The Factors Which Motivate Zimbabwean Teachers Amid the Economic Challenges the Country Is Confronted With

Victor Chaboneka Ngwenya


This research investigated the factors which motivate teachers in Zimbabwean public schools amid the economic challenges ravaging the country. A survey design was used to gather data on biography, motivators, demotivators, need fulfilment, need deprivation and possible motivators by means of a questionnaire consisting of seven open-ended questions. The qualitative data amassed was screened and categorised in themes. The responses of thirty-seven teachers indicated that participants were motivated by financial gains, job security and the availability of adequate resources, contrarily to the major findings of Maslow and Herzberg. The absence of these in their workplaces equally demotivates them. Interesting though was that, a few teachers claimed that autonomy, recognition and developmental supervisory strategies were appropriate ingredients needed for self-actualisation. They further suggested that all stakeholders should be mobilised in a collaborated manner to provide adequate resources and infrastructure in schools to minimise demotivating conditions. Constant salary reviews within affordability limits, government loans at nominal interest rates and renewal strategies were recommended. Incentives although popular were discouraged.

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Copyright (c) 2015 Victor Chaboneka Ngwenya

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Journal of Social Science Studies ISSN 2329-9150

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