The term motivation is derived from the word ‘motive”.

The word ‘motive’ as a noun means

an objective, as a verb this word means moving into action. Therefore, motives are forces

which induce people to act in a way, so as to ensure the fulfillment of a particular human

need at a time. Behind every human action there is a motive. Therefore, management must

provide motives to people to make them work for the organization. Motivation involves the

biological, emotional, social, and cognitive forces that activate behavior. In everyday usage,

the term "motivation" is frequently used to describe why a person does something. It is the

driving force behind human actions. According to Greenberg (1999) motivation is the process

of arousing, directing and maintaining behaviour towards particular goals. This act of

arousing according to Greenberg is linked to the vigour and readiness to produce the expected

results.

The essence of motivation is energized and persistent goal-directed behavior. When we are

motivated, we move and take action. Motivation is in nuanced by the satisfaction of needs

that are either necessary for sustaining life or essential for wellbeing and growth.

Physiological needs for food, water, and sex (yes sex) serve the organism to maintain life and

also provide satisfaction from doing so.In general terms, motivation can also be described as

the direction and persistence of action. It is concerned with why people choose a particular

course of action in preference to others, and why they continue with a chosen action, often

over a long period and in the face of difficulties and problems. The underlying concept of

motivation is some driving force within individuals by which they attempt to achieve some

goal in order to fulfil some need or expectation (Mullins, 2007). Educational institutions have

become important places for the younger generations where they are polished.

Unit University of Leicester (1994) describes a head teacher as an individual who supervises

the school activities and occupies the position of the school leader and he/she is perceived as

the significant in initiating and realizing the innovation that takes place in the school. Hall et

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al. (1996) argue that, the head teacher is a symbol of the school both to the people within the

school and to the community because of his/her position in the school structure. Therefore,

the head teacher is an individual who occupies a leading position in the school and directs the

affairs of the school. He/she is accountable for the success or failure of the whole

institution.The teacher is the person or substitute who must educate and teach and must

manage all associate teaching activities (Kruger, 1997). According to him, he/she is a

‘conductor’ who controls the ‘volume’ and the tempo of events in classroom. The leaders in

the schools endure significant responsibility for their grooming, growth, and satisfaction,

thus, their role is similar to other company’s leaders as they also have to cope with the

challenges of sustaining the objectives of institutions. Leadership in school is a procedure of

motivating and supervising teachers to work with a passion for the achievement of

educational goals. Leadership styles and job satisfaction appear to be connected once the

head teachers perform their roles and responsibilities to get the work done through their staff,

head teachers apply different types of leadership skills or they may demonstrate different

attitude patterns (Grubor, and Brulic, 2017).

Effective Leadership plays an important role in the growth and endurance of any organization

or institution like schools, similarly, it is important in educational management due to its

larger impact on the achievement of educational objectives. Head teacher is the Leader who

oversees about the improvement in school organizations and developments agreed upon and

valuable guidelines for schools and taking the desired step to motivate the individual workers

(teachers) to move in the right direction. Wahl strong (2004) argued that the significance of

school heads should not be undervalued as studies have discovered that leadership abilities in

schools also put a profound impact on students’ education specifically complicated.

Motivation in teachers is determined by behaviour and upkeep to behave in a certain manner

until the desired objectives are met, Herzberg (2017). Teachers are one of the elements in the

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teaching and learning process who play multiple roles, not only as teachers transferring

knowledge but also as guides who encourage the potential of students to develop alternatives

in learning. This means that teachers face complex tasks and responsibilities in respect of the

achievement of educational goals where they are required to not only master the subject area

being taught but are also required to display a personality suitable for acting as a role model

for students.

