TEACHERS MOTIVATION AND SCHOOL CLIMATE IN SECONDARY AND PREPARATORY SCHOOLS OF EASTERN ARSI ZONE, OROMIA BY NEBIYU ASRAT ADDIS ABABA UNIVERSITY COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT IN EDUCATIONAL LEADERSHIP STREAM Addis Ababa University Ethiopia June, 2015 i TEACHERS MOTIVATION AND SCHOOL CLIMATE IN SECONDARY AND PREPARATORY SCHOOLS OF EASTERN ARSI ZONE, OROMIA BY NEBIYU ASRAT A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES OF ADDIS ABABA UNIVERSITY, DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ARTS IN EDUCATIONAL LEADERSHIP Addis Ababa University June, 2015 ii SCHOOL OF GRADUATE STUDIES ADDIS ABABA UNIVERSITY We certify that we have read and evaluated the thesis prepared by Nebiyu Asrat entitled “Teachers Motivation and School Climate in Secondary and Preparatory Schools of Arsi Zone” and examined the candidate. We recommended that the thesis be accepted as fulfilling the thesis requirements for the degree of Master of Arts in Educational Leadership complies with the regulation of the University and meets the accepted standards with respect to originality . APPROVED BY BOARD OF EXAMINERS --------------------------------- ---------------------- ------------------------ Chairman Signature Date ----------------------------------- ------------------------ -- ---------------------- Advisor Name Signature Date ------------------------------- -------------------------- ------------------------ Internal Examiner Signature Date ------------------------------- --------------------------- ------------------------ External Examiner Signature Date iii ACKNOWLEDGMENTS My sincere gratitude and appreciation goes to my advisor, Dr. Yekunoamlak Alemu, for his priceless guidance and support throughout the study. I would have been lost without his insight, genuine interest and advice during the completion of my research. I greatly appreciate his wisdom and guidance. I would like to thank the East Arsi Secondary and Preparatory school teachers who were involved in the research, as well as the school principals, for their assistance during the data collection. I would like to convey my sincere gratitude to my school, Arboye preparatory Director, Ato Shimelis Legese for his immeasurable render in financial and moral support. A special word of thanks is extended to my wife, Tsige Mekonnen, for her encouragement, support and patience, and to my son. I would also like to offer my sincere thanks to Ato Adane Tefera for the editing and for grammatical check of the thesis. Finally, I would like to thank all principals who helped me to conduct my data collection and interviews at their respective schools. i LIST OF ACRONYMS AbPS Abomsa Preparatory school AbSS Abomsa Secondary School APS Arboye Preparatory School ASS Arboye Secondary School BSS Bollo Secondary School CPS Chole Preparatory School CSS Chole Secondary School CTE College of Teachers Education ETP Educational Training Policy EHEEE Ethiopian Higher Education Entrance Examination ESDP Education Sector Development Plan KSS Kete Secondary School MSS Magna Secondary School MoSS Moye Secondary School MoE Ministry of Education NSCC National School Climate Center SPS Sire Preparatory School SSS Sire Secondary School ii TABLE OF CONTENTS Content Page ACKNOWLEDGMENTS .................................................................................................. i LIST OF ACRONYMS ..................................................................................................... ii TABLE OF CONTENTS................................................................................................. iii ABSTRACT ................................................................................................................... vii CHAPTER ONE .............................................................................................................. 1 INTRODUCTION ....................................................................................................... 1 1.1. Background of the Study ....................................................................................................... 1 1.2. Statement of the Problem ...................................................................................................... 3 1.3. Objectives .............................................................................................................................. 5 1.3.1. General objective ........................................................................................................... 5 1.3.2. Specific objectives ......................................................................................................... 6 1.4. Significances of the Study ..................................................................................................... 6 1.5. Delimitation of the Study ...................................................................................................... 6 1.6. Limitations of the study ......................................................................................................... 7 1.7. Operational Definitions of Key Terms .................................................................................. 7 2. REVIEW OF RELATED LITERATURE ........................................................... 8 2.1. Defining School Climate ....................................................................................................... 8 2.2. Difference between School Climate and Culture .................................................................. 9 iii 2.3. Theories Related to School Climate .................................................................................... 10 2.4. Components of School Climate ........................................................................................... 11 2.5. Approaches of School Climate ............................................................................................ 12 2.5.1. Cognitive Schema Approach ....................................................................................... 13 2.5.2. Shared Perception Approach ........................................................................................ 13 2.6. Teachers’ Motivation .......................................................................................................... 14 2.6.1. Factors Representing Intrinsic and Extrinsic Motivation to Teach .............................. 16 2.6.1.1. Intrinsic motivation. .............................................................................................. 16 2.6.1.2. Extrinsic motivation .............................................................................................. 17 2.7. Motivation Theories ............................................................................................................ 18 2.7.1. Content Theories .......................................................................................................... 18 2.7.1.1. Maslow’s theory on hierarchy of needs ................................................................ 18 2.7.1.2. Herzberg’s two- factor model ............................................................................... 20 2.7.2. Process Theories........................................................................................................... 21 2.7.2.1. Operant learning theory ........................................................................................ 21 2.7.2.2. Equity theory......................................................................................................... 22 2.7.2.3. Expectancy theory................................................................................................. 22 2.8. Role of School Principals in Teachers Motivation .............................................................. 24 3. RESEARCH DESIGN AND METHODOLOGY ............................................. 26 3.1. Description of the Study Area ............................................................................................. 26 iv 3.2. Research Design .................................................................................................................. 27 3.3. Sample Size and Sampling Techniques ............................................................................... 27 3.4. Data Collecting Tools .......................................................................................................... 29 3.4.1. Questionnaires .............................................................................................................. 30 3.4.2. Semi-structured interview ............................................................................................ 30 3.5. Data Collection Procedures ................................................................................................. 30 3.6. Data Analysis ...................................................................................................................... 31 4. PRESENTATION AND ANALYSIS OF DATA ................................................ 32 4.1. Characteristics of Respondents ........................................................................................... 32 4.2. Result of the Empirical Data ............................................................................................... 35 4.2.1. Analysis of Teachers Response .................................................................................... 35 5. SUMMARY,