The effect of motivational factor on high school teachers’ performance

Abstract

The purpose of this study was to evaluate the impact of motivational factors on teachers' performance at Yekatit High School. Data were gathered from a group of teachers selected through simple random sampling, specifically the lottery method, while school directors were chosen using a purposive sampling technique. A mixed-methods approach with a descriptive design was employed. Survey questionnaires and key informant interviews were utilized as data collection tools, with the data analyzed through descriptive statistics and thematic analysis. The findings revealed that most teachers were primarily motivated by intrinsic rather than extrinsic factors within the school. The study also indicated that intrinsic and extrinsic motivational factors, including poor working conditions, ineffective administration, weak leadership from the school head, and the low status of teachers in the school environment significantly influenced teachers' performance. Additionally, the study found a notable difference in work motivation between teachers based on their academic qualifications and gender regarding extrinsic motivation. It is recommended that zonal, regional, and national education authorities provide diverse intrinsic and extrinsic motivational incentives to enhance teachers' performance at the school.

Keywords: High school; motivational factor;  performance; teachers