Therefore, teachers are required to optimize their performance in carrying out the task. The

complex tasks and responsibilities of achieving educational goals relate to teachers

motivation, so that good intentions will encourage teacher activities in different

Circumstances. Adeyemi (2010), explored that success mainly relies on styles of leadership

practiced by the head teachers to motivating teachers in schools and these are autocratic,

democratic, and laissez-faire. Dickson and Mitchelson (2003), commented that, democratic

leadership style by head teachers develops a positive motivational relationship with

performance, whereas other style being observed was laissez-faire which allows free

participation of thoughts or ideas without being interfered by their employers. Head teachers

places either a positive or negative impact on job satisfaction which leads to the reaction of

teachers toward the job experience, since different elements are involved in job motivational

satisfaction. These factors are vital due to the fact that they all affect the way a teacher feels

for the job of conducting lessons. These factors comprise salary, promotion, advantages,

colleagues, environment, job security, performance, and job itself which should be provided

by the school heads. Each factor influences the job satisfaction of a person in different ways

and many believe that circumstances are more important than any other factor in job

satisfaction and workers are more conscious about the environment in which they are

working (Chung and Chen, 2017). According to Judge and Hulin (2017), job satisfaction is

considered as a pleasurable and optimistic feeling which results from motivated teachers,

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evaluation of teaching experiences and that develops from the perception of head teacher’s

jobs which are given to them.

It is also expressed as the level to which a teacher feels optimistic about different

components of the given tasks and makes the learner eager to work attentively. Majauskaite

(2016), assessed the relationship impact on the job satisfaction of teachers and found that

most teachers prefer the transformational involvement in decision making as compared to

being forced to do things that only head teacher’s desires. On the other hand, obvious

challenges arise when the teacher speaks greatly of their heads on the various motivational

skills he/she uses or having a democratic mind of doing things. Tahseen (2010), found that

the democratic school heads makes the teachers even more motivated than compared to the

autocratic way of running the school affairs and that teachers are more satisfied working

under the democratic leaders in contrast to autocratic. Oriha (2018) found that motivation in

educational administration for instance is only beginning to be understood and applied to

professionals and other employees within the school systems. Teachers become educators

based on their motivation to teach. If a teacher has no motivation then they are unlikely to be

an effective educator. The factors that influence a teacher’s motivation are focused on

personal expectations, need satisfaction, and work climate. Shaikh (2012) stated that

motivation is closely related to needs. Employees will have motivation when their needs are

met, thus the needs of employees affect their motivation.

Needs can be seen as physiological or psychological deficiencies that stimulate behaviour.

They can be strong or weak and are influenced by environmental factors, so that a human’s

needs will vary at different times and in different places. Psychologist Abraham Maslow

developed a theory of motivation known as Maslow’s hierarchy of needs that has been useful

in explaining the entire spectrum of human behaviour. Maslow argued that motivation is a

function of five basic needs that make up the different levels in his hierarchy, comprising

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physiological, security, social, esteem, and self-actualization needs, (Kreitner & Kinicki,

2014). Once each level of need is met, however, one’s motivation does not disappear; rather,

an individual will be motivated to seek increased fulfilment by moving to the next level. For

example, the more successful an individual is in their attempt to develop as a teacher, the

harder that individual will strive to attain greater improvement, Woolfolk (2009).

Furthermore, Frederick Herzberg, a psychologist from the University of Cleveland,

developed the “two factor” theory of motivation called Herzberg’s Two-Factor Theory of

Motivation. According to this theory, there are two factors that contribute to affect a person’s

satisfaction in performing his/her job or task, namely motivators which if someone achieves

job satisfaction in their work, this will drive a strong motivation level and ultimately lead to

high performance and hygiene factors which are the characteristics of a job that lead to job

dissatisfaction if they are not present, Kotch (2014).

In our context, the two-factor theoretical perspective of teacher’s motivation is that those

teachers who are satisfied with their work will have a positive attitude to the job and will be

motivated to perform it to the best of their ability. In contrast, however, things such as

absenteeism, poor work, less passionate teaching, low achievement, displacement, or teacher

turnover will result in dissatisfaction among teachers in terms of the treatment they receive by

the organization, in other words, the hygiene factors. A teacher will be satisfied if the rewards

received are balanced with the energy and personal costs incurred, and if their intrinsic

motivation is more dominant than the extrinsic motivation (Gunawan, 2011). The theory of

justice is a motivational model that explains how individuals struggle to be treated equally

and fairly in social interaction or giving and receiving relationships. As a process-based

theory of motivation, the theory of justice explains how an individual’s motivation to behave

in a particular way is stimulated by feelings of injustice or a lack of justice (Kreitner &

Kinicki, 2014). The perspective of the theory of justice, when associated with the motivation

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of the teacher, relates to an individual’s satisfaction with the justice or fairness of the rewards

received. Justice is defined as the ratio between the input e.g., teacher education, teaching

experience, number of hours taught, number of attempts put into school and the output e.g.,

wage or salary, awards, promotions compared to other teachers in the same school or in other

schools with the same level of inputs and outputs (Gunawan, 2011).

