EXTRINSIC MOTIVATION AND ITS EFFECTS ON THE PRODUCTIVITY OF
TEACHERS OF ENGLISH LANGUAGE SUBJECT IN PRIMARY SCHOOLS IN
GASABO DISTRICT OF KIGALI CITY, RWANDA
by
Jepkoech Valentine*
Raymond Wafula Ongus**
Authors’ affiliation and contact addresses:
* Jepkoech Valentine is a graduate of Mount Kenya University, with a Master of Education
(Educational Planning, Management and Administration option) degree. She is currently a
teacher of English language at Path to Success International School, a private primary school
within Kigali City.
c/o School of Education,
Mount Kenya University Rwanda,
P. O. Box 5826,
Kigali
RWANDA (East Africa)
Email: [email protected]
** Raymond Wafula Ongus is an Associate Professor within the School of Pure and Applied
Sciences at Mount Kenya University Rwanda. He is currently the Deputy Vice Chancellor,
Academic and Research Affairs at the same institution.
c/o School of Pure and Applied Sciences
Mount Kenya University Rwanda,
P. O. Box 5826,
Kigali
RWANDA (East Africa)
Email: [email protected]
Name: English Language in Education & Research Conference 2017
Date and Venue: 7th – 8th March 2017 at Mount Kenya University Rwanda
Theme: Emerging Issues in Education and English Language Learning
Sub-theme: Teacher Training and Education - (Full paper presentation)
Page 1 of 23
EXTRINSIC MOTIVATION AND ITS EFFECTS ON THE PRODUCTIVITY OF
TEACHERS OF ENGLISH LANGUAGE SUBJECT IN PRIMARY SCHOOLS IN
GASABO DISTRICT OF KIGALI CITY, RWANDA
Abstract:
Education is considered to be a key to personal and economic development. Quality of
education is a function of the level of motivation of teachers within the country’s school, since it
is usually intertwined with the level of commitment to the teaching job. Historically, emanating
from its colonial heritage, formal education in Rwanda was based on the on the usage of the
French as the predominant language of instruction. In 2008, the Government of Rwanda
changed the medium of instruction in schools from French to English. This move was
immediately confronted with challenges emanating from the fact that most of the locally trained
teachers had obtained all their education up until that point, in a French-based educational
system. This study investigated the effects of extrinsic motivation on teacher productivity in the
teaching of English language as a subject, in primary schools within Gasabo District of Kigali
City, Rwanda. It was envisaged to be of importance to Rwanda’s Ministry of Education
(MINEDUC), Rwanda Education Board (REB) and the management boards of the respective
schools by helping in evaluating, planning and strategizing for quality education in a
dispensation in which English language is the main medium of instruction in Rwanda. A
descriptive survey research design was employed for the study. Purposive sampling was used to
select five (5) primary schools out of the 51 primary schools in Gasabo District, Kigali City.
From the sampled schools, 36 respondents were selected, namely thirty one (31) teachers of
English language subject out of a target population of 90 and five (5) head teachers out of a
target of 51, respectively. Data was collected from each of the sampled teachers using a
questionnaire, whereas each of the head teachers was interviewed using an interview guide.
Analysis of the same involved the use of quantitative methods such as frequencies, percentages,
weighted means, standard deviations as well as multiple regression analysis, using the Statistical
Package for Social Sciences (SPSS) version 21 as the tool of preference. Qualitative data
analysis was done using content analysis of responses obtained from the interviews. The
correlation coefficient, R, was found to be 0.995, signifying that the constructs of extrinsic
motivation (Salary, Job flexibility, Promotion and Fringe benefits) when working in conjunction
with one another, had a very strong, positive correlation with the productivity of teachers who
teach English language as a subject. Moreover, the coefficient of determination, R2, was found
to be 0.990. This meant 99% of the variability in the productivity of teachers of English
language subject could be explained by the stochastic model developed, whereas the remaining
1% was attributed to unexplained factors that were beyond the control of the study. P<0.05
indicated that the findings were significant at the 95% confidence level. Thus, the study
recommended that the school management boards should strive to improve extrinsic
motivational factors, which would most likely improve the productivity of teachers in teaching
English language in the primary schools.
Keywords/Descriptors: Extrinsic motivation; Teacher productivity; English language subject;
Primary Schools; Gasabo District; Kigali City; Rwanda
Page 2 of 23
Introduction
“Language is a purely human and non-instinctive method of communicating ideas, emotions and
desires by means of voluntarily produced symbols” (Sapir, 1921). Language is also considered to
be a behaviour which utilizes body parts: the vocal apparatus and the auditory system for oral
language; the brachial apparatus and the visual system for sign language. Such body parts are
controlled by none other than the brain for their functions (Peng, 2005). Human beings
communicate with each other through a language that can be mutually understood by the
individuals involved, though language is not the only means of communication. Whenever
communication is thought of, it is always associated with language as the key enabling factor.
Verbal language, in particular, is a key medium of communication among human beings and
plays a crucial role in the Communication Model developed by Shannon and Weaver in 1948. In
that model, which engineering professionals also call the Information Theory, the term channel
refers to the medium used to convey the message from the sender to the receiver as depicted in
Figure 1. Language, therefore and its related processes plays a significant role in distinguishing
human beings from all other animals in this world.
Figure 1: The Shannon-Weaver Model of Communication
Adapted from: Shannon (1948) by Crudge (2013)
Language is a vehicle that people use to present ideas, thoughts, feelings and opinions to the
world. It is what is used to exhibit cultural norms, orientations and the whole essence of a
Page 3 of 23
community. That is perhaps the reason why whenever a country, people or race conquered
another one, the first thing that the colonizer affected was the conquered people’s language.
According to Montales (2011), if the colonialists had come to Africa without imposing their
respective languages in the lands they conquered on the continent, the issue of political
domination would not have been possible for them at all.
