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MOTIVATION AND EMPLOYEE PRODUCTIVITY

A CASE STUDY OF BUGANDA ROAD PRIMARY SCHOOL

BY

NABAKIIBI ANTHONY

07/U/11374/EXT

207015282

A RESEARCH REPORT SUBMITTED TO MAKERERE UNIVERSITY IN PARTIAL

FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF A BACHELOR’S

DEGREE IN COMMERCE IN MAKERERE UNIVERSITY.

JULY 2011

1

DECLARATION

I Nabakiibi Anthony declare that this is my original work and that it has never been

presented to any institution of higher learning for any academic award.

Signature……………..

Date…………………..

Nabakiibi Anthony.

(STUDENT).

i

APPROVAL

This work has been approved and carried out under my supervision.

Signature…………………..

Date………………………..

Ms Mayanja Jamiah.

(SUPERVISOR)

ii

DEDICATION

I dedicate this work to my mother Mrs. Nalule Robinah, my brother Mr. Kyalema

John Bosco and his wife Ms. Nalubega Harriet, my children Patricia, Pouline, Jude

Eric, Mzee John Mary and to all my brothers and sisters.

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ACKNOWLEDGEMENT

I would like to acknowledge all those people whose efforts have enabled me to compile and

complete this work in my course.

My sincere thanks go to my brother Mr. Kyalema John Bosco for his efforts towards my future,

his financial and moral support he has rendered me through out the course of my education. May

the almighty reward him abundantly.

My special thanks go to my supervisor Ms. Mayanja Jamiah for her advice and corrections she

rendered to me in carrying out my research and this research report.

My deep felt gratitude go to my brother Mr. Musajjaawaza Achilles for the choice of the course

he made for me and his advice and encouragement through out my course.

I also acknowledge the efforts of my great friends, Mr. Kiguli Bbosa, Nabisere Betty, Namande

Mable, Namuyomba Jacky, Kyalimpa Hellen, Kyohirwe Eunice, Amutuhaire Molline,

Kyampeire D Annet, Muwonge Henry, Christine, Fortunate, Luba,

Florence and all friends for their tireless efforts towards this achievement.

Special thanks go to the management and teachers of Buganda Road Primary School for

allowing me carry out my research study in their school.

My endless thanks go to God because without him northing would be accomplished. May his

name be glorified.

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TABLE OF CONTENTS

DECLARATION..............................................................................................................................i

APPROVAL....................................................................................................................................ii

DEDICATION...............................................................................................................................iii

ACKNOWLEDGEMENT..............................................................................................................iv

LIST OF TABLES.......................................................................................................................viii

ABSTRACT...................................................................................................................................ix

CHAPTER ONE..............................................................................................................................1

1.1 Background.....................................................................................................................1

1.2 Statement of the Problem................................................................................................2

1.3 Purpose of the Study.......................................................................................................2

1.4 Objectives of the Study...................................................................................................2

1.5 Research Questions.........................................................................................................2

1.6 Scope of the Study...........................................................................................................3

1.6.1 Subject Scope...............................................................................................................3

1.6.2 Geographical Scope......................................................................................................3

1.7 Significance of the Study................................................................................................3

CHAPTER TWO:LITERATURE REVIEW...................................................................................5

2.0 Introduction.....................................................................................................................5

2.1 The concept of motivation...............................................................................................5

2.1.1 Hierarchy of needs theory............................................................................................6

2.1.2 Two fact theory............................................................................................................7

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2.1.3 The theory of x and y...................................................................................................7

2.1.4 Goal setting theory.......................................................................................................8

2.1.5 Expectancy theory........................................................................................................8

2.1.6 Equity theory................................................................................................................9

2.1.7 Motivational strategies.................................................................................................9

2.2.0 Employee Productivity...............................................................................................11

2.2.1 Factors that affect employee productivity..................................................................11

2.2.2 Personal factors..........................................................................................................13

2.2.3 Environmental factors................................................................................................14

2.3.0 Relationship between motivation and employee productivity...................................15

2.4Conclusion......................................................................................................................16

CHAPTER THREE:METHODOLOGY.......................................................................................17

3.0Introduction....................................................................................................................17

3.1Research design..............................................................................................................17

3.2Sampling design.............................................................................................................17

3.2.1Survey population.......................................................................................................17

3.2.2Sample size..................................................................................................................17

3.2.3 Sampling techniques..................................................................................................17

3.3.Sources of data..............................................................................................................18

3.3.1Primary data................................................................................................................18

3.3.2Secondary data............................................................................................................18

3.4Instruments.....................................................................................................................18

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3.4.1Questionnaires.............................................................................................................18

3.5Data processing, analysis and presentation....................................................................18

CHAPTER FOUR:PRESENTATION OF THE ANALYSIS AND DISCUSSION OF

FINDINGS.....................................................................................................................................19

4.0 Introduction...................................................................................................................19

4.1 Back ground information of respondents......................................................................19

4.2 Findings on the motivation tools undertaken by Buganda road primary school...........22

4.3 Findings on the level of employee productivity in Buganda road primary school.......26

CHAPTER FIVE:SUMMARY, CONCLUSIONS AND RECOMMENDATIONS....................34

5.0 Introduction...................................................................................................................34

