TEACHER MOTIVATION ON SCHOOL PERFORMANCE IN SOUTH AFRICA

S.K. Luggya, E.K. Luggya, M. Skhephe

University of Fort Hare (SOUTH AFRICA)
Motivation continues to be a major topic in Human Resources Management because it is assumed that it exerts an important influence on action and behaviour in organisations. This study was precipitated by a concern that, despite government policies to improve the working conditions of teachers, teachers are not motivated to carry out their core function of teaching and thus affecting school performance. The paper therefore sought to identify the factors contributing to teachers’ lack of interest in teaching so that solutions could be found to mitigate these factors. The study adopted an interpretivist paradigm. Using a qualitative case study design, the Amatole West Education District was conveniently selected, out of which four schools were purposively identified for the study. The study was underpinned by the Maslow’s Needs Theory of Motivation and Adams’ Equity Theory of Motivation. Data were collected using face-to-face interviews, observations and document reviews. The findings revealed among others that much as there were government policies in place to improve the working conditions of teachers, these were not adequately implemented. Teachers were not equally remunerated compared to their counterparts with similar qualifications and experience. Overload of classwork, learner indiscipline and poor working conditions also came as findings. The study recommends among others, that government policies on teacher working conditions be adequately implemented. Teacher–learner ratio should be revisited and the payment structure for teachers should be commensurate to the workload and their counterpart with similar qualifications and experience.