Relationship Between Teachers’ Academic Advancement and Work Performance in Public Primary Schools in Mumias West Sub-County Kenya

This research examined The role of the school principal in reducing teacher absenteeism in primary schools. The study is confined to teacher absenteeism that has a negative impact on teacher performance. It investigates whether teacher absenteeism is a management issue by examining its impact on the work performance of teachers at school. It also looks at the effects of teacher absenteeism on learner performance.

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Teachers’ Performance Motivation System in Thai Primary Schools

International Education Studies ◽

10.5539/ies.v9n7p119 ◽

2016 ◽

Vol 9 (7) ◽

pp. 119 ◽

Cited By ~ 1

Author(s):

Sarojn Pasathang ◽

Kowat Tesaputa ◽

Pattananusron Sataphonwong

Keyword(s):

Primary Schools ◽

Work Performance ◽

School Administrators ◽

Phase 1 ◽

Moderate Level ◽

Performance Standard ◽

Good Communication ◽

Process Factor ◽

Motivation System ◽

High Level

<p class="apa">This research aims to 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance with work of the teachers in primary schools by using research and development process. The research was consisted of three phases: Phase 1 the study of current conditions and desirable conditions of motivation system and methods for motivating the performance of teachers in the schools under the Office of Basic Education. Questionnaires were used to collect data from the sample which was consisted of 1,016 school administrators and teachers. Phase 2 development of motivation system for the performance of teachers in primary schools. The system was later validated by nine experts. Phase 3 results of the study on motivation system after implementation in a primary school. Data was collected from eight school administrators and teachers. Instruments in collecting data were: 1) questionnaire, 2) semi-structured interviews,3) evaluate form of operational level, 4) evaluation form of satisfaction. Statistical used in data analysis were percentage and standard deviation.</p><p class="apa">The results showed that: 1) the current conditions of the motivation system for the performance of teachers by the input factor was at a moderate level, by the process factor was at a high level, and by the output factor was at a moderate level. As the desirable conditions, all three factors were at the highest level. 2) The motivation system for the performance of teachers in primary schools that the researchers have developed consists of six sub-systems, including: work-based motivation, award-based motivation, good communication, creating organizational relationship, environment in the workplace, workplace fairness. The input factors included: administrators, teachers, materials, and technology. Output included work performance standard and personal performance standard. 3) Results after the implementation of the system revealed that the teachers were motivated to perform at a high level and their preference for a motivation system was also at a high level.</p>

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Social Desirability in Personality Inventories

Journal of Individual Differences ◽

10.1027/1614-0001/a000138 ◽

2014 ◽

Vol 35 (3) ◽

pp. 144-157 ◽

Cited By ~ 12

Author(s):

Martin Bäckström ◽

Fredrik Björklund

Keyword(s):

Social Desirability ◽

Big Five ◽

Work Performance ◽

Factor Model ◽

Five Factor Model ◽

Peer Ratings ◽

Personality Inventories ◽

Model Study ◽

The Difference ◽

New Variables

The difference between evaluatively loaded and evaluatively neutralized five-factor inventory items was used to create new variables, one for each factor in the five-factor model. Study 1 showed that these variables can be represented in terms of a general evaluative factor which is related to social desirability measures and indicated that the factor may equally well be represented as separate from the Big Five as superordinate to them. Study 2 revealed an evaluative factor in self-ratings and peer ratings of the Big Five, but the evaluative factor in self-reports did not correlate with such a factor in ratings by peers. In Study 3 the evaluative factor contributed above the Big Five in predicting work performance, indicating a substance component. The results are discussed in relation to measurement issues and self-serving biases.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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The Relation Between Financial Incentives, Motivation, and Performance

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000182 ◽

2017 ◽

Vol 16 (2) ◽

pp. 61-76 ◽

Cited By ~ 12

Author(s):

Anaïs Thibault Landry ◽

Marylène Gagné ◽

Jacques Forest ◽

Sylvie Guerrero ◽

Michel Séguin ◽

...

Keyword(s):

Financial Incentives ◽

Work Performance ◽

Autonomous Motivation ◽

Compensation Plans ◽

Work Settings ◽

Path Analyses ◽

Three Samples ◽

And Performance ◽

Performance Results

Abstract. To this day, researchers are debating the adequacy of using financial incentives to bolster performance in work settings. Our goal was to contribute to current understanding by considering the moderating role of distributive justice in the relation between financial incentives, motivation, and performance. Based on self-determination theory, we hypothesized that when bonuses are fairly distributed, using financial incentives makes employees feel more competent and autonomous, which in turn fosters greater autonomous motivation and lower controlled motivation, and better work performance. Results from path analyses in three samples supported our hypotheses, suggesting that the effect of financial incentives is contextual, and that compensation plans using financial incentives and bonuses can be effective when properly managed.

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