5.1 Summary of the major findings.....................................................................................34

5.1.1 Findings on the tools of motivation used by Buganda Road Primary School............34

5.1.2 Findings on the level of employee productivity.........................................................35

5.1.3 Findings on the relationship between the employee motivation and the level of their

productivity.........................................................................................................................35

5.2 Recommendations.........................................................................................................36

5.3 Areas of further research...............................................................................................37

Reference:......................................................................................................................................38

Questionnaire…………………………………………………………………………………….39

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LIST OF TABLES

Table 1:Gender of respondents......................................................................................................19

Table 2: Age distribution of the respondents.................................................................................20

Table 3: Marital status of the respondents.....................................................................................20

Table 5: Period of stay in the school.............................................................................................21

Table 6: Motivation by salary........................................................................................................22

Table 7: Participation in decision making.....................................................................................23

Table 8: Job design........................................................................................................................23

Table 9: Job security......................................................................................................................24

Table 10: Given responsibility.......................................................................................................25

Table 11: Always praised at work.................................................................................................25

Table 12: Meeting of school targets..............................................................................................26

Table 13: Cooperation with the school management....................................................................27

Table 14: Teaching of students from the opening of the school till the closure............................27

Table 15: Student performance in the class I teach and subject I teach is dependant on my efforts

.......................................................................................................................................................28

Table 16: Receipt of a warning letter from the administration.....................................................29

Table 17: My students are at the same level of performance with students from other schools...30

Table 18: My students are offered good schools after sitting for PLE in our school....................30

Table 19: I continue teaching even when the salaries are low......................................................31

Table 20: The increase in the number of students de-motivates me..............................................32

Table 21: The performance of pupils has declined since the introduction of UPE.......................32

Table 22: Correlations...................................................................................................................33

viii

ABSTRACT

The aim of the research was to establish the relationship between motivation and employee

productivity. A case study of Buganda road primary school was used because of the reduced

productivity of teachers evidenced by among other factors the reduced performance of students.

A descriptive research design was used and simple random sampling method was used to select

30 respondents who were teachers of Buganda road primary school. Data was collected by use of

questionnaires. Data collected was tabulated and analysed using percentages and frequencies.

The study revealed that Buganda road primary school uses various motivation tools which

include provision of lunch to teachers, housing facilities, inclusive decision making, offering job

security among others. The study also revealed that the school had been a victim of declining

productivity and that there was a moderate relationship of 0.935 between motivation and

employee productivity.

Recommendations were made at the end of which they include revising the current

salary scale, increasing allowances, promotion schemes, provision of sponsorship in education

and extension of loans to teachers.

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CHAPTER ONE

1.1 Background

Motivation comes from the word motive. A motive is a force that makes you to do something

therefore, motivation refers to a complexity of forces inspiring one to work in an organization to

intensify his/her desire and willingness to use his/her ability to perform in order to achieve

organizational objectives (Miles, 1999).Employee productivity on the other hand is the

efficiency and effectiveness of employees in achieving organizational objectives (Lawer,2001).

Motivation is an important internal control tool that should be emphasized in an organization in

order to achieve improved quality, efficiency and employee commitment.

Buganda road primary school is a government school under the UPE scheme. The school

motivates its employees through salary payments, housing facilities and lunch allowances.

However, this is not enough to motivate its employees since they are never given bonuses, not

paid over time and above all salaries come late(The Observer Jan Wed 27th 2010).

The reduced productivity in the school is evidenced by the continual absenteeism of teachers,

arriving late for classes and in turn they end up missing classes which has affected student’s

performance which could most probably be due to inadequate motivation of employees. The

headmistress Mrs. Beatrice Tulyasingula commented that the academic ground is no longer good

and that the school can’t perform like in the past.(The Observer Jan Wed 27th 2010).

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1.2 Statement of the Problem

Motivation is taken to be a key factor in the success of any organization. For Buganda Road, the

school has tried to motivate its teachers through offering housing facilities, lunch allowances,

and increase in salaries but still their productivity is lowering. Teachers are ever living the school

to look for other schools, they arrive late, absenteeism which has affected the students

performance negatively.

1.3 Purpose of the Study

The purpose of the study was to establish the relationship between motivation and employee

productivity in Buganda Road Primary School.

1.4 Objectives of the Study

1. To examine the motivation tools used in Buganda Road Primary School.

2. To evaluate the level of employee productivity in Buganda Road Primary School.

3. To examine the relationship between motivation and employee productivity in Buganda

Road Primary School.

1.5 Research Questions

1. What are the motivation tools used in Buganda Road Primary School?

2. What is the level of employee productivity in Buganda Road Primary school?

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3. What is the relationship between motivation and employee productivity in Buganda

Road Primary School?

1.6 Scope of the Study

1.6.1 Subject Scope

The study focused on motivation as the independent variable, productivity as the dependent

variable and the effect of motivation on employee productivity.