Frequently motivated teachers results in learners performing well because if the teacher is

satisfied, the learner also will be satisfied. Nthuni (2012), found that teachers in pre-school

are de-motivated by head teachers who follow authoritarian way of handling issues and also

that teachers get motivated and inspired whenever head teachers rewards them or delegate

them on important school affairs. Motivation is a force which induces a person to act in order

to attain specific goals and the level of motivation of a person varies from one person to

another, such as everyone has different perceptions and behaviours. Adelabu (2005),

established that the motivation of teachers is poor if they are dissatisfied with the working

conditions and pay.

The reason for the dissatisfaction or demotivation of the teachers is their less salary as

compared to other professionals, lack of involvement in decision making, and absence of

career growth opportunities. Head teachers in educational institutions should provide

vigorous procedures where a person is responsible for the teamwork and dynamically seeks

the group effort, moreover channelize the dedication of all team members to achieve specific

purposes in particular situation, Pazey and Cole (2013). Motivation in this context pursues

better performance in educational institutions as long as teachers are well protected and

waged for the goals to be achieved and the person responsible to implement them is the head

teacher. But it seeks to incorporate better characteristics of reinforcement such as

identification, service atmosphere, confidence building, compulsion and payments, Balunywa

(2000). In the current competitive environment, firms are developing internationally and

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coping with several challenges to attain their goals. Hence, head teachers who are motivated

plays a significant role in the attainment of these objectives and motivate teacher’s

performance by pleasing them with their occupation. Similarly, educational institutions

experience similar complicatedness in teaching, curriculum, resources, recruitment of

teachers, schools, fast technological advancement, the involvement of parents and the

pressure of politicians deriving from increasing need for superiority, dispersion of

knowledge, competition, varying nature of supporting instruments and internationalization,

Jaden (2009). Exactly, poor management and governance is the vital cause of weak education

system.

In this unstable environment to guarantee the accomplishment of the educational institutions,

it is critical to implement the proper leadership that can make sure the implementation of

needed procedures in teaching and motivate them. Torlak (2019) examined the components

of wellbeing, job satisfaction of teachers and analysed the reasons for job quitting and

indicates a progressive relationship between job attributes that is personal and professional,

their wellbeing, and job satisfaction while an insignificant relationship was found with

intentions to quit. Problem Statement heads has distinct meanings for different teachers even

in a similar schools. The head teachers must be observed by the subordinates as assets or

liabilities for the school institutions, it is an asset as it can help the institutions to enhance the

performance leading to overall productivity of schools and it can be a liability when it puts a

negative impact on the performance of teachers in classroom and affects the type of

association which exists among the staff and head teacher. It is therefore necessary to explore

the type of leaders being used as school head teachers by assessing its impact on the job

satisfaction and work motivation of teachers. Nthuni (2012) said the reason is the less salary

acquired which indicates the relationship between motivation and performance, examined the

influence of head teachers on the teacher's motivation in schools comes from the willingness

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to learn or acquire new knowledge geared towards the construction of an authentic product

for an appropriate audience, thus protecting the audience from being disappointed. To

discover the relationship between the head teachers and teachers is due to the differences in

needs, goals and personalities in them.

For instance, different teachers and students are motivated differently at different times and in

different courses of instruction and work motivation of teachers. Also the attempts to assess

its impact on the job satisfaction of teachers in schools and Schunk (2002) stated that overall

satisfaction was significantly associated with the autonomy of teachers, teacher’s self-

efficiency and insignificantly related to teacher exhaustion. Similarly, Chen (2007) found that

job satisfaction is related to enthusiasm. The effect of teacher's performance and found that

motivation improves the performance level of teachers which also influences the performance

of learners and their attainment of goals. The study also argued that the motivated teachers

are able to develop a strong bond with their learners which motivates the learners and aspire

them to learn more.

