INTRODUCTION

This chapter presents the background to the study, statement of the problem,

objectives and research questions. In addition, the chapter outlines the significance

of the study, limitation and delimitation of the study. Further, it presents the

assumptions of the study, the theoretical and conceptual framework. Lastly, the

chapter presents the operational definitions of key terms.

1.1 Background

Research has indicated that teacher motivation and performance are interrelated and are of

great importance for successful curriculum implementation. Teachers who are the key

implementers translate educational objectives into knowledge, skills and transferred to the

learner (Kihara, Kamiti and Matee, 2018)

According to (Mustafa and Othman 2012), motivation drives teachers’ action and behaviour

towards attainment of educational goals which directly affects attainment of learning as well

as performance. Research conducted by (Manzoor, 2012) investigated the relationship

between organization performance and morale of the employees. The research established

that appreciation and empowerment play a crucial role in enhancing employee inspiration

towards achieving organization goals. According to (Acha, 2016) motivated instructors are

commonly profitable and can enhance the performance of learners in in school

According to (Njenga, 2012) he explains that behaviour of teachers can changed through

motivation by fair renumeration, allowances, positive reinforcement and fair treatment.

Research carried out in Turkey and Singapore has reported that motivation of teachers has a

great influence on students’ academic achievement, against this back ground of study my
research is mainly aimed to examine the teacher motivation on the successful implementation

of the curriculum

1.2 Statement of problem

Research carried out in Turkey, Singapore, Japan and Finland by (Likay and Sendar, 2016)

aimed to establish the influence of motivation values of both science and Mathematics on

academic achievement of students indicated that teachers who are motivated had significant

influence on success of learners in science and Mathematics

Research carried out by (Bennell, 2004) on motivation of teachers and rewards in sub-

Saharan Africa represented poor attendance of educators in learning institutions which is

mainly connected to low motivation of the educators hence leading to poor performance.

Bennell emphasized that the teachers low pay drove them into side hustles

In Tanzania, (Mark, 2015) research was carried out by setting up variables that influence

inspiration and employment execution of instructors in Kibaha District public optional

schools. The results from research indicated that the low performance was due to low

motivation in terms of incentives and poor working conditions

In Kenya study conducted by (Wambugu, 2018) in Kinangop sub county revealed that there

was an absence of inspiration among instructors at public secondary school. Further research

indicated that absence of motivation among instructors had a negative influence on standard

of instruction

1.3 Purpose of the study

The purpose of this study is to establish whether teacher motivation influences the

implementation of the competency-based curriculum in public junior secondary school in

Kwale county
1.4 Objectives

The research seeks:

To determine the influence of rewards on implementation of the competency-based

curriculum in public junior secondary school in Kwale county.

To establish the influence of financial incentives on the implementation of the competency-

based curriculum in public junior secondary school in Kwale county

To establish the influence of performance appraisal on the implementation of the

competency-based curriculum in public junior secondary school in Kwale county

1.5 Hypothesis

Ha: There is significant difference between the influence of motivation on the

implementation of the competency-based curriculum

Ho: There is no significant difference between the influence of motivation on the

implementation of the competency-based curriculum

1.6 Significance of the study

The results from this research will be of great significance in the following ways:

Results from the study will enable educators as well as stake holders to identify strategies of

motivating teachers within public junior secondary schools

Research will enable identification of gaps in teacher motivation that influence

implementation of the competency-based curriculum

Results from the research will enable educators tackle issues that affect implementation of

competency-based curriculum in terms of motivation of the teachers

1.7.1 Limitations
The following are some of the limitations faced during the study:

Most of the teachers experienced challenges of filling the questionnaires on time due to their

busy schedule due to the intensive workload

Research covered a wide area of Kwale county which is expansive and schools are sparsely

distributed thus making research more costly as well as time consuming

Some of the school heads were not prepared to have research carried out within their

institutions

1.8 Assumptions of the study

The research was based on the following assumption:

When responding to research instrument the respondents were honest and sincere

All teachers are qualified to teach and facilitate in Junior secondary schools and have the

requisite support and service

1.9 Theoretical framework and conceptual framework

1.9.1 Theoretical framework

According to Armstrong (2005), motivational theory examines the process of motivation,

thus explains why people at work behave in the way they do in terms of their effort and

directions they are taking. It describes how organizations can do to encourage employees to

apply their effort and abilities in ways that will further achievement of organizational goals.