1.6.2 Geographical Scope

The study was conducted in Buganda Road Primary School located in Kampala City. This was

because of the reduced productivity of the school evidenced by among others reduced

performance of the students.

1.7 Significance of the Study

a) The study added to the existing literature on motivation and the level of productivity for

future research purposes.

b) The study was beneficial to Buganda Road Primary School and the government at large

in the area of motivating employees and its relationship with productivity of employees.

At the end of the study, the recommendations made can be used by Buganda Road

Primary School in order to improve on its motivation strategy.

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c) It was of great importance to already existing institutions in analyzing of their current

approach towards motivation as a mode of improving employee productivity.

d) The study helped other schools and companies in knowing how best they can improve

performance of their employees through motivation.

e) The study benefited me as a student to complete my course as it is a requirement.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

Literature in this chapter reviewed necessary information pertaining to the subject area of the

study. This chapter was divided into 3 sections; First section discussed motivation, the second

one discussed employee productivity while the third discussed the relationship between

motivation and employee productivity.

2.1 The concept of motivation

Motivation is the willingness to exert high levels of efforts towards organisation goals,

conditioned by the effort’s ability to satisfy some individual need. (Robbins, 1989). This means

that motivated employees are a state of tension and to get relief, they exert efforts to a greater

extent in order to achieve success leading to satisfaction of the need.

Hersey, (1996) refers to motivation as a needs, wants, and drives of impulses within the

individuals that drive a person towards goals which may either be conscious or sub conscious.

This therefore means that a person attempts to achieve a given goal, this act is referred to as

“motivation” and all things done by managers / heads to ensure that their subordinates needs

drivers and wishers are satisfied are referred to as “motivators”.

According to Stoner, Freeman and Daniel (2002), Motivation is a human psychological

characteristic that contributes to a person’s degree of commitment. It includes factors that cause

channel and sustain human behaviour in a particular committed direction.

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According to Breadwell, Holden & Clayton (2004), motivation refers to motives and needs.

Motives are said to be internal drivers and energies of an employee. They direct behaviour that

results in outcome. Needs are seen as internal drives which can be physical, social or self-esteem

needs.

Since 1950s, motivation theories have been formulated to support factors that attribute to man’s

behaviour in organisations towards achieving organisational goals and during this period,

specific theories were formulated are known explanation of employee motivation, (Robbins,

1989). They include;

2.1.1 Hierarchy of needs theory

According to Komunda Birungi Mable in Human resource simplified, the first attempts to

classify needs were undertaken by Abraham Maslow. He became associated with hierarchy of

needs works motivation. He suggested that within in a human being there exists a hierarchy of

five needs.

Physiological needs (food, water, shelter, sex among others)

Safety needs (safety from physical or emotional harm)

Belongingness needs (affection and acceptance by others

Esteem needs (feeling of achievement)

Self actualization (self fulfillment).

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Maslow believed that what motivates one to perform depends on the level of needs to be

achieved and failure to fulfill those needs results into dissatisfaction which in turn affects

productivity. However, though Maslow’s hierarchy of needs is popular, it had little empirical

support due to the fact that it’s difficult to predict when certain needs become important.

2.1.2 Two fact theory

Frederick Hertzberg (1966) was a psychologist, who looked at motivation directly, that causes of

job satisfaction and dissatisfaction he believed that an individual’s relations to his work is a basic

and his attitude towards work can vary and this determines one success for failure. Hertzberg

interviewed 200 engineers to establish what determined their job satisfaction is related to

workers’ achievements, recognition, opportunity for personnel growth and having responsibility

for their job and called these factors motivations. While job dissatisfactions are related to job

environment that is money working conditions, job security, company policy, quality of

supervision and interpersonal relations and termed these as hygiene factors.

Both motivation and hygiene factors are important for improved performance.

However, though these theories faced criticism that is there is no relationship between workers’

satisfaction and productivity. It’s of great importance to note that Hertzberg’s findings appear

consistent with other researchers done in regard to workers and what they want mostly and their

jobs.

2.1.3 The theory of x and y

Douglas Mc Gregor put forward a theory relating to the altitude of workers and the style of

supervision. According to him theory x is to the effect that an average human being had an

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inherent dislike of work and will avoid it whenever possible and therefore prefers to be directed,

coerced, controlled or threatened with punishment to get to put the necessary effort into work but

above all wants safety.

While theory y assumes an average person does not inherently dislike work. Such employees like

work are creative, self responsibility and could exercise self direction.

To them, the expenditure of physical and mental efforts in work is as natural as play/rest.

Mc Gregor therefore believes that if workers learn how to work and take responsibility and

perform better with little and / or minimum supervision then they could be allowed to work with

that minimum supervision. However x and y lack evidence that conforms either a set of

assumptions is valid or that acceptance of theory x and y assumptions and altering ones actions

accordingly will lead to more motivated workers.

2.1.4 Goal setting theory

This theory was put forward by Locke and Lathan in 1984 and proposed that performance is

caused by person’s intention to perform or work towards a goal and this is a major source of

work motivation. Goal setting therefore becomes a stimulus to supervisor performance and it can

be done at individual or organisational level.

This follows a fact that if workers participate in setting their goals employee performance will be

improved.

