FACTORS AFFECTING TEACHERS‘ WORK MOTIVATION IN: THE CASE OF GOVERNMENT SECONDARY SCHOOLS IN KIRKOS SUB CITY, ADDIS ABABA

Abstract

The main objective of this research was to investigate the factors affecting teachers' work motivation in government secondary schools in Kirkos Sub-City, Addis Ababa, using an explanatory research design that incorporated a mixed-methods approach. The study surveyed 213 teachers selected through simple random sampling, while purposive sampling was used to interview 22 key informants, including 16 principals, 4 supervisors, and 2 experts. Data collection involved both primary sources, such as surveys and interviews, and secondary sources, including books, journal articles, and documents. Quantitative data were analyzed using descriptive and inferential statistics with SPSS version 26, while qualitative data were examined through phenomenological analysis. The findings revealed significant insights into the motivational factors influencing teachers, highlighting key areas for improvement in educational policy and school administration to enhance job satisfaction and performance. The findings reveal a deeply troubling landscape within the educational system, characterized by a severe lack of teacher motivation, with educators disengaged from both teaching objectives and meaningful student interaction. A pervasive sense of being undervalued and unsupported by administration exacerbates the problem, as insufficient resources and ineffective encouragement leave teachers struggling to perform effectively. Financial incentives fail to inspire motivation due to delayed salary payments and a resulting erosion of trust, while professional development opportunities remain ineffective, hindered by systemic barriers such as time constraints and irrelevant training content. The work environment offers little inspiration, lacking collaborative structures and meaningful support for professional growth. Peer relationships continue to deteriorate, with diminishing collegial support fostering isolation among educators. Poor communication with administration further marginalizes teachers, leaving them feeling unengaged and disillusioned. These compounding issues fuel burnout, stagnation, and a decline in educational quality, highlighting an urgent need for systemic reform to reverse the deterioration of teacher retention and student outcomes. To enhance the educational environment for teachers, the following recommendations are proposed: strengthen administrative support through mentorship and regular check-ins, improve communication channels for transparency and trust, provide adequate resources and tailored professional development, recognize educators’ achievements to foster appreciation, promote collaboration through peer-sharing and team teaching, and encourage innovation by supporting new teaching strategies with necessary resources. Additionally, conduct regular surveys to address teacher needs proactively, prioritize work-life balance with flexible scheduling, establish clear career advancement pathways, and build community partnerships for resource-sharing and mentorship. These steps aim to create a supportive, dynamic, and sustainable teaching environment.

Keywords: Salary and Benefits, Administrative Support, Professional Development Opportunities, Work Environment, and Teachers work motivation