Thus (Armstrong 2005) classifies motivational theory into three ways which include:

instrumentality theory, content theory and process theory. Content theory mainly focuses on

what motivates people to work. It also entails identifying the needs of an individual and how
those needs are prioritized and thus the main focus is about satisfying needs and identifying

the main needs.

Process theory mainly deals with psychological process which affects the motivation by

referencing to expectations and perceptions of their working environment. Instrumentality

theory which states that rewards and punishment serve as way of ensuring individuals act in a

desired way

The Maslow hierarchy of needs in his theory of motivation classifies human needs into five

hierarchical categories; psychological needs, safety needs, social needs, esteem needs and self

actualization. This theory assumes that human needs follow in sequence and when one need

is satisfied it decreases in strength and the higher needs dominate. According to Maslow

people are only motivated by unsatisfied needs and the satisfied needs have no motivational

power

The two-factor theory by Herzberg which is based on Maslow’s hierarchy of needs but the

two-factor theory distinguishes between needs based on their influence on employee’s

satisfaction and dissatisfaction. Theses are hygiene factors and motivational factors. Hygiene

factors are mainly factors required to support the mental health of employees. Motivation

factors on the other hand are job conditions that operate primarily to build strong motivation

and high job satisfaction but their absence does not create strong dissatisfaction
1.9.2 Conceptual framework

Independent variable

Dependent variable
Learner enrolment
Performance appraisal
Teacher satisfaction
Payment promotion
Learners drop out rate
Financial bonuses and allowances
Lesson attendance
Intrinsic motivation such as positive
recognition

Intervening variables

Learner’s
characteristics

Level of parental
involvement

Level of teacher
training
1.10 Operational definition of key terms

Motivation: Motivation as per my study refers to factors that stimulate a desire and

willingness to act in a certain way often driven by needs, desires and goals

Rewards: As per my research rewards are benefits given to individuals to encourage and

reinforce specific behaviours or performance

Incentives: Are stimuli designed to encourage specific behaviours and actions as per my

research incentives are in the form of monetary incentives such as bonuses, allowances and

salary increment

Performance appraisal: is defined as systematic evaluation process where an employee’s job

performance and contributions are assessed over a specific period of time

Chapter Two

REVIEW OF RELATED LITERARTURE

2.0 Introduction

This chapter seeks to identify, locate as well as analyse pertinent and related literature to

teacher motivation and implementation of the competency-based curriculum. The review

conducted is based on objectives which focus on rewards, performance appraisal as well as

financial incentives and their influence on the competency-based curriculum. This chapter

presents identified gaps

2.1 Teacher motivation

Research suggests that motivation directs teachers’ action and behaviours towards the

attainment of educational goals which directly influences the implementation of education in

competency-based curriculum (Mustafa and Othman, 2012)

Research carried out by Abazaoglu and Aztekin (2016) on the establishment of relationship

between academic achievement of students in Mathematics and Science and the

encouragement of teachers in Singapore, Japan, Finland and Turkey. The discoveries

demonstrated that the educator factor was more effective in nations with various pay

adjustments, while instructor confidence and support commonly positively affected the

accomplishment of studies in Science and Mathematics. The research focuses on teachers in

Singapore, Finland and Turkey whereas my research will be based on Kenya. In addition, my

research will focus on the new system of education whereby it is mainly based on

competencies

Research carried out by Orji (2014) on the influence of teacher’s encouragement on student

academic success in Nigeria has been investigated. The study found out that the determinant
of teacher learner relationships for improved academic performance learners were found out

to be: teacher compensation, job climate. Further research established that when teachers are

motivated through rewards, incentives as well as appraisal and in addition good work

environment. The research mainly focuses on Nigeria country while my research will be

based in Kenya. In addition, my research will focus on the influence of teacher motivation on

implementation of the competency-based curriculum

Research carried out in Nyamira county by Nyakundi, Raburu and Okwara (2019). The

research mainly used quantitative research methodology. The research conclusion was that

there was correlation analysis identified positive but poor relationship between motivation

and academic performance. The research mainly focuses on Nyamira county whereas my

research will focus on Kwale county Junior Secondary

Research has indicated that teacher motivation influences implementation of the competency-

based curriculum and learners’ academic achievement hence influencing the overall school

performance

2.2 Influence of rewards on implementation of Competency-based curriculum

Rewards are essential element in the implementation of the competency-based curriculum.

