An Assessment of Teachers' Motivational Schemes and its Implementation in Government Secondary Schools of Lemi Kura Sub City
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Date
2025-05
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Addis Ababa University
Abstract
This study aimed to assess the motivational schemes and their implementation for teachers in
government secondary schools within the Lemi Kura Sub-City of Addis Ababa, Ethiopia.
Employing a mixed-method research approach, both quantitative and qualitative data were
collected through questionnaires, interviews, and document reviews. A total of 123
questionnaires were distributed, with a response rate of 96%. Participants included teachers,
principals, and supervisors selected using simple random and purposive sampling techniques.
The research design was descriptive in nature, focusing on the current status of teacher
motivation, the extent of motivational scheme implementation, the challenges encountered, and
the impacts on teacher performance. Quantitative data were analyzed using SPSS (version 22),
employing descriptive statistics, while qualitative data were interpreted through thematic
analysis. Findings revealed that teachers demonstrated high commitment to their tasks, though
they perceived the motivational schemes—particularly financial incentives and fair
promotions—as inadequate. The main challenges identified were insufficient budget and a lack
of supportive working environments. Despite these challenges, the study confirmed that teacher
motivation positively affects their creativity, job satisfaction, retention, and ultimately, student
academic performance. The study recommends the development of more structured and
equitable motivational schemes to enhance teacher performance and overall school
effectiveness.
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An Assessment of Teachers', Motivational Schemes and its