Effect of Intrinsic Motivation Strategies on Teachers’ Job Satisfaction in Secondary Schools in Kashari North County, Mbarara District, Uganda

Abstract

Globally, teachers form the backbone of any country’s education system and their job satisfaction directly affects the quality of education provided. The study aimed at exploring the effect of motivation strategies on teachers’ job satisfaction in secondary schools in Kashari North County, Mbarara District, Uganda. The study’s objective was to examine the relationship between intrinsic motivation strategies and teachers’ job satisfaction. The Herzberg’s two factor theory guided the study. Ten secondary schools were involved from which 150 teachers were selected using stratified, proportionate and simple random sampling. A positivism paradigm was adopted using a cross-sectional research design. Data was obtained using structured questionnaires. Data analysis was conducted using multiple linear regression, The study findings showed there was a statistically significant relationship between intrinsic motivation strategies and teacher’ job satisfaction F (2, 141) = 27.209, P<0.05 with professional agency having a positive effect B=0.475, β=0.498, t=6.265, p<0.05). The study concluded that Intrinsic motivation strategies involving professional agency have a significant positive effect on teacher job satisfaction and those that involve personal fulfilment had no significant effect on teacher job satisfaction. The study recommended that Schools should prioritize teachers’ workplace autonomy and professional career development as well as School administrators adopting sustainable non-monetary rewards to teachers