As a result, it is vital to investigate the elements that hinder the teacher's motivation. In this

regard, one of the elements could be leadership style of their head teachers who is leading

them and taking work from them, Guay et al. (2010), define motivation as a purpose causing’

different behaviours and which forms actions and simultaneously attempt to get the desired

results, motivation, is thus the situation which triggers the account for beginning, create

determination and sets the path of behaviour to achieve particular results. Job satisfaction and

Work Motivation was described by Bhatti (2012), as when the head teacher has the most

power for himself/ herself and have authority in decision making with the perception of

making sure that the teachers follow it. Based on the various motivational explanations

outlined above, it can be seen that the more successful individuals are in their efforts to

develop themselves as teachers, the harder they will continue to strive to achieve greater

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improvement. Teachers will be motivated to work if they perceive that any differences in

terms of the short comings between their desired conditions and the actual conditions can be

met, and when their intrinsic motivation is more dominant than the extrinsic motivation,

Crowl (1997). Therefore, the study of motivational behaviours for teachers is very important

since it can affect the tasks performed and reflects the interaction that takes place between

their attitudes, needs, perceptions, and the decisions made when carrying out their duties.

The authors thus propose two general categories of motivational theories to explain the

underlying psychological processes of employee motivation, namely the content theory of

motivation and the theory of motivational processes (Kreitner & Kinicki, 2014). The content

theories of motivation focus on identifying internal factors, such as instinct, need satisfaction,

and the job characteristics that contribute to the generation of employee work motivation.

These content theories comprise Maslow’s hierarchy of needs, Alderfer’s ERG theory,

McClelland’s theory, and Hertzberg’s motivation-hygiene theory. The theory of the

motivation process focuses on explanations pertaining to the influence of internal factors and

cognition on employee motivation, covering Adams’ theory of justice, Vroom’s Hope theory,

and goal-setting theory. Ryan and Deci developed the self-determination theory that focuses

on the importance of intrinsic motivation in human behaviours (Ryan & Deci, 2000). Self-

determination theory is an interpretation that belongs to the humanistic approach and is a

more recent approach to motivation focused on human needs.

Consideration resulted in the selection of self-determination theory as it is one of the factors

of motivation that drives resources from within the individual. Self-determination states that

individuals need to feel that they are competent and capable in interacting, have multiple

choices and feelings of control over their individual lives themselves, and that they connect

with others as part of a social group, Woolfolk (2009). This type of head teacher is not

concerned regarding the work behaviour of staff rather he or she is only worried about the job

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being done. It is more likely to be a robotic kind of environment. The head asks the teachers

how and what do to and confirms the teachers to work accordingly. Haider (2015), argued

that the heads who uses autocratic method meet their desired goals and complete the task in

the given time by keeping a close follow-up and monitoring theirs. Nsubuga (2008) assessed

the performance of secondary school teachers, examining the impact of having a leader who

does not care for them, it is found that head teachers normally focus on the authority to get

the job done, and normally focus on this, since it gives rewards in quick time as subordinates

are in a lot of pressure to achieve goals in time. Job satisfaction and Work Motivation under

such leaders believe in sharing of power, participation, and mutual interactions.

They practice delegation, sharing of power and encourage individual input. Although, head

teachers encourages participation from subordinates before taking any decision, still, they has

the final authority for taking decisions. In many schools, head teachers seek agreement by a

discussion with teachers for any kind of problem before reaching to the decisive point, this

allows the staff to participate in decision making. These head teachers respect the teachers

and seek mutual advantage for both the parties by allowing them to take decisions and be a

part of the group hence motivating them. Antonio and Gamage (2007) elaborated that

effective heads, as well as participatory leadership, influences an elevated level of trust of

teachers. He argued that salary is a vital factor to satisfy and to motivate the members of

staff. Herzberg (2017), also felt that several school organizations do not satisfy this factor

which resulted in a dissatisfied working environment. Job satisfaction and Work Motivation

only comes when the head teacher creates the mutual and delegate approaches with teachers.

The head teacher has an indirect way of helping and controlling of the higher offices to

protect the profession of teachers in schools, either he sets any goals or objectives and takes

decision. Manager admires other’s decisions and allows the work to be done anyhow.

Therefore, the head teacher can be successful with good motivated and experienced staff but

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sometimes it can lead to failure when employees are not dependable, deceiving, and

dishonest. It indicates a no transactional type of leadership style in which the required

decisions are not being taken and actions are postponed, the responsibility of leadership is

avoided and power being unused. Head who presents this kind of non-leadership skills is

observed as not caring about other issues, Wellman and LePine (2017).