The interest today in motivating people to learn a foreign language differs from how it was in the
past where learning another language required intelligence and verbal ability. Concepts such as
attitudes, motivation and anxiety were not considered to be important at all. Today, a lot of the
old concepts have changed, and one sometimes gets the impression that affective variables are
considered to be the only important ones (Gardner, 2001).
Rwanda, like most countries in Africa, adopted her former colonial master’s language (French)
as the official language. French automatically became the main language of instruction in
schools alongside the country’s native language, Kinyarwanda. This was the situation from 1962
up to the late 1990’s. However, Rwanda experienced successive cycles of internal politico-social
strife that led to the expulsion a huge section of its citizens, who had to live in exile in
neighbouring countries for over 30 years (Prunier, 1995). The interest to turn to English language
had its genesis when of an influx of the exiles returned to Rwanda as from 1994, after the terrible
genocide against the Tutsis that took place that year. The need to adopt a new lingua franca was
spurred by subsequent events such as Rwanda joining the East African Community (EAC) and,
later, the Commonwealth. The real driving force for Rwanda's preference for English language
as a substitute to French language was apparently more economic than political. With a fastgrowing number of foreign investors (mostly from Anglophone countries) coming to Rwanda,
and with Rwanda joining the East African Community trade bloc, Rwanda was set to benefit
from closer ties with her English-speaking neighbours having a combined population of over 147
million people. This was quite a substantial market in terms of trading opportunities, with an
allure that was hard to ignore. In addition, assorted print media reports indicated that official
international transactions were increasingly conducted using the Internet, for which 52% of the
web-based content was in English language as opposed a paltry 4% in the French language.
Implementation of English as the official language of instruction as from October 2008, led to
serious hurdles in the education system of Rwanda. Among them was the quest to establish a
teaching force that was sufficiently fluent in the English language. The country experienced
difficulties in finding adequate foreign and domestic instructors to teach teachers English, yet the
pressure for a quick linguistic transition continued. In 2009, out of Rwanda’s 31,000 primary
school teachers, only 4,700 were trained in English, and out of Rwanda’s 12,000 secondary
school teachers, only 600 were trained in English (McGreal, 2009). The language shift caused
significant problems for the country's teachers. Most were initially educated in French and had
little exposure to the language that they were expected to use to teach complex lessons. Teachers
in Rwanda did not have intermediate levels of proficiency in English. 85% of primary teachers
and 66% of secondary teachers have only beginner, elementary, or pre-intermediate levels of
English proficiency based on the Common European Framework for Languages (Lynd, 2010).
This meant that in primary schools, 15% of the teachers had little or no grasp of English and yet
were expected to teach all their classes in English language. The in-service training in English
did not sufficiently help these teachers because they did not have a basic knowledge in the
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language upon which the training built. The result, according to local print media is that a
number of teachers tended to teach concepts using English language and later explain or expound
the same in Kinyarwanda language, just to drive essential points home.
Lynd, (2010) explained that a major problem in implementing the language policy was teachers’
lack of motivation. The fact that, teachers were paid lower salaries than other Rwandan workers
with similar qualifications sapped from many teachers much of the motivation to adopt a difficult
policy that was also perceived to profit them little. A study conducted by Lynd in various
African countries found that Rwandan teachers were the lowest paid of all, among the countries
studied and yet the pupil-to-teacher ratio in Rwanda was the highest of all the sampled countries.
By the year 2010, the ratio of pupils to teachers was as high as 67:1 in Rwanda whereas in
Ghana, for instance, it was 33:1.
Teachers in Rwanda currently have a heavy student load and receive little compensation for their
work. The inadequacy of teachers’ salaries is exacerbated by the fact that teachers sometimes
have to wait 2 to 3 months to get their paychecks. Some teachers feel the necessity of having
more than one job, and some work night shifts in various engagements, just to meet their
financial exigencies. As a result of their low wages, a number of teachers are often not able to
pay their rent on time or meet other day to day obligations. Bennell and Akyeampong (2007)
observed that low pay forces teachers to find additional sources of income, which in turn create
divided attention and loyalty to teaching, thereby impacting negatively on the quality of learning.
Statement of the Problem
In sub-Saharan Africa, it has been established that sizeable proportions of teachers have low
levels of job satisfaction and are poorly motivated, children are not well taught and thus do not
receive minimal acceptable education. Most schooling systems therefore, are faced with teacher
motivation crisis that are related to salary, advancement, achievement, recognition,
responsibility, poor school facilities, among others will have far reaching consequences (Bennell
& Akyeampong, 2007).
The level of motivation of teachers remains central in the teaching job productivity debates
today. The most noticeable features of the teacher pay structure at publicly funded schools in
Rwanda is that there is no pay progression. The total net basic income of the primary school
teacher is around Rwf 40,000 (US$ 48) per month, which is far below the standard of living
expected for a professional level civil servant. Teachers are faced with challenges of long
working hours, huge work load to teach, having to teach the morning and afternoon shifts, which
is almost similar to one teacher teaching two schools (Gardener, 2001). Teachers are forced to
walk long distances to schools, and often do without lunch because food or tea is not provided at
schools.
In Rwanda, Teachers of English language as a subject are faced with a number of problems
ranging from poor preparation of teaching materials especially lesson notes, lack of continuous
pupil assessment and general poor professional productivity, coupled with the subtle resistance
to learn English language. As cited by Gardener (2001), teacher absenteeism is unacceptably
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high and rising, time spent at work is low and falling, and teaching practices are characterized by
limited effort with heavy reliance on traditional teacher-centered practices.
Objectives of the Study
The study was guided by the following general objective and specific objectives:
General Objective
The general objective of the study was to analyze the effects of extrinsic motivation on the
productivity of teachers in teaching English language subject in primary schools in Gasabo
District Rwanda.