According to Oosthuizen (2001) reward programs are a critical factor in sustaining esteem

and passion. A well rewarded teacher develops a sense of value in the institution they work

in. According to Luthans (2000) he identifies two types of rewards that can be used and this

include: intrinsic rewards as well as extrinsic rewards

Research conducted by Naveda, Shazia and Shabana (2013) on various forms of incentives

used in schools and identified the impacts of renumeration on the presentation of auxiliary

teachers in Islamabad. The data was gathered by use of questionnaire and for the analysis of

data frequencies, percentages, mean as well as the Pearson correlation was used. Most of the
respondents favoured extrinsic rewards hence the conclusion between rewards and

performance. My research is going to focus on the overall influence of motivation to the

implementation of competency-based curriculum. In addition, apart from the use of

questionnaire my research will employ the use of interviews to collect more data. The

research took place in Islamabad whereas my research locale is Kwale county

Research conducted by Ibok (2014) on effects of teacher motivation in Calabar municipality

of cross river state Nigeria, on the success of students in science. The research design adopted

was the use of survey research design with 200 students selected from nine public high

schools. The research conclusion was there is a connection between teacher promotion,

periodic payment of salary and academic success of Biology students. The research focused

on public high school while my research will focus on public junior secondary school. In

addition will focus on Competency- based curriculum which does not focus on only academic

success but also application of what the learner mastered

Research conducted by Ali, Abdukadir (2016) to establish the important relationship between

motivation for teachers and overall success of the school; the mediating impact of job

satisfaction for teachers. The research design used was the survey methodology where 80

respondents were sampled from Mogadishu secondary school. The research conclusion found

out that there is a significant connection between inspiration for instructors, work fulfillment

and achievement in school. The research focused on secondary schools thus my research will

focus on public junior secondary school. In addition, the research locale was in Mogadishu

while my research locale is Kwale county in Kenya

Research done by Njebga (2012) examined factors affecting the motivation of teachers in

public secondary schools in Kikuyu District, Kenya. Data was obtained from 250 teachers as

well as headteachers using questionnaire method. The research found out that the exhibition
of optional teachers in the Kikuyu locale was disintegrated because of low inspiration. My

research locale is Kwale county and in addition, my research will mainly focus with the

competency-based curriculum in the public junior secondary school

Research carried out by Kerubo (2015) sought to determine how teacher motivation and its

impact on understudy execution is affected by the individual attributes of instructors and to

decide the impact of educator inspiration on students’ inspiration and execution in the sub

province of Manga, Nyamira county. The research applied the descriptive survey design. The

study found that there were many variables that affected the level of motivation of teachers in

these schools. The key variables are: job security, promotions, training level as well as

students’ success. The research locale is Nyamira county while my research locale is Kwale

county

Related studies demonstrate that reward programs are best suited to improve morale of

teachers thus making them more productive.

2.3 Influence of performance appraisal on implementation of Competency based curriculum

According to Elliot (2015) performance appraisal is one of the most essential ways of making

employees productive and involved at work. When teacher performance evaluation system is

well developed and implemented, there will be positive effects on teacher professional

development as well as successful curriculum implementation.

Research done by Natalie (2014) on effects of execution of evaluation of workers inspiration

in ghetto based non-legislative association in Nairobi using stratified sampling process a

sample size of 171 participants were selected and data collected using questionnaires. The

findings from the study revealed hat performance appraisal system improved job performance

at work and individual appraisal is important for employee motivation. My research is mainly
based on the influence of motivation in the implementation of the competency-based

curriculum. In addition, my research locale is Kwale county

Research conducted by Didinya et al on the effects of teacher performance evaluation on

students’ academic performance at public secondary schools in Vihiga county, Kenya. The

research sampled 366 teachers and data was collected using questionnaires, interviews and

focus discussion groups. The findings indicated that teacher’s professional knowledge and

application was statistically significant coefficient. Implying that teacher’s professional

knowledge and application positively affects students’ academic performance. My research is

based on public junior secondary school which are dominant in the primary schools. In

addition, my research locale is going to be Kwale county.