2.1.5 Expectancy theory

Victor Vioom’s expectancy theory of 1964 is one of the most commonly and currently expected

explanation of motivation. It is on the assumption that the anticipation (exception) of want will

8

occur influences the employee choice of behaviour. This means that whether or not a person is

motivated. Therefore according to the expectancy theory motivation is a result of workers

making choices depending on their expectations.

2.1.6 Equity theory

Research by Adams (1972) showed that fairness is a major source of work motivation.

Individuals generally assess fairness by making comparisons with others in similar situations. To

assess fairness, an employee is likely to make a comparison between the level of input (factor

like age, education, skill and effort expended) and output (reward, pay incentives) in the same

way for all individuals in the organisation. Adams research therefore showed that people do

adjust their input to the perceived equity of their input-output relations compared with that of

others.

2.1.7 Motivational strategies

It’s every manager’s desire to have reliable, self driven and result oriented employees and as a

result much effort is devoted to provide the necessary conditions that will lead employees

towards goal and result achievement. However, a manager’s problem is how best to motivate

people to their expectations.

To solve this problem it will require an examination of the nature and assumption of job

description following the fact that motivation is a personal condition made up of thins that arise,

and direct what one does towards achieving some set goals.

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In Uganda several organizations have come up with structures and assumptions which is

properly implemented can motivate employees to work to their expectations. Organisations such

as TOLLOW Uganda WHO, World Vision among others have created policies like housing

allowance, loans to employees, transport, lunch, medical care high wages and salaries and others.

These motivation tools have not only attracted high quality personnel but have also kept the

organisations to the top.

The above mentioned polices therefore agree with some scholars who argue that it is a set of

factors rather than a single factor that motivates workers.

Basing on the above mentioned literature, there is no published literature pertaining motivation

and motivation strategies in Uganda organizations and available management documentation

concerning employee satisfaction and remuneration is less detailed in that it cannot act as a

limitation not to proceed with the study. The researcher will therefore proceed to the field in

Buganda Road Primary School together the employees’ views as far as motivation and employee

productivity is concerned.

Motivation is mainly guided by three elements:

Go be free from dependency on others

Freedom to live the life style we dream of

Freedom to explore our ideas with no oppression.

Achieving total freedom is impossible but the struggle to achieve that idea is the basis for

motivation.

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Benefits that arise as a result of working with motivated people are;

Work standards will be met and within the desired time

Workers will enjoy doing their work

Hard work will be enhanced because people are enjoying their work

Less supervision as performance is motivated by individuals themselves.

For motivation to be effective, motivational tools mentioned earlier such as job security, lunch

provision, medical care, should be accompanied by factors that affect employee motivation,

which according to Ian Beardell et al., include intrinsic and extrinsic motivation factors.

Intrinsic motivational factors: These are self generated factors that make people to behave in a

certain way. They include responsibility, interesting and challenging works, empowerment and

opportunities for advancements.

Extrinsic factors: Unlike the intrinsic factors that are self generated, extrinsic factors are not,

they are things that can be done for people to be motivated, they include increased pay, praise,

promotion and punishment for example, disciplinary action like withholding of one’s pay.

Ugandan manages therefore have several means through which they can pay and motivate their

employees. Those include money and performance rewards which are other motivators.

2.2.0 Employee Productivity

2.2.1 Factors that affect employee productivity

Different management theories have been put forward with different views on what influences

employee performance and these include;

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The human relation model advocated nu Elton Mayo and other researchers. The theory

emphasized that performance is so much influenced by social contracts between employees and

their masters. The model encourages acknowledgment of workers special needs as this would

work to motivate them thus performing to the expectation of their masters. The model

discourages supervision as this may make employees uncomfortable. They include that good

conditions of work play a great role in motivating employees and hence high productivity than

economic factors.

According to the traditional model advocated by the scientific management school and Frederick

Taylor, assumed that employees were essentially lazy and managers understood the work than

workers did, and the later would only work under coercion and close supervision. This model

advocates for effective supervision which is true but still economic benefits should be combined

with social benefits for productivity to be excellent.

According to the system approach, an organization is a powerful unified system composed of

interrelated parts. The approach argues managers not to look at separate parts of the organization

but look at it as a whole as part of the larger whole that is to say; the environment. This

approach implies that all employees of the organization regardless of the department should be

attended to equally and thus productivity will improve.

Muwonge (1999) stated that internal factors such as provisional of social services, training and

development of staff and organizational policies do affect employee productivity but to a smaller

extent as compared to economic incentives.

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According to Peter Drucker’s management by objective, it is argued that decisions should be

made consensually where the managers together with employees come and seek goals of the

organization. This would improve employee productivity since they wish to achieve targets set

by themselves.

This is much supported by the researcher because employees will set goals which are achievable

to them and thus will be encouraged to achieve goals they set themselves.

However, despite various management theories put forwards on factors affecting employee

productivity, there are other factors that do affect employee performance as well and which

according to Ian Breadwell , are divided into two factors that’s to say personal factors and

environmental factors.