Head teacher's job satisfaction and work motivation are affected by the ability of the teacher

to believe in the effectiveness of his/ her teaching skills which is known as teacher efficacy.

Self-determination constitutes the motivation of the individual that yields the greatest impetus

to the individual behaviours, Gagné (2010). Self-determination due to motivation has been

the focus of various studies since this type of behaviours contributes greatly to the

organization. Individuals behave on their own volition, voluntarily, without feeling

depressed, forced, or obliged to perform their actions. The factors that influence a teacher’s

motivational behaviour to work focus on personal expectations, need satisfaction, and work

climate.

The following studies have been conducted in this area: personal expectations, Anatan

(2010), the work climate of personal expectations assumes that people are motivated to

behave in such a way as to create a desirable combination of wished outcomes. In general,

expectation theory can be used to estimate motivation and behaviours in any situation in

which a choice between two or more alternatives should be taken, Kinicky (2014). Based on

Vroom’s theory of hope, Porter and Lawler proposed an intrinsic and extrinsic model of work

motivation. Intrinsic motivation involves people performing an activity since they find it

interesting and are able to gain spontaneous satisfaction from conducting the activity itself.

Extrinsic motivation, on the other hand, denotes some form of external reward, often between

activities and at times on separate occasions, such as real or verbal rewards, which means that

satisfaction is derived not from the activity itself but rather from the extrinsic consequences

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that result from the performance of the activity, Gagné (2005). An individual will thus be

motivated to work hard if there is a personal expectation that they anticipate becoming a

reality. According to the theory of hope, the forces that motivate individuals to work well are

influenced by the interrelationship between what is desired and needed and the extent to

which the individual believes that the firm will satisfy their desire in return for the work they

carry out. If there is a strong belief of gaining satisfaction, then the individual will work as

well as possible, and vice versa, Anatan (2010). This personal expectation can comprise

aspects such as opportunities for education and training, the openness of leadership to

teachers’ suggestions, the provision of opportunities in every policy, being open and

respectful of work performance, and having the opportunity to take the initiative. One aspect

of teachers’ personal expectations, De Witt (2016) where a significant correlation was found

between teacher expectations and experiences and teacher competence. In their study, the

impact of this was illustrated in terms of the quality of teachers’ self-development and

professional attitude toward education and training in the context of developing distance

learning programs. This efficacy is reflected in the teacher’s great personal effort in building

a rousing learning environment of their head teachers in the schools. It is as a result that

teachers who are positive about their head teachers and appreciated them for promoting

ownership within the school, teachers too participates in the planning procedure, and are

allowed to make decisions in the classroom without any power and permissions of their head

teachers. Teachers should also agree that they feel that approaching their head teachers is

very easy in the school and management is always ready to follow the required changes in the

school. Brulic (2017) alluded that the teachers who participate in the decision-making process

and show their abilities are valued by their head teachers.

Furthermore, they are allowed to make their own judgment in problem-solving. Some

positive relationship of head teachers with the teachers creates a motivating school

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environment, moreover the head teachers should be open to constructive criticism and

teachers are also motivated to attend training sessions and workshops. Head teachers do allow

the teachers to take decisions, as they certainly value the self-initiation and creativity and

involve them in planning Weiss (2002). Head teachers who are more concerned with the

wellbeing and interest of teachers when taking or making decisions and always allow

freedom of opinion and choices if there is a need. Head teachers also agreed that they allow

the staff to make their judgment and are flexible in making a cordial relationship with staff

and motivates their staff to form a pleasant relationship and to attend different training

session and workshops, as they believed in professional grooming and collaboration.

Tahseen (2010) concluded that the head teacher's leadership abilities actually influence the

work motivation and job satisfaction of teachers in schools. Head teachers are generally

considered appropriate to motivate and demotivate their teachers through various ways like

delegation, giving rewards and by appreciating their works. Most teachers are motivated and

satisfied with head teacher's leadership styles however some of the teachers experienced

autocratic leadership styles from their heads which negatively affect their performance and

also the performance of the learners they teach, and they are afraid of being blamed in case of

a mistake or unforeseen incidents, Oriha (2018). It is believed that head teachers who uses

bad leadership styles like autocratic leadership style create a closed climate and these types of

head teachers are considered to be unfriendly and uncongenial who just focus on the

requirement of effort but fail to work themselves.