Specific Objectives
i) To identify the extrinsic motivation factors for teachers of English language subject in
primary schools in Gasabo District of Kigali, Rwanda.
ii) To analyze the productivity levels of the teachers of English language subject in primary
schools in Gasabo District of Kigali, Rwanda.
iii) To determine how the extrinsic motivational factors affect teachers productivity in the
teaching of English language subject in the primary schools of Gasabo District of Kigali,
Rwanda.
Limitations of the Study
The study was limited to teachers who taught English language subject in public primary schools
from P1 to P6 and Head teachers of the sampled primary schools.
Scope of the Study
In terms of content, the study investigated how extrinsic motivation of teachers affected their
morale in the enhancement of their productivity. Indicators of extrinsic motivation included
externally administered rewards like salary as well as the provision of accommodation, meals,
weekly duty and extra teaching allowances, advance payments in case of financial problems,
leave of absence and medical care, inter alia. Productivity was taken to be the ability of the
teachers bringing forth or generate good results according to their stipulated duties and
responsibilities in their respective schools.
In terms of geographical coverage, the study was carried out in selected primary schools within
Gasabo District of Kigali, Rwanda, taking cognizance of the sparse distribution of schools. The
District is the largest, in terms of area of coverage within Kigali City.
The scope in terms of time was restricted to the years 2014-2016 inclusive, when the most recent
data deemed to be of relevance to the study was accessible.
Literature Review
Page 6 of 23
This was done in order to fully appreciate the theoretical back ground on which the foundation of
the entire study was based. Previous studies conducted by other scholars were also considered in
order to add further traction to the quest of this study.
Education in Rwanda; Educational Institutions and Structure
The Ministry of Education (MINEDUC) is responsible for the development of the national
education policy. The Ministry’s policies are implemented by the Rwanda Education Board
(REB), whose mission is to “improve Rwanda’s education quality by building the capacities and
management of teachers, loans and scholarships, monitoring the distance learning program, and
promoting the use of information and communication technology in education” (REB, 2013).
Oversight of the national curriculum and education structure is highly centralized and governed
by the Rwanda Education Board. However, Rwanda’s 30 districts retain some control over the
management of schools at the local level. Schools retain a high degree of autonomy in the hiring
and evaluation of teachers, with over 84% of schools having a parents-teachers committee
involved in hiring and monitoring teachers, as well as being involved in budget setting.
Furthermore, parents-teachers committees are able to supplement teacher salaries and school
budgets through donations. The current education policy places the greatest emphasis on 9 year
basic education (9YBE), which is comprised of the full 6 year primary school curriculum (P1P6) and the first three years of the secondary school curriculum (S1-S3). Students are not
required to pay fees for these years of schooling, and schools receive their funding from the
central government through a capitation system based on the number of students enrolled.
Following this free education enrollment in schools is high which might have an impact on
teaching a foreign language (Ministry of Education, 2008).
The Rwanda English in Action Program (REAP) for Teachers of English
As the main intervention to facilitate the transition to English medium in basic education, the
Rwanda English in Action Program (REAP) set out to address the English language learning
needs of more than 50,000 school teachers. Given the high costs of providing residential training
to such large numbers, the Ministry of Education’s preferred option was a sector-based approach
to training, supported by self-directed study and school based mentoring. A standardized English
language assessment tool for measuring teacher proficiency at various levels made up the final
element of REAP and helped ensure all teachers would deliver the intended outcomes, in the
teaching of English. Some of the program’s key strategies were motivating teachers and students
to learn and use English well; increasing their exposure to, and confidence in the language; and
maximizing their opportunities to practice and grow skills in English. There were a number of
achievements including; A baseline study of teachers’ English proficiency; Training of 60
national English trainers and 600 district level English trainers, foundation-level English
language training for 41,000 teachers; Training of the first cohort of 250 school-based mentors;
and mobilization of external support for REAP (Simpson & Muvunyi, 2013).
District-based intensive, face-to-face training events were held along with other decentralized
inputs such as school-based peer mentoring (of English language and teaching skills) and cluster
based workshops or short training activities (Simpson and Muvunyi, 2013). The activities of
REAP centered on the following pillars: First, development of reading and writing skills in
Kinyarwanda. The focus was on laying a solid foundation in L1 literacy, which formed an
essential platform to the development of academic literacy and learning in English at L2. Second,
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the promotion of academic literacy skills in English. To help achieve this, training was given to
English teachers in contemporary methods for teaching L2 so as to support the growth of literacy
skills in English across the curriculum. Third, teaching language for use/communication (versus
teaching about the language). While some understanding of language structure was helpful to
learners, organizing language teaching around points of grammar is unlikely to be the most
efficient or effective means of promoting actual use of language. To ensure a focus on the latter,
English teachers were also trained in methods of teaching language effectively. Fourth,
language-supportive subjects teaching. This recognized the importance of content and language
integrated learning and the need for subject teachers to be aware of the language demands on
their learners even in textbooks and supplementary materials (Simpson & Muvunyi, 2013).
Theoretical Framework
According to Ryan and Deci (2000), to be motivated means to be moved to do something. A
person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas
someone who is energized or activated toward an end is considered motivated. In this regard,
there are basically two types of motivation, intrinsic and extrinsic motivation. Intrinsic
motivation means that the individual's motivational stimuli are coming from within. The
individual has the desire to perform a given task, because its results are in accordance with his
belief system or fulfills a desire and therefore importance is attached to it. Conversely, extrinsic
motivation means that the individual's motivational stimuli are external, or come from the
outside. In other words, the desires to perform a task are controlled by an outside source. Note
that even though the stimuli are coming from outside, the result of performing the task will still
be rewarding for the individual performing the task. The most well-known and the most debated
extrinsic motivation is money.