2.2.2 Personal factors

Beliefs and values: This reflects the employee’s state of mind. If an employee places more

value to his family and leisure, such an employee will not be highly motivated to work a lot for

example overtime and the reverse is true in that if one places more value to his job, then that

employee will have a positive desire towards his work and that he will be working full time

including overtime as well.

Attitude: This is as a result of past experience. For example if management ignores individual

workers concerns, then workers will come to think that the only way to get ahead is through a

union. Secondly if employees suggestions for process improvement are ignored by management

the employees will develop an attitude that management is not interested in their ideas and so

employees will cease coming with management.

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Ability: This refers to character tracts and knowledge that are used in performance. Ability is

always present and varies from person to person.

Effort: It’s the amount of manual mental energy that a person is prepared to extend on a job to

reach a certain level of performance. Effort varies according to incentive and motivation.

Equity and perception: Basically people expect to be treated equally within the company or as

others in similar positions with different organizations. They expect to get a similar reward for a

certain, similar effort for example they expect to be promoted if they under go training.

Vision: This reflects one’s future expectations that are either positive consequence following his

or her achievement. For example if an employee works hard and does his/her job effectively and

efficiently, that employee has an expectation to be promoted, recognized or his salary increased.

If such employee sees no positive consequence, he will lose morale for the job and a feeling that

no matter how hard one works, this could not be any better.

All employees come to do a given job with certain attitudes, beliefs, values, vision, abilities and

perceptions on a given job. All these factors have something in common and affect the amount

of effort people are prepared to put in, it’s the manager’s role to effectively manage all these and

as such this affected how he/she communicates with the different employees and how to reward

them.

2.2.3 Environmental factors

These are factors over which an individual has no control, for example, the job may have been

completed under severe time constraints, with lack of adequate resources or by using obsolete

equipment.

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There may have been conflicting priorities or information overload, such that the individual was

confused and under stress. Other staff and departments may have been less cooperative.

The respective policies of the organization may have prevented the individual from using his

initiative and imagination to the extend that he/she wished, the quality of the supervision

exercised may have been defective, some people need encouragement and support, whereas

others like to be left to get on with the job.

Though those cannot be used as excuses for poor performance, it is wise to note that they do

have a modifying effect.

2.3.0 Relationship between motivation and employee productivity

Motivation is concerned with the human behavior. It is an inner-striving condition described as a

desire, drive or more, plus human psychological characteristics which include factors that cause

channel and sustain human behavior.

Motivation is the key to performance improvement. There is a saying that “you can take a horse

to the well to drink water, but you cannot force it to drink”, it drinks only if it’s thirsty, and so it

is with people. They will do what they want to do or otherwise motivated to do.

Whether it is to excel on the workshop floor or in the “Ivory Tower”, they must be motivated or

driven to it either by themselves or through external stimulus. (Waterman, 1982).

From the manager’s point of view, a motivated person is characterized by being hard working;

sustain a pace of hard work, self directed in that his attitude towards work helped the

organization to achieve its goals.

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Question of doubt is whether man is born with self motivation or drive? Yes and No, if no then

they can be motivated for motivation is a skill which has to be learnt, this is essential for any

business to survive and succeed and as a result employee productivity is considered to be a

function of motivation

Productivity = F (motivation and ability).

Ability in this case is defined as a result of education, experience, training and improvement. It’s

a slow and long process.

However in the contrary, motivation can be improved easily and all the above can be achieved

through strategies of motivation that is to say positive enforcement, setting work related goals

and rewards job performance (Robbins, 1989).

2.4 Conclusion

The review of literature shows that there are various motivation tools used in organizations and

these among others include;

High basic pay, provision of allowances, creating better working conditions and promoting better

working conditions. The literature also reveals that there are a number of factors that influence

employee productivity among which include worker’s attitude and beliefs, vision ability, effort,

equity and environment factors such as time and available resources.

Therefore, a combination of motivation tools and factors that affect employee productivity result

into a positive relationship between motivation and employee productivity.

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CHAPTER THREE

METHODOLOGY

3.0 Introduction

This section shows what methods of data collection the researcher used to collect data from

respondents of his choice.

3.1 Research design

This researcher used descriptive research design to establish the relationship between motivation

and employee productivity.

3.2 Sampling design

3.2.1 Survey population

The survey population comprised of teachers of Buganda Road Primary school.

3.2.2 Sample size

The sample size comprised of 30 respondents who were teachers of BRPS.

3.2.3 Sampling techniques

The researcher employed simple random sampling in sample selection. This technique involved

selecting teachers randomly from different classes and streams.

17

3.3. Sources of data

3.3.1 Primary data

This was the main source of data. Data was got from the field of study by use of questionnaire.

3.3.2 Secondary data

This was got from journals, magazines, textbooks and pamphlets relating to employees

motivation and productivity of organizations.

3.4 Instruments

3.4.1 Questionnaires

This was the major instrument that the researcher used. Questionnaires were issued to the

teaching staff for they were assumed to be having some spare time to fill the questionnaires. The

questionnaires consisted of both open ended and closed ended questions arranged in such a way

that allowed the respondents to fill answers with ease.

