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| dc.contributor.author | Abebe, Garedew | |
| dc.date.accessioned | 2017-08-01T04:32:30Z | |
| dc.date.available | 2017-08-01T04:32:30Z | |
| dc.date.issued | 2011-08-01 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7503 | |
| dc.description | A Thesis submitted to the school of graduate studies in partial fulfillment of the requirements for the degree of Masters of Art in Educational leadership. | en_US |
| dc.description.abstract | The general purpose of this study was to examine the motivational potential of the new incentive strategy. Expectancy motivation theory was a theoretical frame work for this study. Descriptive survey research design was employed to the study. The size of population was 611. Of these, 175 males and 19 females subjects were included in the sample making a total of 194 samles. Both closed ended and open ended questionnaire and semi structured interview were the data collection instruments. These instruments were developed by the researcher. Pilot study was conducted before the questionnaire was administered. The reliabilities ofthe scales were computed using Cronbach Alpha. Cronbach Alpha values were awareness = 0.88, expectancy = 0.89, instrumentality = 0.86, and valence = 0.84. Both descriptive and inferential statistical analysis techniques were employed to compute the data. 191questionnaires were properly filled in and analyzed. Results of a one sample t-test revealed that awareness (t = 39.67, df =190, P < 0.05) and valence (t =40.95, df = 190, P < 0.05) were significantly high while expectancy (t = -5.27, df = 190, P < 0.05) and instrumentality (t =-9.3, df =190, p < 0.05) were significantly low. Independent t-test results showed'that significant differences were not found between teachers and principals across awareness, expectancy, instrumentality and valence. Moreover, sex was not significant factor - while experience and level ofeducation were significant factors ofexpectancy as independent t - test and ANOVA analyses results showed respectively. In addition, qualitative results showed that certain personal and institutional factors were found to be teachers' and principals' expectancies factors. Though awareness about the incentive strategy and valence toward incentives were high, expectancies and instrumentalities were low. A short Summary of the study and major findings were reflected in summary parts. Therefore, it may be conclude that teachers' and principals' motivation would be low by dint of the incentive strategy given the absence of enabling conditions and commitment to provide the incentives are taken into account. Finally, professional development training, provision of adequate resources, commitment to paying those incentives, development of clear procedures and measurements and widening alternative chances in the provision of incentives among the strategy were some possible recommendations. | en_US |
| dc.subject | EDUCATIONAL PLANNING AND MANAGEMENT | en_US |
| dc.title | Teachers ‘and school principals' perceptions toward the new incentive strategy from the perspective of expectancy motivation theory in south wollo secondary schools | en_US |
| dc.type | Thesis | en_US |