Frederick Herzberg's Two-Factor Theory, also known as Motivation-Hygiene Theory or intrinsic
vs. extrinsic motivation, concludes that there are certain factors in the workplace that can cause
job satisfaction and a separate set of factors that can cause dissatisfaction. Herzberg’s theory is
rooted into two underlined sets of needs namely men need as animals to avoid pain and as a
human the need for psychological growth Herzberg (1966). In his theory he listed a number of
factors that are similar to Maslow’s hierarchy of needs, Maslow (1943) except that his theory is
more inclined to the working environment.
Herzberg divided these factors into two major categories namely hygiene factors (dissatisfiers)
and motivators (satisfiers). Under the hygiene factors he highlighted factors such as working
conditions, company policies and administrative practices, salary and benefits, supervision,
status, job security, co-workers and personal life while the motivators include factors such as
recognition, achievement, advancement, growth, responsibility and job challenge. One set of
needs is associated with what a person does while the other is concerned with the situation in
which it is done. The motivators have the ability to create an effective motivation in individuals
in order to be able to perform and exert considerable effort while the dissatisfiers describe the
work environment but do not have much effect in creating positive job attitudes. The hygiene
factors are dissatisfiers because they form the environment in which man is persistently trying to
adjust while the motivators create motivation because they are the tasks available to facilitate the
achievement of growth.
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Leaders or managers should be aware of the distinct issues workers need in their work in order to
boost productivity.
Dissatisfiers
i. Working conditions require an organization to provide a work environment that is
conducive for workers to perform well.
ii. Policies and Administrative practices suggest that the kind of organization policies and
practices of administering the people should be one that encourages them to perform
well.
iii. Provide salaries and other financial benefits to the workers that would encourage them to
be committed to the work in the organization.
iv. The provision of adequate supervision to workers by the supervisors is important to
enhance good productivity.
v. The kind of jobs that people possess should be able to make them feel of good status.
This would help to encourage them to commit their time and efforts to work.
vi. People should be made to feel secure in their jobs. This helps them to work harder
because they are not worried about the loss of their jobs.
vii. Provision of team work dynamics among workers is important to encourage them to
place their efforts together towards the same purpose.
viii. People need to be given ample space to have their own personal life.
Satisfiers
i. Workers need to feel that they are recognized by their superiors and the organization for
which they work.
ii. Workers need to feel their job helps them to achieve, their aspirations.
iii. This in the end makes them feel a new energy to work and meet organizational
objectives.
iv.
Workers need to see prospects of advancement in their jobs.
v. People need to grow in their jobs.
vi.
People want to feel that sense of responsibility over their jobs.
vii.
People want to do challenging jobs rather than those that have less challenge.
In case the factors that dissatisfy workers are not achieved, then the workers cannot be motivated
by those factors that make jobs satisfying (Diamentes, 2004).
2.2
Conceptual Framework
Figure 2 summarizes the relationship between the variables of interest in this study.
INDEPENDENT
VARIABLES
INTERVENING
VARIABLES
English Teachers’ Productivity
Extrinsic Motivation




Salary
Job flexibility
Promotion
Fringe benefits (lunch,
Medicare, transport )
DEPENDENT
VARIABLE
 Government laws
 School supervision
 Use of ICT in
education
Page
9 of 23
 Age
 Teachers
Productivity
in teaching
English
Language
subject
Figure 2: Conceptual Framework
Source: Jepkoech (2016)
Research Design
The study employed a case study research design in order to achieve results that were intended to
fairly represent the area of coverage. Both quantitative and qualitative approaches were used.
Target Population
The study was carried out among teachers who taught English language as a subject and their
respective head teachers, within the selected primary schools in Gasabo District Rwanda. Gasabo
District had 90 primary school teachers who teach English subject (Jepkoech, 2016). There were
51 primary school head teachers corresponding to an equal number of primary schools within the
District.
Sample Size
Five primary schools were purposively selected for the study from diametrically dispersed
sectors of Gasabo District. All the 5 head teachers of the sampled schools were interviewed.
Within each selected school, teachers who teach English subject in primary 1 to primary 6 were
considered for this study.
Respondents
Teachers
Head teachers
Table 1: Targeted and Sampled Respondents
Target population
Sample
Considered
90
31
51
5
Sampling
Techniques
Purposive
Purposive
Source: Jepkoech (2016)
Research Instruments
The study used a structured questionnaire and interview guides to collect data from the teachers
of English language. The questionnaire was used to collect data related to motivation and
productivity of teachers in teaching English language in primary schools and personal factors, as
well as environmental factors that motivate teachers of English language subject. This was the
primary instrument that was used to determine the effect of extrinsic motivational factors on
teachers’ productivity in the teaching of English language subject in the selected primary schools
of Gasabo District of Kigali, Rwanda.
An interview guide was used to collect information from head teachers of the sampled schools.
The interview guide was carried out in the offices of the head teachers in their relevant schools.
The head teachers were asked to indicate the form of extrinsic motivators that the teachers have
in the schools, whether the motivators were sufficient in ensuring the productivity of the
teachers, and the level of productivity of the teachers in the schools. The interviews were
intended to get supplementary information about the effect of motivation on teacher productivity
and compare it with that given by teachers.
Page 10 of 23
Pilot Study
A pilot survey was conducted before the final data collection so as to measure the instrument’s
reliability. Pilot study for the reliability test was conducted in 2 primary schools in Nyarugenge
District, an adjacent district that was also within Kigali City that had the similar characteristics to
Gasabo District. A total of 6 teachers and 2 head teachers participated in the pilot study.
Data Analysis and Presentation
Data was analyzed and presented using frequencies, percentages, weighted means, and
regression analysis. This was achieved using Statistical Package for Social Sciences (SPSS)
software version 21, the main tool for quantitative data analysis. Interviews were analyzed
qualitatively using content analysis.
Sources of Motivation for the English language teachers
The English teachers were requested to indicate the sources of motivation. The resultant findings
were presented in Table 2.