3.5 Data processing, analysis and presentation

Data collected went through a series of editing, coding and computer processing using SPSS to

get frequencies and percentages as per each response and then Pearson’s correlation coefficient

was used to determine the relationship between the two variables (motivation and employee

productivity).

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CHAPTER FOUR

PRESENTATION OF THE ANALYSIS AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter presents the findings of the study. The chapter highlights; the back ground

information of the respondents, examination of the motivation policies of Buganda road primary

school, evaluation of the level of employee productivity and the examination of the relationship

between motivation and employee productivity. Discussion and analysis of the different

responses to some key questions is also done in this chapter and this is done in reference to the

study objectives.

4.1 Back ground information of respondents.Table 1:Gender of respondents

Frequency Percent Valid Percent Cumulative Percent

Valid Male 13 43.3 43.3 43.3

Female 17 56.7 56.7 100.0

Total 30 100.0 100.0

Source: Primary data

From table 1, it can be noted that the school employs both the male and female teachers though

the majoriyt are female being represented by 56.7% while the fewer male represented by 43.3%.

19

Table 2: Age distribution of the respondents

Frequency Percent Valid Percent

Cumulative

Percent

Valid Below 20 yrs 4 13.3 13.3 13.3

20-29 11 36.7 36.7 50.0

30-39 7 23.3 23.3 73.3

40+ 8 26.7 26.7 100.0

Total 30 100.0 100.0


From table 2 above, 50% of the respondents are above 30 years and 36.7% of the respondents

fall in the age group of 20-29. This implies that the school priotises in employing energetic youth

while holding on the experience of the old staff. It was also noticed that only 13.3% of the staff

are below 20 years. This could probably be due to the fact that the shool employs qualified

personnel yet at the age below 20 it is hard to have finished school.

Table 3: Marital status of the respondents.


Valid Single 9 30.0 30.0 30.0

Married 21 70.0 70.0 100.0

Total 30 100.0 100.0


Table 3 shows that most of the employees of BRPS (Buganda Road Primary School) are married

70% while a few are not married 30%. This probably implies that the school employs individual

who have responsibilities and are settled.

20

Table 4: Level of education attained


UCE 2 7 7 7

UACE 4 13.3 13.3 20.3

Diploma 16 53 53 73.3

Degree 8 26.7 26.7 100.0

Total 30 100.0 100.0


From table 4, employees of Buganda road primary school who hold a bachelors degree and

diploma are 26.7% and 53% respectively which makes 79.7% of the respondents. This means

that the level of education is highly ranked when choosing an employee.

Table 5: Period of stay in the school


Valid 1-3 yrs 8 26.7 26.7 26.7

4-6 yrs 13 43.3 43.3 70.0

7-10 yrs 5 16.7 16.7 86.7

10+ yrs 4 13.3 13.3 100.0

Total 30 100.0 100.0


From table 5 above, it is noticed that most of the staff of Buganda road primary school are within

the joining period of below 6 years 70%. It can also be noticed that a few members of the staff

(30%) joined above 7 years back. This shows that whereas the school can attract teachers, it is

not doing well in retaining its staff.

21

4.2 Findings on the motivation tools undertaken by Buganda road primary school

Table 6: Motivation by salary


Cumulative

Percent

Valid Strongly agree 1 3.3 3.3 3.3

Agree 4 13.3 13.3 16.6

Not sure 6 20.0 20.0 36.6

Disagree 12 40.0 40.0 76.6

Strongly disagree 7 23.3 23.3 100.0

Total 30 100.0 100.0


Table 6 shows that 3.3% and 13.3% of the respondents strongly agree and agree respectively

that the current salary motivates them. When this is compared to those who say that the current

salary does not motivate them 63.3% combined, it is clear that they are outnumbered.

This implies that the salary given to the staff can have an impact on the levels of motivation

though it seems Buganda road primary school does not consider it so much when motivating its staff.

22

Table 7: Participation in decision making


Strongly agree 15 50.0 50.0 50.0

Agree 9 30.0 30.0 80.0

Not Sure 2 6.7 6.7 86.7

Disagree 3 10.0 10.0 96.7

Strongly

disagree

1 3.3 3.3 100.0

Total 30 100.0 100.0

Table 7 shows that 50% of the respondents and 30% strongly agree and agree respectively. 10%

and 3.3 percent of the respondents disagree and strongly disagree respectively. This implies that

Buganda Road Primary School uses an inclusive approach when making decisions. This is in

agreement with the earlier revelations made by Peter Drucker who emphasized that when

objectives are sent by consensus between management and the employees, the employees will

wish to achieve targets set by themselves.

Table 8: Job design


Cumulative

Percent


Agree 12 40.0 40.0 73.3

Not sure 4 13.3 13.3 86.7

Disagree 4 13.3 13.3 100.0

Strongly disagree 0 0 0 100.0

Total 30 100.0 100.0


23

Table 8 shows that 73.3% of the respondents agree that the job design motivates them against the

13.3% of the respondents who disagreed. Going with the majority, this shows that the school

designs the job in such a way to motivate its staff.