However, the overall result indicates that there was a positive impact of head teacher's

leadership styles on teachers’ job satisfaction which is a good sign for the teacher’s stability

and for the school institutional growth, Ngumi (2003). Schools which comprise intelligent

and motivated teachers with some brilliant ideas which are vital in daily operations of school

such teachers have the ability to effectively manage educational matters. Head teachers who

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build the environment of faith, respect as well as dedication with his/her teachers put in to

produce results of high performance and needed objectives. The study of work climate is

based on the theory of work design. A work plan is used when a leader suspects that the type

of work an employee is doing or the characteristics of the work environment are giving rise to

motivational problems, Kreitner (2014). The work environment will greatly affect employee

motivation, to the point where employee motivation will even change according to the work

environment. If the work environment is very comfortable and all employees are able to work

together well, this will result in increased employee work motivation and they will continue

to be motivated to improve their performance for the company, Bhatia (1977. Conversely, if

the work conditions are suboptimal, for example, in the form of a disordered or dirty office,

or somewhere that is uncomfortable and hot, this will affect the performance of employees.

Additionally, if the work environment contributes to disputes or quarrels between

employees, this will further reduce their motivation to work better. Work climate relates to

the condition or state of the working atmosphere, which in its optimal form feels comfortable,

calm, and encourages employees to perform their jobs without any fear. Johnson (1986)

observed that pleasant working climate will be created if relationships between humans

develop harmoniously. Such a harmonious work climate is very supportive of individual’s

work performance, with a comfortable and quiet working atmosphere enabling employees to

work better. There also needs to be a level of work motivation in an organization. This type

of motivation aims to encourage employees who perform below their maximum ability in

their work, Sugart (2013). According to Deci et al (2001), the support offered by the work

environment, leadership, and the organization contributes to the development of the working

climate. In relation to this, Gagné (2005) argued, based on laboratory experiments and field

writing in other domains, that the working climate affects the satisfaction of the three basic

psychological needs; as such, it can increase employee intrinsic motivation and promote the

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full internalization of extrinsic motivation. The work climate in a school is nothing but the

communication between the principal and teachers, or vice versa, as well as existing

communications between residents within the school. Work climate cannot be separated from

teacher performance, Natajaya (2013). In addition to the communication between school

principals and teachers, the work climate in school organizations also measures the

relationship between school and society, relations between teachers, and the achievement of

high academic standards and objectives, Sweetland (2002). The study of need satisfaction is

related to the basic psychological needs of competence or achievement, autonomy and

control or power, and relatedness or affiliation. The desire to do something as quickly and as

independently as possible; the need for affiliation the desire to spend time maintaining social

relationships, join groups, and wanting to be loved; and the need for power in one’s desire to

influence, train, teach, or encourage others to excel. According to Arshadi (2010), the

influence of autonomy supports work motivation and job performance in the mediation of

need satisfaction. Ryan (2000) declared competence to be one of the three basic

psychological needs, it provides energy for human activity and must be satisfied for the

attainment of long term psychological health. Autonomy, as the second basic need, involves

the experience of integration and freedom and is an important aspect of healthy human

functioning.

While relatedness refers to the desire to feel connected with others, to both love and care for

and be loved and cared for. Muller (2017) alluded the need for autonomy is satisfied when, at

the deepest level of reflection, individuals believe that what they do has been freely chosen

and is consistent with their core values. The need for competence is satisfied when

individuals believe they have the skills and resources needed to accomplish their tasks and

achieve their goals. The need for relatedness is satisfied when an individual feels a sense of

connectedness and that they are appreciated by others, Maltin (2010). The study of the

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relevance of basic psychological needs and personality factors to teachers’ intrinsic teaching

motivation reveals that personality factors can predict teacher motivation, and that the

satisfaction of basic needs is positively correlated to intrinsic teaching motivation in schools,

