Exploring the In-Service Teachers’ Perception about the Government Incentives for Improvement of Rwandan Teachers’ Welfare and Teaching Profession
Abstract
The Government initiatives for teachers’ motivation have been evaluated and received positively by in –service primary and secondary teachers. However, little research has been done examining teachers perception of these government initiatives, particularly in- service teachers. The purpose of the current study was to explore the In-service teachers’ perception about the government incentives for improvement of Rwandan teachers’ welfare and teaching profession. Data collected from a sample of 673 in service teachers using questionnaires and interviews tools. Overall, most teachers rated government incentives as good initiative to motivate teachers. They also reported that promoted successful teaching professional. The results suggested that teachers were satisfied with government motivational to in-service teachers i.e most of the respondents agree on the statement that awarding the best teachers laptops is a good way to motivate teachers in order to perform their duties better, Giving teachers cows to encourage them to work harder, proving free lunch, horizontal promotion and bonus and providing accommodation,,,, but were moderately well satisfied with the salary,,. Finally data show that teachers were less satisfied overall with four important areas; not provision of sponsoring at least two children of each teacher, salary increment, insufficient budget allocated to Umwalimu SACCO, merit based scholarship ……, and finally they proposed a new way of motivating them by starting a ” teacher shop’’. The study recommends increase the salary of in-service school teachers to match increases in the cost of living and the provision of accommodation to teachers. The study also suggests areas for research and these included but not limiting to investigation of innovative teachers’ motivation strategies. Further recommendations for government and future research are described.
References
2. Amalia A. Ifanti 2011. Teachers’ Perceptions of Professionalism and Professional Development: A Case Study in Greece, World journal of education
3. Beck, R.1983. Motivation: Theories and Principles (2nd Ed.). Englewood Cliffs, NJ: Prentice Hall
4. Bennell, P. & Akyeampong, K. 2007. Factors affecting teacher’s motivation. International Journal of Business and Social Science, 2(1), 298-304.
5. Bennell, P. & Ntagaramba, J.2008.Teacher motivation and incentives in Rwanda: A situational analysis and recommended priority actions.
6. Bennell, Paul, and Kwame Akyeampong. 2007. Teacher Motivation in Sub-Saharan Africa and South Asia. Researching the Issues 71, Department for International Development: Education Papers
7. Bishay, Andre.1996. "Teacher Motivation and Job Satisfaction: A Study Employing the Experience Sampling Method." Journal of Undergraduate Science 3
8. Bryman, A. 2004. Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6, 97-113.
9. Nyiramatama C. 2009. One cow per teacher program to kick-off. The New Times –Rwanda.
10. Cohen, L., Manion, L., & Morrison, K. 2003. Research Methods in Education (6th ed.). Abingdon: Routledge.
11. Coombs, P, H. 1985. The world crisis in education. From the eighties, New York, Oxford
12. Dörnyei, Z., & Ushioda, E. 2011. Teaching and researching motivation (2nd Ed.). New York, NY: Longman.
13. Dr. Muhammad Tayyab Alam .2011. Factors Affecting Teachers Motivation. International Journal of Business and Social Science
14. Emory, C W and Cooper D.R 1991. Business Research Methods, (4th ed), Richard D Irwin, Homewood
15. Frase, L. E. 1992. Maximizing, People Power in Schools: Motivating and Managing Teachers and Staff. Newbury Park, CA: Corwin Press, Inc.
16. Frase, L. E., & Larry, S. 1992. Teacher Motivation and Satisfaction: Impact on Participatory Management. NASSP Bulletin pp. 37-43. On line. http://dx.doi.org/10.1177/019263 659207654007. retrieved on 05 January 2018
17. Frase, Larry E. 1989. The Effects of Teaching Rewards on Recognition and Job Enrichment. Journal of Educational Research, 83(1), 53-57.
18. Helsby, G. 1995. Teachers’ construction of professionalism in England in the 1990s.
19. https://www.cogentoa.com/article/10.1080/2331186X.2016.1217819.pdf retrieved on January, 11, 2018
20. Johnson, Susan Moore. 1986. "Incentives for Teachers: What Motivates, What Matters." Vol. 22, No. 3 Journal of Education for Teaching.
21. Likert R. 1932. A technique for the measurement of attitudes. Arch Psychology.
22. M. Praver and W. Oga-Baldwin, 2008. "What motivates language teachers:
23. Maslow, A.H. 1970. Motivation and Personality (2nd ed.). Harper and Row. New York.
24. Muvunyi E. 2016. Teacher motivation and incentives in Rwanda: analysis of stakeholders’ perceptions of the changes in teachers’ motivation during 2008-13. University of Sussex. UK. On line http;//sro.sussex.ac.uk
25. NCES.1997. The relationship to long-term satisfaction with teaching as a career.
26. Peterson, M. F., & Ruiz-Quintanilla, S. A. 2003. Using emics and etics in cross cultural organizational studies: Universal and local, tacit and explicit. In K. Leung (Ed.), Cross-cultural foundations: Traditions for managing in a global world. Ashgate Press
27. Republic of Rwanda: Presidential Order establishing special statutes governing teachers in nursery, primary and secondary education. Nº 24/01 of 24/11/2016
28. Richardson, P. W., & Watt†, H. M. G. 2006. Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34, 27–56.
29. Ruth Naylor and Yusuf Sayed 2014. Teacher quality evidence review. Published by the Department of Foreign Affairs and Trade, Canberra. Retrieved online at www.ode.dfat.gov.au. Retrieved on 25 January 2018.
30. Sinclair. 2008. Jiying Han and Hongbiao Yin. 2016. Teacher motivation: Definition, research development and implications for teachers. Cogent oa.
31. Sinclair, C. 2008. Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36, 79–104. http://dx.doi.org/10.1080/13598660801971658
32. Spector, P.2003. Industrial and Organizational Psychology - Research and Practice (3rd ed.). New York: John Wiley & Sons, Inc.University press
33. Steve Dinham and Catherine S. 2000. Moving into the third, outer domain of teacher satisfaction. Journal of Education Administration. Vol 38 issue, pp 379-396
34. Troman, G. 1996. The rise of the new professionals? The restructuring of primary teachers’ work and professionalism. British Journal of Sociology of Education, 17: 4,473-487.
35. Williams, M., & Burden, R. L. 1997. Psychology for Language Teachers: A social constructivist approach. Cambridge: Cambrige Univesity Press.