Table 2: Sources of Motivation for teachers teaching English
Questions
I am motivated because of the financial
benefits derived from my job
SD=1
D=2
N=3
M=4
SM=5
1
2
4
12
11
38.7%
35.5%
15
4
4.00 1.05
3.20%
I am self-motivated because I like my
job.
2
1
3.20%
I am motivated because teaching would
help me in my future.
6.50% 12.9%
2
8
3.55 1.03
6.50%
I am motivated because teaching gives
security for my family.
Std.
WM Dev.
2
6.50% 25.8%
1
14
48.40% 12.90%
8
5
3.20% 45.2% 25.80% 16.10%
0
6
16
3.52 0.95
7
3.84 1.00
19.40% 0.00% 19.4% 51.60% 22.60%
I am motivated because it is prestigious
to be an English language teacher.
0
6
14
9
3.97 0.87
0.00%
I am motivated by my students.
2
3
6.50% 19.4% 45.20% 29.00%
1
11
11
5
3.45 1.12
9.70%
I am motivated by my students’ parents.
1
3.20% 35.5% 35.50% 16.10%
3
6
18
3
3.61 0.92
3.20%
I am motivated
colleagues.
by
my
teaching
5
9.70% 19.4% 58.10%
1
13
9
9.70%
3
3.13 1.18
16.10% 3.20% 41.9% 29.00%
Page 11 of 23
9.70%
I am motivated by my school principal.
4
5
10
9
3
3.06 1.18
12.90% 16.1% 32.3% 29.00%
I am motivated by my English language
supervisor.
3
2
2
of
the
4
9.70% 25.8% 38.70% 12.40%
4
13
9
3
12.9% 41.9% 29.00%
4
13
9
9.70%
3
3.23 1.02
6.50%
I am motivated because
opportunities for advancement
12
3.10 0.98
6.50%
I am motivated because of the preferable
working condition
8
3.37 1.16
9.70%
I am motivated by the Ministry of
Education.
3
9.70%
1
12.9% 41.9% 29.00%
5
11
11
9.70%
2
3.32 0.98
3.20%
2
16.1% 35.5% 35.50%
4
7
11
9.70%
6
3.42 1.23
9.70%
12.9% 22.6% 35.50% 19.40%
Key: SD= Strongly Demotivated, D=Demotivated, N= Neutral, M= Motivated, SM=Strongly Motivated, P: Percentage, WM:
Weighted Mean, Std Dev: Standard Deviation,
(SD<0.5-Respondents responses were crowded around the mean),
(SD >0.5 – Respondents responses were dispersed concerning the issue raised)
Source: Jepkoech (2016)
Majority of the teachers indicated that they were motivated because of the financial benefits
derived from their job. This was indicated by a strong weighted mean 4.00 but the standard
deviation of 0.81, indicating that the teachers strongly agreed though with a few divergent
opinions on the given attribute.
Most of the respondents indicated that their job was a source of their motivation. The overall
weighted mean was 3.55 indicating that the employees were motivated but with the standard
deviation of 0.81, indicating divergent views.
Majority of the respondents said that they were motivated by the security that teaching gave to
their family. The overall weighted mean was 3.52 indicating that in overall the security that
teaching gave to the teachers acted as a source of motivation. The standard deviation of 0.81
indicated divergent opinions.
When asked whether they perceived that teaching would help them in the future, the overall
weighted mean was 3.84. They had a heterogeneous standard deviation of 1.00 indicating the
presence of some divergent views.
The teachers were asked whether the prestige of being an English language teacher was a source
of motivation. The weighted mean was 3.97 indicating the affirmative, though there was a
standard deviation of 0.87, an evidence of some divergent views.
Page 12 of 23
The teachers were asked whether their students acted as a source of their motivation. The
weighted mean was 3.45 indicating the affirmative, even though some of the teachers did not
think so as indicated by the dispersion emanating from the standard deviation of 0.87.
The teachers were further asked whether they were motivated by their students’ parents. The
overall weighted mean was 3.61 indicating the affirmative even though some of the teachers did
not think so, as indicated by a standard deviation of 0.92, signifying divergence of opinion.
The teachers were requested to indicate whether their colleagues were a source of motivation.
The overall weighted mean was 3.13 indicating the affirmative, although some of the teachers
did not think so as indicated by the standard deviation of 1.18, signifying divergence.
The teachers were requested to indicate whether their school’s principal was a source of their
motivation. The overall weighted mean was 3.13 indicating the affirmative, even though some of
the teachers did not think so, as indicated by the standard deviation of 1.18, portraying
divergence.
Extrinsic motivation among teachers
Research by Sansone & Harackiewicz (2000), established that extrinsic motivation results from
the attainment of externally administered rewards, including pay, material possessions, prestige,
and positive evaluations from others. Basing on this premise, the study investigated whether
teachers received various externally administered rewards (extrinsic motivators) like salary, free
accommodation, free meals, weekly duty and extra teaching allowances, advance payments in
case of financial problems, leave of absence and free medical care among others. The teachers
were requested to indicate whether the extrinsic factors motivate them in their job. Table 3
indicates the results of the findings.
Table 3: Extrinsic motivation among teachers
Extrinsic motivation of the teachers
Teaching gives me a great deal of job
satisfaction
SD=1
D=2
N=3
A=4
SA=5
2
1
2
15
11
4.03 1.08
6.50% 3.20% 6.50%
I enjoy teaching as a profession
Std.
WM Dev.
0
3
11
48.4% 35.5%
14
3
45.6%
9.7%
15
8
3.55 0.81
0%
The challenging nature of teaching has kept
me in the profession
Teaching gives me recognition and respect
from the community
Teaching is an activity that generally
interests me
9.7% 35.5%
1
3
3
3.2%
9.7%
9.7%
0
2
3
0%
6.5%
9.7%
0
5
10
48.4% 25.8%
15
10
48.4% 32.3%
10
3.87 1.04
4.10 0.84
6
3.55 0.99
0%
16.1% 32.3% 32.3% 19.4%
Page 13 of 23
Teaching is an activity through which I
derive fun
Teaching is an activity that makes me feel
good
One of the best things about teaching is
seeing the students learn.