Table 9: Job security


Cumulative

Percent


Agree 8 26.7 26.7 56.7

Not sure 6 20.0 20.0 76.7

Disagree 3 10.0 10.0 86.7


Total 30 100.0 100.0


From table 9, 56.7% of the respondents agree that they have job security while 20 % were not

sure and 23.3% disagreed to the statement. This implies that the school ensures that its

employees have the belief that their jobs are secure in that way it motivates them. However this

can work in a negative way as some teachers may assume that because their jobs are secure, they

need not go to class.

24

Table 10: Given responsibility.


Cumulative

Percent


Agree 18 60.0 60.0 86.7

Not sure 2 6.7 6.7 93.3

Disagree 2 6.7 6.7 100.0


Total 30 100.0 100.0


From table 10 above, 86.7% of the respondents agreed that they are given a sense of

responsibility at the work place. This means that Buganda Road Primary School gives

reasonability to its staff in order to keep their spirits high and to motivate them.

Table 11: Always praised at work


Cumulative

Percent


Agree 3 10.0 10.0 13.3

Not Sure 1 3.3 3.3 16.6

Disagree 9 30.0 30.0 46.7


Total 30 100.0 100.0


Table 11 shows that 83.3% of the respondents disagree with the statement that they are always

praised for any good work done while only 13.3% are agreeing. When there is no

25

acknowledgement of the employees they tend to feel like they are not appreciated and in the long

run lose the heart to go a further mile from what the job requires,.

4.3 Findings on the level of employee productivity in Buganda road primary school

Table 12: Meeting of school targets


From table 12 above, 76.6% of the respondents agree that they always meet the school targets

while only 6.7% disagree and 16.7% are not sure. The results show that the staff of Buganda

road primary school is really committed to doing their job even when faced with the challenges.

This is probably because the school uses an inclusive approach when making decisions which

makes the staff work hard to attain the targets they set for themselves.

26


Cumulative

Percent


Agree 16 53.3 53.3 76.7

Not sure 5 16.7 16.7 93.3

Disagree 2 6.7 6.7 100.0


Total 30 100.0 100.0

Table 13: Cooperation with the school management


27


Cumulative

Percent


Agree 12 40.0 40.0 86.7

Not sure 2 6.7 6.7 93.3

Disagree 2 6.7 6.7 100.0


Total 30 100.0 100.0


From table 13 above, most of the respondents (86.7%) agree that there is good

cooperation between them and management of BRPS. This explains the ability of the

staff to meet the set objectives because a good relationship the master and the employee

is worth keeping by trying to reach the targets regularly.

Table 4: Teaching of students from the opening of the school till the closure


Cumulative

Percent

Valid Strongly Agree 9 30.0 30.0 30.0

Agree 1 3.3 3.3 33.3

Not sure 11 36.7 36.7 70.0

Disagree 9 30.0 30.0 100.0


Total 30 100.0 100.0

From table 14, it can be noticed that a few of the respondents 33.3% agree that they teach

students from the opening of the school to the closure. However, most of the respondents

disagreed 66.7%. This percentage is big enough to reduce the performance of the students even

in those subjects taught by the teachers, who do not miss class.

Table 15: Student performance in the class I teach and subject I teach is dependant on my efforts


Cumulative

Percent


Agree 9 30.0 30.0 66.7

Not sure 2 6.7 6.7 73.3

Disagree 4 13.3 13.3 86.7


Total 30 100.0 100.0


Table 15 show that most of the teachers at Buganda Road Primary School believe tat the

performance of the pupils is dependent on their efforts. This is represented by 66.7% of the

respondents against the 26.6% who disagreed. The major reason put forward was that the

teachers are in direct day to day contact with the students and therefore can motivate them on a

daily basis.

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Table 16: Receipt of a warning letter from the administration


Cumulative

Percent

Vali

d

Strongly agree 3 10.0 10.0 10.0

Agree 2 6.7 6.7 16.7

Not sure 3 10.0 10.0 26.7

Disagree 10 33.3 33.3 60.0


Total 30 100.0 100.0


From table 16, it can be noted that only 16.7% of the respondents have ever received warning

letters from the school while 73.3% of them have never received a warning letter. This means

that most of the teachers of BRPS are relatively hard workers which make it not necessary to

warn them.

29

Table 17: My students are at the same level of performance with students from other schools


Cumulative

Percent


Agree 12 40.0 40.0 46.7

Not sure 2 6.7 6.7 53.3

Disagree 9 30.0 30.0 83.3


Total 30 100.0 100.0


From table 17 above, 46.7% of the respondents agree that their students are at the same level of

performance with students from other schools. It should also be noted that 46.7% of the

respondents also disagree with the statement. This implies that whereas some teachers put in all

their energy, there is need to motivate the other half for them to put in the more effort.

Table 18: My students are offered good schools after sitting for PLE in our school


Cumulative

Percent


Agree 12 40.0 40.0 66.7

Not sure 5 16.7 16.7 83.3

Disagree 1 3.3 3.3 86.7


Total 30 100.0 100.0


30

Table 18 shows that most of the respondents agree that their students are offered good schools

upon completion of their PLE. This is probably because of the fact that the school has a good

reputation and secondary schools believe that the students from BRPS are well behaved.