Thomas (2010). This is consistent with Ryan and Deci’s explanation that support and basic

needs satisfaction are essential for developing intrinsic motivation, Meyer (2009). The

authors constructed the hypothesis that in order to develop teacher motivation, personal

expectations as internal factors and work climate as an external factor must first have an

effect on need satisfaction. This forms the basis of the consideration that motivational

behaviours occurs continuously, i.e. starting from the unmotivated, moving to an emerging

extrinsic motivation, and then progressing to intrinsic motivation, Ranto (2012). Self-

determination theory proposes multidimensional view of motivation and how various types of

motivation can be promoted. First, a demotivation is defined as the absence of motivation for

an activity. Second, intrinsic motivation is defined as the doing of activities for their own

sake as they are attractive and pleasing things to do in their own right. Third, extrinsic

motivation refers to engaging in an activity for instrumental reasons, such as receiving

awards and approval, avoiding punishment or criticism, increasing one’s self-esteem, or

achieving personal goal, Deci et al (2001). Personal expectations and work climate have the

potential to increase need satisfaction, where need satisfaction plays an important role with

the potential to improve teacher motivation and behaviours, Robbins (2003).

As a consequence, different working environments enable teachers to adapt to the conditions

in which they teach. This is necessary because when teachers can adapt to the school’s

performance atmosphere, they are able to realize their personal expectations according to

their needs, thereby experiencing satisfaction and producing an impact on themselves.

According to Van Wart (2008) motivation to teach. Of course, each teacher will experience a

different degree of need satisfaction, for both teachers with state civil servant status and those

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with honorary status. Therefore, taking into account the personal expectations of each

teacher, the work climate in the school and need satisfaction will have positive implications

for teacher motivation and behaviours. Baron (2003) confirmed that teachers will come to

feel not only internal motivation, but they will also realize that there is external motivation

when doing activities in school. The implications in accordance with the culture and

behavioural conditions of teachers’ motivation to teach takes into consideration the diverse

cultures.

Head teachers believe that democracy is the appropriate strategy in schools to make a better

environment since different departments are related to each other in the schools. Thus, the

success of school lies in the mutual cooperation of all the departments, Muchina (2009). Head

teacher’s motivational skills that are used on the staff members plays a crucial role in

attainment of the goals set by school institution. Furthermore, delegation without any follow-

up results in the problematic issues and weak performance that eventually affects the

reputation of schools. School heads has an impact on the job satisfaction and work motivation

of the staff working under their command. In schools, head teachers provide a positive impact

on teachers’ job satisfaction and work motivation, which is a good sign for the individual

growth and for the school performance at large, promotional perspective, more opportunities

such as in-service training to develop the teachers, must be enhanced.

Moreover, head teachers must enhance their support to motivate the teachers and enhance

their job satisfaction. Gamage (2007) proposes some elements of reward system for example

fringe benefits, acknowledgement by the school management, and job security should be

improved in schools the importance of personal expectations, need satisfaction, and work

climate has revealed that personal expectations and work climate have the potential to

increase the satisfaction of needs, where such need satisfaction plays an important role in

enhancing teacher motivation. Similarly, the relevance of basic psychological needs and

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personality factors on teachers’ intrinsic motivation to teach, personality factors were found

to predict teacher’s motivation to teach and basic need satisfaction was found to be positively

correlated with intrinsic teaching motivation in schools. This study provides a conceptual

foundation to support and add to the motivation development literature based on self-

determination theory, where in this case, the authors have not found a direct study of how the

behaviour of teacher motivation in terms of personal expectations and work climate is

mediated by the satisfaction of need, Goodheim (1987). Empirical information concerning

the predictors that influence teachers’ motivation can be used as a basis for determining the

type of coaching for teachers to help develop a high motivation to teach.-

Looking at the motivational strategies related to empathy, supportive and caring attitude of

the head teachers, it is seen that head teachers acknowledges teachers achievements, care for

their egos, give appropriate workloads for teachers, encourage hardworking to teachers, and

act as role models to teachers among others. On strategies related to positive leadership

characteristics/behaviour, head teachers display constructiveness and optimism in the running

of schools, innovate and promote innovative spirit among teachers, appreciates teachers

openly with impressive titles and promote punctuality among teachers. In motivating the

teachers through their leadership styles, head teachers must indiscriminately allow teachers to

enjoy fringe benefits, delegate functions to teachers to feel a sense of belonging and

encourage freedom of actions among teachers thereby promoting teachers creativity among

other things, the motivational strategies employed by school head teachers in schools. Van

Wart (2008,) views that rewarding is one of the motivational strategies, does not necessarily

have to be a financial one but it can also be done in different ways. Greenberg (2003) posits

that, the first task of a manager is to find out what motivates his/her employees and make a

balance between employee’s needs and the offered reward.