I like to spend a lot of energy to make my
classes interesting.
I would like my students to learn more.
1
3
5
3.2%
9.7%
1
4
3
3.3%
5.5%
9.7%
0
1
3
0%
3.2%
9.7%
1
0
2
3.2%
0%
6.5%
2
3
4
6.5%
9.7%
0
4
11
11
3.90 1.11
16.1% 35.5% 35.5%
19
30
4.32 1.09
61.3% 98.8%
12
15
4.32 0.79
38.7% 48.4%
8
20
4.48 0.89
25.8% 64.5%
13
9
3.77 1.18
My attitude toward work is to work only as
hard as I have to.
6
11
9
12.9% 19.4% 35.5% 32.3%
11
4
7
16
8
6
51.6% 25.8% 19.4%
The
school
accommodation.
provides
me
free
5
8
9
16.1% 25.8% 29.0%
I get free meals at school
5
10
8
The school organizes end of year party for
teachers
10
2
32.2%
6.5%
4
5
6
0
3.2%
0%
6
3
19.4%
9.7%
5
3
11
19.4% 35.5%
6
0%
1
16.1% 32.3% 25.8% 16.1%
Salary payments are prompt
0
2.29 1.13
29.0% 35.5% 12.9% 22.6%
I am paid a salary that is enough to cater for
my basic needs
10
3.87 1.02
0%
I set tougher standards for myself than my
principal sets for me.
12.9% 41.9% 29.0%
10
1.74 0.89
2.81 1.22
2.71 1.22
9.7%
2
2.77 1.41
6.5%
6
3.29 1.32
12.9% 16.1% 19.4% 32.3% 19.4%
Teachers who perform well are rewarded
Teachers are given leave of absence in case
they have a reason to justify it.
I have the support of the entire staff in
doing my work.
2
0
6.5%
0%
1
0
3.2%
0%
3
1
Page 14 of 23
5
11
13
4.06 1.09
16.1% 35.5% 41.9%
5
18
6
3.93 0.8
16.1% 58.1% 19.4%
3
10
14
4.00 1.26
9.7
3.2
9.7
32.3
45.2
Key: SD= Strongly Disagreed, D=Disagreed, N= Neutral, A= Agreed, SM=Strongly Agreed, P: Percentage, WM: Weighted
Mean, Std Dev: Standard Deviation,
(SD<0.5-Respondents responses were crowded around the mean),
(SD >0.5 – Respondents responses were dispersed concerning the issue raised)
Source: Jepkoech (2016)
Table 3 shows that majority of respondents strongly agreed on getting considerable level of job
satisfaction through teaching, as evidenced by the weighted mean of 4.03. However the standard
deviation of 1.08 indicated that there were some divergent opinions in line with that issue.
Majority of the respondents also agreed that they enjoying teaching as a profession. A weighted
mean of 3.55 and a standard deviation of 0.81 was found, indicating a reasonable amount of
disparity the teachers’ views, in that regard.
When teachers were asked whether the challenging nature of teaching kept them in the
profession, the weighted mean of 3.87 and standard deviation of 1.04 was obtained. This
indicated that the teachers agree though in disparity that the challenging nature of teaching has
kept them in the profession.
Teachers strongly agreed with weighted mean of 4.10, that teaching gave them recognition and
respect from the community. The standard deviation of 0.84 indicated that there were some
disparities in that opinion.
Majority of the teachers agreed that teaching as an activity generally interested them. The
weighted mean of 3.55 and standard deviation of 0.99 indicated that there were some teachers
who had divergent views on that collective view.
The teachers were also asked to indicate whether teaching was an activity that made them feel
good. Majority strongly agreed, with weighted mean of 4.32. However, the standard deviation of
1.09 obtained, indicated that there were divergent views on the same.
The teachers were asked to indicate if one of the best things about teaching was seeing their
students learn. The majority strongly agreed, with weighted mean of 4.32. The standard
deviation of 0.79 indicated that some had different opinions that did not rhyme with the general
perspective.
The teachers were asked to indicate whether they spent a lot of energy to make their classes
interesting. Majority strongly agreed with weighted mean of 4.48 although the standard deviation
of 0.89 indicated that there were divergent views by some respondents.
Majority of the teachers agreed that they like to see their students learn more. This was
evidenced by the weighted mean of 3.77 and standard deviation of 1.18, indicating divergent
views on the same.
Page 15 of 23
The teachers were requested to indicate whether they had an attitude of working hard in their
work place. The majority agreed with a weighted mean of 3.87 and standard deviation of 1.02,
indicating divergent views of the respondents on the same.
The teachers were requested to indicate whether they set tougher standards for themselves than
their respective principals did. Majority disagreed with weighted mean of 2.29. The standard
deviation of 1.13 indicated divergent views among the teachers, on the same.
The teachers agreed with weighted mean of 3.80 that they had extrinsic motivation in their
teaching of English language at the schools. The standard deviation of 0.47 indicated relative
unanimity in line with this aspect.
The teachers were requested to indicate whether they were paid a salary that was adequate to
cater for their basic needs. Majority strongly disagreed, as evidenced by the weighted mean of
1.74. The standard deviation of 0.89 indicated the presence of some divergent views among the
teachers.
The teachers were asked to indicate whether the school provided them free accommodation.
Majority of the answers tended towards disagreement with the question posed, as evidenced by
the weighted mean of 2.81. The standard deviation of 1.22 indicated divergent views by some
teachers, meaning that there are some who are given accommodation while most were not.
