DETERMINANTS OF TEACHERS WORK MOTIVATION IN GOVERNMENT SECONDARY SCHOOLS OF HARARI REGIONAL STATE

Abstract

The purpose of this study was to assess determinants of teachers’ work motivation on their teaching profession in Government Secondary Schools at Harari Regional State. Mixed research design was employed through quantitative and qualitative method. Stratified random sampling was used in teachers’ career structure. Out of the total number of 606 teachers, 240 sample teachers were selected by calculating simplified formula. Primary and secondary data sources were used. Self-designed questionnaires were used to collect data from Even though, both intrinsic and extrinsic factors of motivation were statistically significant associated with teachers’ work motivation, professional status, benefits & suitable working condition, advancement and achievement were highly affected teachers’ work motivation. Therefore, increasing professional status, benefits & suitable working condition, professional advancement and achievement were associated with an increased likelihood of exhibiting teacher’s work motivation. Intrinsic factors of motivation were found to be higher than that of extrinsic factors of motivation. Married teachers were more motivated than single teachers. From the findings of the study, it was concluded that professional status, benefits & suitable working condition, professional advancement and achievement were highly professional status, benefits & suitable working condition, advancement and achievement and marital status were the most determinant to teachers’ work motivation. The study recommends that concerned educational stakeholders at all level should give a special attention for teachers’ work motivation by respecting the status of teaching profession, creating suitable working condition, by giving freedom for their academic autonomy, as well as teachers’ benefits like housing service, rewards and promotions should be fulfilled