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The stakeholders are willing to embrace other societal friendly means of motivation such as

that proposed above by van wart (2008). Furthermore, the motivational strategies employed

by school head teachers are in line with those opined by Mbua (2003). He argues that positive

leadership behaviour, transformational leadership style and high performance leadership

initiatives of school principals are necessary strategies for teachers’ motivation. This view is

also supported by the transformational leadership theory and high performance theory as

outlined by Mortimore (1998) who revealed that leadership practices by principals in most

secondary schools account for better motivation to the teachers according to the scale.

Mortimore (1998) argues that the transformational approaches to leadership have been

advocated for effective management of the school system. Reasons being that, they inspire

teachers to do their best and enunciates meaningful visions for the school. The principal as a

leader acts in both formal and informal ways to build teachers commitment in the institution,

Baron (2010). Relating transformational approaches to leadership to effective management of

the school system above puts the principal in the frontline of the scene with all the power and

the necessary tools to carry out his job, this might be true in some schools but the high-

performance theory according to Sergiovanni (2000), is focused on deemphasizing top-down

hierarchies and the laying out of tracks that tell people how to do their jobs. Besides financial

influence on motivation, other societal factors such as, cultural, corruption, nepotism etc.

exist in our schools eco system and were left out also, Serban (2000). They equally to a more

or lesser extend influence teacher motivation although left out due to the scope of their

potential and actual influence cannot be totally ignored as far as motivation is concerned.

The emphasis is on the influence finances has on teacher motivation. Johnson (1986) posits

that, the expectancy theory holds that individuals will likely put in more effort in task which

there are some expected reward they value such as a bonus or promotion than when there is

none. On the other hand, the equity theory is of the opinion that, individuals are displeased if

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they are not rightly compensated for their effort and achievement. However, it was

ascertained that the financial rewards and other job related incentives within the government

schools sector is to a greater extent not within the jurisdiction of school head teachers but

directly with the ministry of education. Considering the importance of staff motivation on

the teaching-learning process, motivation is significant, if not very important in the teaching

learning process, Avolio (1987).

The teachers agreed that motivational strategies are positively related to the teaching learning

process with an overall positive influence performance as found out from teachers based on

their areas of interest and choices, job security and ample chances for professional growth,

appropriate placement of teachers in positions where their individual abilities can be fully

utilized, offering of financial incentives to teachers for extra work done, providing assistance

and guidance to teachers for the achievement of target goals and objectives and finally head

teachers trust in teacher’s abilities to achieve the desired goals and objectives of the school,

Waden (1988). Motivators that are significant to the teaching learning process are not given

rewards or incentives (extrinsic motivation) but are related to leadership behaviour of the

head teachers and other aspects of an enabling environment, Ahuar (2015.

Head teacher has to make sure that there an approach to teachers operations in any school

department that includes innovative subject/curriculum area policies, future plans and targets

within the context of the school’s strategic plan. Develop a strategic plan for the expansion of

school provision to drive improvement across the school in standards, achievement and

attainment inclusive of school and ECZ results. Teaching and Learning Ensure effective

teaching and assessment processes within the departments, evaluate the quality of teaching

and learning, the achievement of all students and set targets for improvement. Leading and

managing staff Provide active leadership for all those involved in teaching or supporting the

education department. This will include mentoring, collaborating and the sharing of

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information so that staff motivation is at an optimum level to encourage continuous

improvement in the quality of teaching and learning.

In conclusion, teachers value physical surroundings that are not dangerous or uncomfortable.

Most teachers also value locations that are close to home, offer cleanliness, adequate tools

and equipment and buildings that are in good conditions among others. workload that is the

numbers of pupils and working hours, teachers teach general classroom conditions,

management support, school location, living arrangements and distance to work are some the

factors that affect teacher motivation. Head teacher who create warm and accepting yet

professional atmospheres will promote favourable attitudes towards teaching and learning.

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