Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2014

Full Length Research Paper

The perception of junior secondary school teacher to their level of motivation in Bo District, Southern Region of Sierra Leone

Tony Patrick George
  • Tony Patrick George
  • Department of Teacher Education, School of Education, Njala University, Sierra Leone.
  • Google Scholar


  •  Received: 20 September 2023
  •  Accepted: 18 October 2023
  •  Published: 31 December 2023

References

Balunywa W (2003). Business management.

View

 

Bennell P (2004). Teacher motivation and incentives in sub-Saharan Africa and Asia. Knowledge and Skills for Development, Brighton 1(1):1-52.

 

Blase J, Blase J (1999). Principals' instructional leadership and teacher development: Teachers' perspectives. Educational Administration Quarterly 35(3):349-378.
Crossref

 

Blasé, Roberts (1994).The micropolitics of teacher work involvement: Effective principals' impacts on teachers. Alberta Journal of Educational Research.

 

Boyd S, Parikh N, Chu E, Peleato B, Eckstein J (2011). Distributed optimization and statistical learning via the alternating direction method of multipliers. Foundations and Trends® in Machine Learning 3(1):1-122.
Crossref

 

Bryk A, Schneider B (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.

 

Coleman JS (1988). Social capital in the creation of human capital. American Journal of Sociology 94:S95-S120.
Crossref

 

Croninger RG, Rice JK, Rathbun A, Nishio M (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of education review 26(3):312-324.
Crossref

 

Davidson (2005). The pivotal role of teacher motivation in Tanzania. HakiElimu Working Papers 1-10.

 

Fukuyama F (2001). Social capital, civil society and development. Third World Quarterly 22(1):7-20.
Crossref

 

Hornby G (2000). Improving parental involvement. A&C Black. Helsingborg U (2004). Stockholm: Skolverket; 2004.

 

Jackson CK, Bruegmann E (2009). Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics 1(4):85-108.
Crossref

 

Johnson SM, Kraft MA, Papay JP (2012). How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement. Cambridge, MA: Harvard University, Harvard Graduate School of Education. Teachers College Record 114(100306):1-39.
Crossref

 

Johnson SM, Berg JH, Donaldson ML (2005). Who stays in teaching and why. Washington, DC: National Retired Teachers Association.

 

Johnson SM (2004). the Project on the Next Generation of Teachers, Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools.

 

Kadzamira EC (2006). Teacher motivation and incentives in Malawi. Zomba: Centre for Education Research and Training 1-26.

 

Kraft MA, Papay JP, Johnson SM, Charner-Laird M, Ng M, Reinhorn S (2015). Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools. Educational Administration Quarterly 51(5):753-790.
Crossref

 

Ladd H (Ed.). (2011). Holding schools accountable: Performance-based reform in education. Brookings Institution Press.

 

Leithwood KA, Menzies T, Jantzi D, Leithwood J (1999). Teacher burnout: A critical challenge for leaders. Understanding and preventing teacher burnout: A sourcebook of international research and practice, pp. 85-114.
Crossref

 

Liu E, Johnson SM, Peske HG (2004). New teachers and the Massachusetts signing bonus: The limits of inducements. Educational Evaluation and Policy Analysis 26(3):217-236.
Crossref

 

Loeb, Boyd D, Lankford H, Wyckoff J 2005. Explaining the short careers of high-achieving teachers in schools with low-performing students. American economic review 95(2):166-171.
Crossref

 

Mugenda, Mugenda (2003). Research methods Quantitative and Qualitative Approaches. Nairobi: ACTS.

 

Odden A (2000). New and better forms of teacher compensation are possible. Phi Delta Kappan 81(5):361.

 

Rice JK, Croninger RG (2005). Resource generation, reallocation, or depletion: An analysis of the impact of reconstitution on school capacity. Leadership and Policy in schools 4(2):73-103.
Crossref

 

Rinke C, Valli L (2010). Making Adequate Yearly Progress: Teacher Learning in School-Based Accountability Contexts. Teachers College Record 112(3):645-684.
Crossref

 

Rosenholtz SJ (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal 89(4):421-439.
Crossref

 

Tomlinson H (2000). Proposals for performance related pay for teachers in English schools. School Leadership & Management, 20(3):281-298.
Crossref

 

Youngs P, King MB (2002). Principal leadership for professional development to build school capacity. Educational Administration Quarterly 38(5):643-670.
Crossref