Teacher Motivation Factors Affecting Quality Education in Public Primary Schools in Dungu – Democratic Republic of Congo

Abstract

This study investigated the teacher motivation factors that influence quality education in public primary schools in Dungu sub-county/Democratic Republic of Congo. The study specifically sought to determine the extent to which salaries and incentives, teacher training and professional development opportunities, and the safety of the school environment influence quality education. Human motivation theory anchored the study. A descriptive research design was adopted. The research was conducted among head teachers and teachers. The sample size comprised 280 teachers and 95 head teachers after Sloven’s formula. Simple random sampling was used in collecting data from head teachers, while stratified sampling was applied to teachers. The research instrument consisted of questionnaires. The findings indicated that salaries and other incentives were very important for overall school performance, although the current pay and benefits for teachers were not satisfactory. It was also found that the opportunity for teacher professional development was very important, but the respondents were dissatisfied with current opportunities. The study further established that despite the safety of the school environment being very important, the respondents were dissatisfied with the current environment. The study concluded that teacher motivation had a positive correlation with quality education. The study recommended that the government should review the salary of teachers to make it competitive as well as offer benefits. Another recommendation was that salary of teachers should be paid on time and should be equitable for all. It was finally recommended that the security of the area should be ensured for safe teaching and learning.