The purpose of this study was to examine the Influence of Head Teachers’ Motivational Strategies on Teachers’ Performance in Public Primary Schools in Mashuuru Sub-County, Kajiado County, Kenya. This study contends that effective application of motivational strategies by head teachers plays a crucial role and serves as a major determinant of improved teacher performance. Grounded in Fredrick Herzberg Two-Factor Theory, the study examined how head teachers’ recognition, facilitation of in-service training, involvement of teachers in decision-making, and provision of incentives impacts teachers’ performance. Mixed-method approach was used, specifically convergent mixed method design, qualitatively; phenomenology design and quantitatively; cross-sectional survey design. The study targeted 93 schools, 555 teachers, and 93 head teachers with a sample 28 schools, 166 teachers, and 28 head teachers selected using stratified, simple random and purposive sampling techniques. Data from teachers were collected using questionnaire, while interview was conducted with head teachers. The findings revealed that head teachers’ motivational strategies improve teacher performance but are poorly implemented. However, challenges such as lack of funding, rigid policies and limited school-level decisionmaking power were identified. The study recommends that TSC enhance leadership training, MoE and BoM develop clear guidelines on fair recognition, rewards, and teacher support, and policymakers revise rigid policies. The government to allocate funds specifically to support schoollevel motivational programs.
Motivational strategies, teachers’ performance, public primary schools, Kenya
Orpiay, F. T., Wambiya, P., & Piliyesi, E. (2025). Influence of Head Teachers’ Motivational Strategies on Teachers’ Performance in Public Primary Schools in Mashuuru Sub-County, Kajiado County, Kenya. Journal of Africana Articles, 3(32), 1-19. DOI: https://doi.org/10.5281/zenodo.17149869
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