Teacher motivation in high performing public schools in the Manzini region of Eswatini (Swaziland): Strategies, perceptions and challenges

Abstract

This paper reports the findings of a study that delved into the strategies used to motivate teachers in high performing public secondary schools in the Manzini Region of Eswatini. The specific objectives of the study were to establish the strategies the principals of these schools use to motivate their teachers; the way the teachers perceive the strategies; and the challenges involved in implementing the strategies. Data was collected from the principals and their teachers using interviews and questionnaires respectively and analysed using content analysis. The principals reported six (6) strategies of motivating their teachers, namely, 1) offer of rewards to the teachers; 2) developing of positive school cultures; 3) promotion of teamwork; 4) counselling of the teachers; 5) enforcement of discipline among the teachers; and 6) sharing school leadership responsibilities with the teachers. It was found that the teachers are positively disposed towards these motivational strategies. However, implementation of the strategies is constrained by inadequacy of funds and lack of clarity on the teachers’ needs. Therefore, it is recommended that government and the managers of the schools enhance the availability of funds to the schools to enable investment in both the teachers’ satisfier and motivator factors. It is also recommended that the principals choose their motivation strategies using participatory approaches that elicit their teachers’ input.