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THE IMPACT OF TERMS AND CONDITIONS OF SERVICE ON MOTIVATION OF PRE-SCHOOL TEACHERS IN KENYA


Ongoncho Samuel

School of Business and Public Management, Mount Kenya University, Kenya


ABSTRACT

The effects of terms and conditions of service on motivation of pre-school teachers in Kenya are not clear. Therefore, this study aimed at analyzing the impact of the terms and conditions of service on motivation of pre-school teachers in Kenya. The specific objective was to establish the effects of terms and conditions of service on motivation of pre-school teachers in Kenya. The study adopted ex post-facto research design using 180 public pre-schools. A 20% sample size was used. The target population was the pre-school teachers only. Pre-school teachers were categorized as those in public schools, those in private schools and those in religious institutions. Only one teacher was interviewed in selected public schools even if some schools had more than one pre-school teacher. Stratified random sampling was used. The sampled pre-school teachers responded to a self administered questionnaire of pre-school teachers’ terms and conditions of service. Data was analyzed using both descriptive and inferential statistics. Frequency tables were used to determine the relationship between the study variables. The findings revealed that there were factors which affected the motivation of pre-school teachers. The study revealed that the majority of respondents were very discouraged with the personal development factors. 9.2% were motivated and 13.9% were not very sure whether they were discouraged or not.


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