Influential factors guiding Principals’ motivational practices for Quality Teaching at Senior Secondary Schools in the South District of Botswana

Résumé

Quality education is a consistent narrative for developing countries that seek to leapfrog their status as world leaders in human development. Teachers are recognised to play a critical role in ensuring that teaching and learning are carried out according to expectations. Therefore, this study was set up to explore the influential factors guiding the motivational practices for quality teaching in high schools in the South District of Botswana. A qualitative research approach of the interpretive paradigm was employed to guide this research. The study used a case study research design. The population of the study included all teachers and principals from the 5 schools under study. The sampling procedure used was non-probability purposive sampling, which allowed for the selection of information-rich participants regarding teacher motivation at senior secondary schools. Interviews were conducted with teachers and principals, and the data were analysed using thematic analysis. The findings from the study revealed that teacher recognition and promotions, improved conditions of service, financial incentives, as well as training and development, were the principal factors influencing principals’ motivational practices for quality teaching. The study recommends that workshops and conferences for teachers should be held regularly to upgrade their skills, salaries need to be reviewed constantly, and resources, such as accommodation, should be facilitated to enhance teacher performance. This study contributes to scholarship by expanding the body of knowledge on teacher motivation and quality teaching within the context of senior secondary schools in Botswana, particularly in the South District.

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