the Chelia district were
identified and 5 key informant interviews and 3 focus
groups were conducted. Descriptive statistics and
inferential statistics such as binary logistic regression
were used for quantitative data analysis, and narrative
analysis was performed for qualitative data to meet the
stated objectives. The descriptive analysis found that
73.75 percent of the teachers were demotivated while
26.25 percent of them were motivated. The analysis of
the binary logit model showed that school leadership
positively and significantly influenced the motivational
state of teachers.
Keywords :
Teachers, Public Secondary School, Motivational State of Teachers.