Research study conducted by Ondimu (2017) to determine effects of performance appraisal to

effective service delivery in Riomanga secondary school in Nyamira county, Kenya. The

study sampled 18 teachers and data was provided by use of questionnaire. Results showed

that most of the respondents accepted that performance appraisal facilitates service delivery

which in turn leads to performance in an organization. My research locale is mainly Kwale

county. In addition, my research will be based on Public junior secondary school. The method

of data collection is going to include the use of interviews

Research carried out by Odhiambo (2015) on impact of performance improvement strategies

on employee productivity. The research utilized 108 Schlender workers based in Nairobi,

Kisumu and Mombasa branches in Kenya. The research findings found out that effective

execution appraisal criticism would add to improve profitability. My research will focus on

teachers who are the curriculum implementors. In addition, my research locale is Kwale

county.
The review studies have indicated that teacher appraisal is of great essential to the

implementation of curriculum

2.4 Influence of incentives on implementation of Competency-based curriculum

Incentive programs are essential component in organization motivation and are crucial to

understanding the factor driving the organization (Kipsungut, 2012)

The idea of offering incentive pay to teachers for learners’ achievement is becoming more

popular. There is increasing need for organization to encourage their workforce through the

use of incentives.

In the United States teachers are mostly paid based on set schedules that reward their

experience and skills (Thomas and James, 2013). However, there is growing interest in

whether performance-based rewards can improve teachers’ engagement and performance

through rigorous assessment.

Research conducted by (Thomas and James, 2013) on the impact of controversial teacher

assessment system introduced in the District of Columbia public schools which offered

significant rewards based on various performance measures. The study compared the

retention and performance of low performing teachers who were close to being dismissed and

those of high performing teachers who were close to receiving large financial incentives. The

results showed that the threat of dismissal seemed to motivate the low performing teachers

while the high performing teachers near threshold for receiving large financial incentives

were influenced by the large incentives. My research will focus mainly on the influence of

motivation to the implementation of the competency-based curriculum. In addition, the

research locale of my research is going to be Kwale county in Kenya Research carried out by

(Thomas and James, 2013) focused on public schools while my research will focus on public

junior secondary schools

Research conducted by (Scott,2013) on the effect of incentive intensity on student

achievement under a group-based teacher incentive program. The study indicated that

incentives influenced students’ performance. Research carried out by Scott mainly focused on

incentives while my research will focus mainly on motivation which can be inform of

rewards, performance appraisal and incentives

Research conducted by (Kimanda, 2012) purposed to establish how performance-based

incentives impact on teachers’ success at private secondary schools in Kampala. The research

utilized both qualitative and purposive information strategies and with the utilization of

Pearson product moment analysis and regression analysis data was collected and analysed

that the performance-based influence teachers’ performance and proposing the design the

school performance-based incentives programs. Research conducted by (Kimanda,2012) was

carried out in Kampala while my research will take place in Kwale county. In addition, my

research will utilize the survey research design

Research carried out by (Kipsungut, 2012) on the impact of incentives on performance of

primary school teachers in Kenya. The research methodology used was the survey research

design, the findings from research was that the teachers were highly motivated to raise their

work morale and increase job competitiveness by the use of rewards and recognition.

Research carried out by (Kipsungut,2012) mainly focused on primary school teachers while

my research will focus on public junior secondary schools

Majority of the studies have indicated that providing financial incentives for teachers

increases work morale towards work.

2.5 Summary of related literature

Reviewed studies indicates that teacher motivation is essential for the successful

implementation of the competency-based curriculum. Most of the studies have indicated that
rewards are fitting in the raising of morale among learners. In addition to that provision of

financial incentives for teachers enables them to be highly motivated in the implementation

of the curriculum.