The teachers were asked to indicate whether they get free meals at school. The findings were
indicated with a weak mean of 2.71 and a heterogeneous standard deviation of 1.22, indicating
divergent views of the teachers on receiving free meals at school.
The teachers were required to indicate whether their salaries are promptly paid. Their responses
had a weighted mean of 2.77, signifying a tendency towards disagreement. The standard
deviation of 1.41 obtained, indicated divergent views of the teachers on the issue.
The teachers were asked to indicate whether their school organized end of year party for them.
The majority agreed with a weighted mean of 3.29 and a standard deviation of 1.32, indicating
the presence of some divergent views on the same.
The teachers were asked to indicate whether they were given leave of absence in case they had
a reason to for it. Majority of the teachers agreed with a weighted mean of 3.93. However, their
responses had a standard deviation of 1.32, indicating divergent views along that aspect.
The teachers were asked whether they had the support of the entire staff in doing their work.
The majority strongly agreed as indicated by the weighted mean of 4.00. The standard deviation
of 1.26, indicated the presence of some divergent views.
Productivity of the Teachers
The teachers were requested to indicate their perceptions on their productivity at work, in
relation to certain extrinsic factors. Table 4 indicates the results of the findings.
Page 16 of 23
Table 4: Teachers productivity
SD=1
Teachers Productivity
D=2
N=3
A=4
SA=5
WM
I consider my working relationship with my
coworkers to be good because I maintain genuine
them relationship with
My Work organization is efficient.
My students feel that I am very committed to my
teaching
My students view me as a good teacher
My fellow teachers view me as good teacher
My Absenteeism is the school is very low.
The number of student complaints within the last
period has decreased strongly.
2
6.5%
4
6.5% 12.9%
1
3
2
3.2%
9.7%
6.5%
1
1
0
3.2%
3.2%
0%
0
1
5
0%
3.2%
3
0
3
9.7%
0%
9.7%
2
4
1
6.5%
12.9%
3.2%
3
4
7
9.7%
I deal with students complaints faster than other
teachers
2
12
9
Std
.Dev.
3.83 1.17
38.7% 29.0%
14
11
4.00 1.06
45.2% 35.5%
18
11
4.19 0.87
58.1% 35.3%
17
8
4.03 0.75
16.1% 54.8% 25.8%
10
15
4.10 1.22
32.3% 48.4%
12
12
3.90 1.25
38.7% 38.7%
7
9
3.50 1.33
12.9% 22.6% 22.6% 29.0%
2
4
1
6.5%
12.4%
3.2%
12
12
3.90 1.25
38.7% 38.7%
Key: SD= Strongly Disagree, D=Disagree, N= Neutral, A= Agree, SA=Strongly Agree, P: Percentage, WM: Weighted Mean,
Std. Dev.: Standard Deviation,
(SD<0.5-Respondents responses crowded around the mean),
(SD >0.5 – Respondents responses dispersed on the responses
Source: Jepkoech (2016)
One area in which the teachers were required to perform is to maintain a good working
relationship with their co-workers. Majority agreed that they maintain genuine relationship with
their coworkers. This was evidenced by a weighted mean of 3.83. The standard deviation of
1.17 indicated divergent views in the responses.
Teachers when asked whether their work organization was efficient. The majority strongly
agreed, with a weighted mean of 4.00. However, the standard deviation of 1.06 indicated
divergent views in the responses.
Page 17 of 23
Teachers were asked to indicate whether their students felt that they were very committed to
their teaching. The majority strongly agreed with a weighted mean of 4.19. The standard
deviation of 0.87 indicated divergent views in the responses.
Teachers were asked to indicate whether their fellow teachers viewed them as being good at
their job. Majority strongly agreed with weighted mean of 4.10. The standard deviation of 1.22
indicated divergent views in the responses.
The teachers were asked whether their absence from school was low. Majority of the
respondents agreed with a weighted mean of 3.90. The standard deviation of 1.25 indicated
divergent views in the responses was evident.
Regression Analysis
Multiple regression analysis was used in this study to analyze the relationship between the
extrinsic variables and the teacher’s productivity in primary school in Gasabo District of Kigali
Rwanda.
The study developed the following model to represent the association:
TP=α0 + β1 (SA) + β2 (JF) + β3 (PR) + β4 (FB) + ε
Where:
β1 - β3
= parameter coefficients to be estimated
α0
= Intercept
TP
= Teachers Productivity
SA
JF
PR
FB
ε
=
=
=
=
=
Salary
Job Flexibility
Promotion
Fringe Benefits
coefficient of error term
Table 5, indicates the multiple regression analysis on teachers productivity as influenced by the
salary, job flexibility, promotion, fringe benefits.
Page 18 of 23
ANOVA
Multiple regression
Model
Un standardized
Coefficients
t
Value
Model Summary
Sig.
Standardized
Coefficients
B
Std.
Beta
Error
Value
2.972 1.503
Fvalue
Psig
R
R
Square
Adjusted
R Square
ε
Constant
Salary
0.197
0.300
0.147 0.655 0.519
1.254 .000
b
Job
Flexibility
Promotio
n
Fringe
Benefits
0.260
.073
0.026 0.352 0.726
0.120
.075
0.067 1.588 0.116
0.110
.059
0.014 0.185 0.854
Page 19 of 23
.995a
.990
.990
0.5654
Key:
a. Predictors: (Constant), Salary, Job Flexibility, Promotion, Fringe benefits
a. Dependent Variable: Teacher productivity
b. Predictors: (Constant), Salary, Job Flexibility, Promotion, Fringe benefits
Table 5: Multiple Regression analysis of extrinsic motivation on teacher’s productivity
Source: Jepkoech (2016)
The model summary from Table 5 indicates a very strong, positive, multiple correlation between
the extrinsic motivation and Teachers productivity (TP).
In general the model showed a statistically significant (p-value < 0.05) relationship between the
independent variable (Salary, Job Flexibility, Promotion, Fringe benefits) and the dependent
variable (Teachers productivity).
