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