Generally, most studies have been performed in public schools as well as public secondary

schools while my research focuses on public junior secondary schools. In addition, my

research focuses on incentives, performance appraisal and rewards. Insufficient empirical

study in the junior school as a gap which requires more study

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction

This chapter mainly focuses on the area of study, the research design, variables of study, the

target population, sampling techniques and sample size, instrumentation, research procedure,

data analysis, logistical and ethical consideration

3.1 Area of study

The study is going to be conducted in four public junior secondary school in Kwale county in

Kenya. The study is going to be conducted in the public junior secondary schools domiciled

in primary schools

3.2 Research design

The study is going to apply the use of survey research design which can be applied to collect

qualitative as well as quantitative data. The research sought to account on how performance

appraisal, financial incentives and rewards influences the implementation of the competency-

based curriculum. Raw data is going to be collected by the use of questionnaire and

interviews. The research design selected is based on the belief that it enables description of

views, beliefs as well as perception of the teachers

3.3 Variables of study

The independent variable of study is teacher motivation and is going to be measured using

the following indicators:

3.3.1Rewards

Data related to rewarding system of the teachers is going to be collected by the use of

questionnaire where the teachers who are the key implementors of the competency-based
curriculum received rewards in their respective schools as a show of appreciation of their

effort. The questionnaire utilized a likeherts scale ranging from strongly disagree (1),

disagree (2), neutral (3), agree (4) and strongly agree (5) with respondents required to

indicate the degree to which they agree with the statements

3.3.2 Incentives

Research is going to investigate the availability of incentives in the public junior secondary

schools. Data is going to be collected by the use of questionnaire that utilize likeherts scale

(5point) starting from strongly disagree (1), disagree (2), neutral (3), agree (4), strongly agree

(5) where respondents are required to indicate the degree to which they agree with the

statements

3.3.3 Performance appraisal

Data on how teachers are appraised in various institution is going to be collected by use of

questionnaire. This tool contains methods and criteria of conducting performance appraisal

for teachers. The statements are to be measured on a likeherts scale ranging from strongly

disagree (1), disagree (2), neutral (3), agree (4) and strongly disagree (5)

Dependent variable

The dependent variable is implementation of the competency-based curriculum thus the

measurable indicators mainly include: teacher satisfaction, learner transfer rate, lesson

attendance and learner enrolment rate. Information regarding the above indicators is going to

be collected by use of questionnaire whereby the statements are to be measured on a likeherts

scale whereby strongly disagree (1), disagree (2), neutral (3), agree (4) and strongly agree (5)

3.4 Target population

The target population for this study is 120 public junior secondary school teachers in Kwale

county. The data obtained from the participants will be analysed and results generalized to

draw conclusions

3.5 Sampling techniques

The purposive sampling technique is going to be employed in selecting of the public junior

secondary schools in each sub county. The stratified random sampling will be used to select

representative respondents from selected institutions. The study will employ Yamane’s

formula to identify the sample size from the population

n=N/[1+N(e)^2]

n=120/ [1+120(0.05) ^2]

n= 92

3.6 Research instrumentation

The research is going to use a close ended questionnaire and an interview schedule to obtain

data from respondents who are the teachers from the public junior secondary school teachers.

Six teachers are going to be interviewed whereas 86 participate in the close ended

questionnaire

3.6.1 Questionnaire

To gather data from the public junior secondary school a questionnaire is going to be used. A

questionnaire permits a researcher to gather information within a limited period of time from

the eighty-six public junior secondary teachers. The questionnaire is split into three sections

(Appendix one section one) contains items used to collect demographic information.
The second section of appendix one contains items which will be used to gather information

on independent variables such as: incentives, performance appraisal and rewards by rating the

answers on a 5-point likeherts scale with strongly disagree (1), disagree (2), neutral (3),

Agree (4) and strongly disagree (5)

Finally, the last section of appendix one (section three) of the questionnaire will contain items

on independent variables specifically on: learners drop out rate, learners’ enrolment rate,

lesson attendance and teacher satisfaction as well as their answers rated on a 5-point likeherts

scale

3.6.2 Interview schedule

In order to gather in depth data from respondents an interview schedule will be provided to

six public junior secondary school teachers. All the research variables are to be addressed by

the questions in an interview schedule and in order to complement data acquired by the

questionnaire data obtained by the interview schedule from the six respondents will be used