The correlation coefficient R was 0.995, and the coefficient of determination R2 was 0.990. The
model developed in the study, representing independent variables (Salary, Job Flexibility,
Promotion, Fringe benefits) and the dependent variable of interest, significantly explained 99%
of variance in the Productivity of Teachers at the 95% confidence level (p = 0.000). The
remaining portion could only be explained by factors beyond the control of the study.
The t and sig (p) values indicate the statistical significance of each independent variable in
predicting the dependent variable. A large absolute t value and a small p value (p< .05) points
out that a predictor variable is significant in predicting the dependent variable. From the results
of the analysis as indicated in Table 5, the variables that had a significant factor in predicting
teachers productivity, were Salary (t = 0.655and p=0.001), Job Flexibility (t= .352and p=0.001),
Promotion (t=1.588and p= 0.010), and Fringe benefits (t = .185and p= 0.000)
From the findings in Table 5 the following regression model was confirmed.
TP = α0 + β1 (SA) + β2 (JF) + β3 (PR) + β4 (FB) + ε
Teachers Productivity = 2.972 + 0.197 (Salary) + 0.260 (Job Flexibility) + 0.120 (Promotion) +
0.110 (Fringe Benefits) + 0.5654.
Summary of Findings
The first objective was: To identify the extrinsic factors among the teachers teaching English
language subject in primary schools in Gasabo District of Kigali, Rwanda. Majority (85%) of
the teachers agreed that the following factors act as sources of extrinsic motivation factors to
them. These included salary, job flexibility, promotions and other benefits they get from work
e.g. lunch and other contributions by the employer. Teachers agreed that the payment salaries
that were sufficient to cater for their basic needs and salaries being paid on time were important
motivating factors at their respective workplaces.
The second objective was: To analyze the productivity levels of the teachers based on the
influence of the extrinsic motivational factors in primary schools in Gasabo District of Kigali,
Rwanda. Majority (85%) of teachers indicated that they performed well as a result of the
presence of the extrinsic motivational factors that were analyzed. This included salaries being
Page 20 of 23
paid on time, inter alia. Generally, the teachers were found to be performing well due
maintaining a cordial relationship with their co-workers, being appreciated by the students that
they were teaching, being promoted as well as being given a responsibility in their school.
The third objective was: To determine if the extrinsic motivational factors have any significant
relationship with teachers’ productivity.
The study revealed that there was a strong positive relationship between extrinsic motivation and
teacher productivity. The coefficient of correlation R was 0.995, and the Coefficient of
determination R2 was 0.990. The independent variables (Salary, Job Flexibility, Promotion,
Fringe benefits), significantly explained 99% of variance in the Productivity of Teachers, with p
= 0.000. This indicated significance at the 95% confidence level.
To determine management related issues that would improve the motivation and the productivity
of teachers in teaching English language subject in primary schools in Gasabo District of Kigali,
Rwanda.
The five head teachers when interviewed indicated the management related issues that could
improve motivation and improve the productivity of the teachers.
On improving motivation they said:1. Equipping the schools with books that could help teachers deliver in their work
2. Increasing the salary of teachers
3. Rewarding the teachers frequently
4. Providing lunch for the teachers at school
5. Providing paternity and maternity leave
On improving productivity they suggested that
1. The teachers should be motivated and increase the rewards given to them
2. Purchasing books that are related to their area of expertise
3. By creating competitiveness and building libraries that should be equipped with appropriate
resources.
4. More training in the usage of Information and communication technology
Conclusion
Based on the finding the results indicated that there was a direct relationship determined between
the extrinsic motivational factors and teacher’s productivity in the selected schools in Gasabo
District, Kigali Rwanda. The t and sig (p) values indicate the statistical significance of each
independent variable in predicting the dependent variable. A large absolute t value and a small p
value (p<0.05) points out that a predictor variable is significant in predicting the dependent
variable. The Correlation coefficient, R, was 0.995, and the Coefficient of determination, R2, was
0.990. Given p = 0.000, the correlation was found to be statistically significant at the 95%
confidence level.
Ultimately, there was indeed a very strong correlation found between extrinsic motivation and
teacher productivity in teaching of English subject in primary schools in Gasabo District Kigali.
From this study it was proven that for an individual to perform well they also need to be highly
Page 21 of 23
motivated. The higher the motivation the higher the productivity levels of teachers and vice
versa.
Recommendations
Basing on the findings and conclusions of the study, the following recommendations are made:
Short Term Recommendations
Awards could be instituted for better productivity. Aspects such as school and pupil discipline,
teacher productivity, pupil attendance and achievement and community and parent participation
in school activities should be rewarded to serve as a motivation.
Medium Term Recommendations
The Ministry of Education should work out incentive packages to increase teachers’ motivation
to teach in primary schools. Special attention should be put at maintaining or increasing teacher‘s
salaries even though majority of the teachers indicated to be satisfied with the salaries provided
in meeting their needs. Increasing teacher‘s salaries will increase their motivation thus boosting
their productivity. This is because the teachers must be interested in what they teach and in the
children when they are teaching. If they are not interested in the work themselves, they can never
motivate the class to learn.
Long Term Recommendations
Teachers should be provided accommodation in order to enable them to live near schools.
Schools should be assisted by the government to put up decent houses within their premises so
that teachers reduce lateness and absenteeism. Alternatively an appropriate house allowance
should be provided that takes cognizance of the current market rates for housing. This would
increase their motivation and eventually boost their productivity.
Suggestions for Further Research
The results of the study have revealed that extrinsic motivation of teachers strongly affects
productivity. This implies that studies to investigate strategies that can be implemented to further
improve teacher motivation and productivity in primary schools are necessary. A wider study
needs to be carried out preferably covering the entire nation of Rwanda, for greater accuracy in
the generalization of the correlation between the variables of interest in this study.
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