The influence of head teachers’ management practices on teachers’ motivation in selected public secondary schools in Nyagatare District, Rwanda

Education

The study sought to establish the influence of head teachers’ management practices on teachers’ motivation in selected public secondary schools in Nyagatare District Rwanda. The study adopted descriptive and correlation research designs. It utilized both quantitative and qualitative approaches. Data were collected using self-administered questionnaires from 117 teachers. In addition, qualitative data were collected from 4 head teachers and 5 deputy head teachers using interview guide. The findings revealed that the use of these management practices by the head teachers was very high in the studied schools mean score (4.21) standard deviation (.86). The findings show that teachers’ motivation in the studied schools was high mean score (4.14) standard deviation (.71). This high motivation is characterized by the following aspects; teacher attendance, time management, creativity, extended hours of work, enthusiasm and optimal utilization of resources. The study revealed a significant positive but weak association between head teachers’ management practices and teacher motivation (r= .226**, p= .014). Head teachers’ management practices influence teacher motivation up to 41.6 percent (R 2 = .416) while what influences the remaining 58.4 percent of teachers’ motivation was not covered by this study. The study recommended that district education office, district inspectors of school, management committees and head teachers should ensure right management practices that motivate staff are adopted and sustained. They should also regularly check on teachers to ensure that are motivated for better teacher performance.

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