Dynamics of Implementing Preschool Teacher Motivation Strategies for Achieving Quality Educational Foundation

Abstract

The purpose of this study was to determine the implementation of global teacher motivation strategies for achieving a quality educational foundation in public preschools in Migori County, Kenya. The study was guided by Bronfenbrenner’s Ecological Theory and adopted a descriptive cross-sectional survey research design. Key informants comprised 39 curriculum support officers and sub-county Early Childhood Development and Education (ECDE) directors who were purposively sampled. Multistage sampling involving proportionate, purposive, and simple random sampling was used to select respondents from 673 preschools. The respondents comprised 765 preschool teachers and 673 heads of institutions. Data were collected using closed-ended questionnaires and interview schedules. The questionnaire achieved a validity index of .87 and a Cronbach’s alpha reliability coefficient of .78. Quantitative data were analysed using frequencies, percentages, means, standard deviations, and Pearson product-moment correlation, while qualitative data were thematically analysed. Quantitative findings were presented using tables and graphs, and qualitative findings using narrative excerpts. The findings established a strong, positive, and statistically significant relationship between teacher motivation strategies and quality educational foundation (r = .621, p < .001). The study concludes that effective teacher motivation strategies are essential for enhancing the quality of preschool education. It recommends that the Salaries and Remuneration Commission establish a binding national salary scale for preschool teachers as a key motivation strategy.