3.6.3Pilot study

Piloting is done by testing data collection tools on a representative sample. In order to boost

validity as well as reliability on the data collecting tools piloting is necessary. This exercise

will be carried out in one public junior secondary school in Kwale county whereby a

questionnaire is to be administered to six teachers in public junior secondary school

3.6.3 Validity

Validity allows a researcher ensure that a test instrument measures what it is intended to

measure. This exercise involves checking of the testing tools for accuracy in order to

calculate various variables accurately and ensuring they are clear. This involves going
through the test instrument to ensure they are clear, relevant and variables under study are

well assessed

3.6.4 Reliability

The internal consistency of the questionnaire is to be obtained by test-retest method. The test

instrument (questionnaire) is to be administered twice to six public junior secondary teachers

in Kwale county. The Cronbach’s alpha is to be used to compare results from the test

3.7 Data collection techniques

To gather data from the respondents a questionnaire as well as interview are going to be used.

The principals are to be aware of the study through a visit to each school. The questionnaires

are to be distributed during normal working days to the respondents on agreed dates.

Guidance and confidentiality will be offered to the respondents after which they will answer

the questionnaire within one week. After administering the questionnaires, the interview will

begin with two teachers randomly selected from respondents in each school

3.8 Data analysis method

After data collection, descriptive statistics such as mean, standard deviation and variance are

to be used in order to provide summary of results. Regression analysis is to be carried out

checking the assumptions at a degree of significance level of 0.05 percent. Regression

analysis is important in calculating the relationship between variables and finally the

generated data is to be presented using tables

3.9 Logistical and ethical consideration

The datavcollected as well as results will be highly confidential. To ensure high level of

confidentiality, full consent of the participant will be required and the participant will be

advised not to write their full identities anywhere on the questionnaire. Thus, the research
will not create any form of risk to the participants or any case of anxiety. In addition, the

purpose of the study will be clarified to the participants as well as elaborating to them their

rights to withdraw from the study

REFERENCES

Abazaoğlu & Aztekin (2016) .The Role of Teacher Morale and Motivation on Students' Science and

Math Achievement: Findings from Singapore, Japan, Finland and Turkey. Universal Journal of

Educational Research 4(11): 2606-2617, 2016 http://www.hrpub.org DOI:

10.13189/ujer.2016.041114

Ali Y., Abdulkadir M. & Ali A.(2016) Teacher Motivation and School Performance, the Mediating

Effect of Job Satisfaction: Survey from Secondary Schools in Mogadishu. International Journal of

Education and Social Science. Vol 3 No1 2016

Clark, V. L. (2011) Designing and Conducting Mixed Methods Approaches. Sage Publications,

Incorporated

Corkin, D. M., Ekmekci, A., & Parr, R. (2018). The Effects of the School-Work Environment on

Mathematics Teachers’ Motivation for Teaching: SelfDetermination Theoretical Perspective.

Australian Journal of Teacher Education, 43(6).http://dx.doi.org/10.14221/ajte.2018v43n6.4

Creswell, J. (2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th

Ed). Thousand Oaks: Sage Publications.

Creswell, J. (2015). Educational Research: Planning, Conducting and Evaluating Quantitative and

Qualitative Research (5th Ed). Boston, Ma: Pearson.

Didinya, Oudaa & Ndanu (2018). Effect of Performance Appraisal of Teachers on Academic

Performance of Students in Public Secondary Schools in Hamisi Sub-County, Vihiga County, Kenya.

Journal of Popular Education in Africa (JOPEA) ISSN 2523-2800 Edo, B. & Nwos I. (2018). Working

Environment and Teachers’ Productivity in Secondary Schools in Port-Harcourt Metropolis.

International Journal of Innovative Psychology & Social Development 6(4):39-49 ISSN: 2467-8546 85

Elliott, K. (2015). Teacher Performance Appraisal: More about Performance or Development?

Australian Journal of Teacher Education, 40(9). http://dx.doi.org/10.14221/ajte.2015v40n9.6 Gichuki,

M. (2014). Influence of Performance Management on Employee Productivity in the Civil Service,

Kenya. Gitonga (2012). Influence of Teachers' Motivation on Students' Performance in Kenya

Certificate of Secondary Education in Public Secondary Schools in Imenti South District, Kenya.

