The status of teachers’ motivation and process of quality education: The case of primary school teachers, Ethiopia

Abstract

The purpose of this study was to investigate the status of teachers’ motivation and process of quality education in primary schools of Ethiopia. A descriptive survey was employed to achieve this purpose. Among the 40 government primary schools found in Banija District, 12(30%) were taken as a sample by using the simple random sampling technique. A sample size of 119 teachers was selected by using the systematic random sampling technique. 12 principals were also purposively included in the study. The instruments of data collection were questionnaire and interview. The data gathered through close-ended questionnaires were analysed quantitatively by frequency, percentages, mean and Pearson’s correlation statistics. The data gathered through document analysis and interviews were analysed qualitatively through narration for the purpose of triangulation. The results indicate that the teachers had a low level of motivation with extrinsic motivators. On the other hand, the findings of the study showed that teachers had a good status of intrinsic motivation and the status of their process of quality education was also good. Finally, the research findings revealed that, as teachers’ motivation increases their processes of quality education also increases. Thus, this study recommends that in order to deliver quality education, teachers should be motivated with attractive salaries, provision of accommodation and instituting awards, as well as strengthening intrinsic motivators.

Keywords: Teachers’ motivation, process, quality education, primary school.