Factors Related to the Morale of Agriculture Teachers in Machakos District

In: Eastern Africa social science research review: a publication of the Organisation for Social Science Research in Eastern Africa and Southern Europe, Band 18, Heft 2, S. 31-42

Abstract

A well-functioning education system is necessary for sustained socioeconomic development and rapid progress in science and technology. Such a system requires well-trained teachers with high morale, who are good role models. This study, designed to determine agriculture teachers' morale and factors affecting it, explains why low morale leads to teachers' apathy, poor job performance, increased value for material rewards, dissatisfaction with school authorities, low turnover and constant shortage. This correlational study (N = 95, reliability = 0.91, a-level = 0.05) shows a gender imbalance favouring male teachers. Besides qualification, personal characteristics were not significantly related to teachers' morale as morale factors, which were also related to teachers' stress in England. They include inadequate pay; poor career structure, lack of promotion opportunities, poor school facilities, inadequate school disciplinary policy, attitudes and behaviour of the school head and of other teachers, and pupils' poor work attitudes and lack of interest in school. Lack of trained teachers had forced schools to hire untrained agriculture teachers, which was likely to lower the quality of education. The researchers concluded that teachers' morale could be improved by giving them pay that matches inflation, job tenure, improved teaching facilities, promotion opportunities, managerial responsibilities and administrative support.