Unpublished Masters Thesis, University of Nairobi. Hyun D. & Jung S. (2014).Performance-Based

Reward for Teachers: Teachers’ Perceptions of their Motivation. Research in Higher Education

Journal. Ibok, E. K (2014). The Effect of Teacher Motivation on Students’ Performance in Biology in

Calabar Municipality. Unpublished Masters Thesis, University of Calabar, Nigeria

APPENDICES

Appendix1: Questionnaire for teachers

Dear Sir/Madam, this questionnaire is created to collect data to conduct an academic research

project on the influence of motivating teachers on the implementation of competency-based

curriculum. Therefore, researchers point out that all information will be used for educational

purposes and that all information from you will be managed confidentially. Please check the

demographic details below for the appropriate response.

Section one

1. Gender

Male {} female { }

2. Age

18-25 {} 26-35 { }

36-45 {} 46 and above { }

3. Marital status

Single { } Married { }

4. Highest level of education

Diploma degree { } Bachelor degree { }

Master degree { }
SECTION TWO: INDEPENDENT VARIABLE QUESTIONS

Strongly disagree (1), Disagree (2), Neutral (3), Agree (4) and strongly agree (5)

N Influence of rewards 1 2 3 4 5
O
Rewards
1 For my work I am regularly praised
2 My accomplishments and exemplary work are acknowledged by the
school
3 The strategies of doing the job are determined by me
4 My pay is fair in relation to what I do
5 I have an elevated group place
6 I am informed that I am advancing
7 Promotions in my school are done regularly

INFLUENCE OF PERFOMANCE APPRAISAL

1 Feedback on my performance is on a daily basis
2 Appraisers and appraisees take the exercise of assessment seriously
3 In performance evaluation process both managers and teachers are
involved
4 In my grade, the performance assessment system is rational
5 Do you feel that performance appraisal process is fair and unbiased
6 Does performance appraisal process help you identify areas for
professional development
7 are the performance expectations communicated to you during the
appraisal process
8 Does performance appraisal process motivate you to improve job
performance

INFLUENCE OF INCENTIVES
1 Incentives have increased my motivation to implement the
competency-based curriculum
2 Incentives provided are clearly communicated to all teachers
3 School offers financial incentives to teachers according to level of
achievement
4 I enjoy the school allowances offered
5 When I work professionally, the school offers me financial benefits
6 My medical allowance is satisfactory
7 Incentives offered are adequate to encourage implementation of
competency-based curriculum
8 The availability of incentives has improved my performance in
implementing the competency-based curriculum
SECTION THREE: DEPENDENT VARIABLE QUESTIONS

Strongly disagree (1), Disagree (2), Neutral (3), Agree (4) and strongly agree (5)

1 2 3 4 5
1 The enrolment rate of learners is increasing
2 The drop out rate of learners is decreasing
3 The rate of lesson attendance is decreasing
4 I feel effective in my school
Appendix 2: INTERVIEW GUIDE FOR TEACHERS

SECTION A

Provide your demographic characteristics

SECTION B: INFLUENCE OF MOTIVATION ON IMPLEMENTATION OF COMPETENCY BASED

CURRICULUM

1. Have you been promoted in the last one year?

2. Which of the factors as rewards, performance appraisal, rewards motivate you?
3. Are you involved in the performance appraisal in your school ?
4. If you are to rank the factors that motivate you which will be the first, second and last ?
5. Do you receive financial incentives for doing your work professionally?
6. How is the rate of learner enrolment in your grade ?
7. How is the rate of learner enrolment as well as lesson attendance in your grade ?
APPENDIX : LETTER OF APPROVAL
Pwani University
School of education,
P. o. box 195-80103,
KILIFI.
The principal,
Public junior secondary school,
P O Box 400,
KWALE.
Dear Sir/madam,
RE: REQUEST FOR PERMISSION TO COLLECT DATA FROM THE TEACHERS
I am a post graduate student at Pwani university undertaking a master’s degree in Education.
I intend to carry out research on the influence of motivation on
Implementation of competency-based curriculum.
The study is purely academic and the information provided will be treated with
confidentiality and will be used for research purposes only.
Kindly accept my request to collect data from the employees in all the Institutions.
Yours faithfully,
ERIC MULINGWA MICHAEL