Table 19: I continue teaching even when the salaries are low


Cumulative

Percent


Agree 5 16.7 16.7 46.7

Not sure 2 6.7 6.7 53.3

Disagree 14 46.7 46.7 100.0


Total 30 100.0 100.0


Table 19 shows that almost half of the staffs’ productivity at BRPS is cut down by the salaries

that are given to them. This is represented by 46.7% of the respondents against the 46.7% who

believe that with the salary they are receiving they can go on and teach to the max. This is

probably the root cause of the absenteeism from work and the low productivity of the employees

of Buganda Road Primary School.

31

Table 20: The increase in the number of students de-motivates me


Cumulative

Percent


Agree 18 60.0 60.0 80.0

Not sure 4 13.3 13.3 93.3

Disagree 0 0.0 0.0 93.3


Total 30 100.0 100.0


From table 20, it can be noticed that 80% of the respondents agreed with the statement. The

major reason put forward was that increase in the number of students increases the workload yet

the salary has remained the same for a very long time. This also could be the probable cause of

the absenteeism, high staff turnover and late arrivals and therefore reduced performance.

Table 21: The performance of pupils has declined since the introduction of UPE


Cumulative

Percent


Agree 10 33.3 33.3 73.3

Not sure 4 13.3 13.3 86.7

Disagree 2 6.7 6.7 93.3


Total 30 100.0 100.0


32

Table 21 shows that 73.3% of the respondents agree that the performance of the pupils has

declined since the introduction of UPE while only 13.4% disagree. The major reason given for

the decline in the performance of pupils is that with the introduction of UPE, the number of

pupils increased yet the salary to the teachers decreased which affected their willingness to

perform and hence their productivity.

Table 22: Correlations

Pearson Correlation was used to examine the relationship between motivation and productivity.

Motivation

Employee

productivity

Motivation Pearson Correlation 1 .935**

Sig. (2-tailed) .000

N 30 30

Employee productivity Pearson Correlation .935** 1

Sig. (2-tailed) .000

N 30 30

** Correlation is significant at the 0.01 level (2-tailed)

The Pearson correlation coefficient above reveals that there is a positive and significant

relationship between employee motivation and their productivity in Buganda Road Primary

School. This is shown by the Pearson correlation of 0.935. This implies that there is a strong

positive relationship between motivation and employee performance.

33

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary of the findings of the study based on the preceding four

chapters; which laid foundation on which the study can now be wound up. This chapter also

includes conclusions, recommendations for the study, and areas of further research suggested.

Therefore, having completed the study, presented data, and analyzed the findings, this chapter

reviews the outcomes of the study inline with the research objectives.

5.1 Summary of the major findings

5.1.1 Findings on the tools of motivation used by Buganda Road Primary School.

The study found out that the school uses many different tools to motivate its employees. These

included; inclusive decision making, offering job security, designing a challenging day to day

job, and offering transport to the staff.

However, the study also found out that BRPS does not use salary as a tool to motivate its

employees as most of them were not satisfied by it. The major reason forwarded for this was that

being a government school, the school can only take on the salaries set by the government and

couldn’t set their own. It was also found out that the school does not acknowledge its employees

for the job well done and this was pointed out as one of the root causes of dissatisfaction and

hence absenteeism and decline in the productivity.

34

5.1.2 Findings on the level of employee productivity.

It was found out that though Buganda Road Primary School does well in motivating its

employees through the use of non- financial tools, most of the employees have different ideas

and are in need of an increment in the salary if at all their productivity is to improve. It was also

found out that through cooperation, the school is able to improve on the performance of the staff.

However, it was found out that there is still dissatisfaction among the employees on the ways the

school remunerates them, the way problems are handled and the work load which has lead to

decline in their productivity.

5.1.3 Findings on the relationship between the employee motivation and the level of their

productivity.

When the respondents were asked whether they put in enough effort even with the low salaries,

half of them disagreed. Therefore, it can be wound up that the amount of salary given to the

employees can and do have a great impact on the level of employee productivity. As if that

wasn’t enough, when the employees where asked whether they recommend a salary increase,

they all accepted.

Further more, the findings revealed that motivation makes employees do extra tasks for better

performance and that there is a direct strong and positive relationship between employee

motivation and the productivity of Buganda Road Primary School staff. This is evidenced by the

Pearson correlation of 0.935.

35

Conclusion

The study concluded that there are two types of motivation tools an organization can use; the

financial and the non-financial tools. It can also be concluded that though the non-financial tools

such as reducing the workload, job security, acknowledgment among others are good motivators,

financial tools such as salary, performance related pay and fringe benefits are better motivators.

It can also be concluded that the school is using motivation tools that do not exactly match with

the expectations of the employees and this has affected their level of productivity for example

the dissatisfaction among employees on the way the school remunerates them. Thus to improve

on the level of employee productivity there is need of an increment on the salary levels if their

productivity is to improve. It was also found out that motivation and employee productivity have

a direct strong relationship. This is evidenced by Pearson’s correlation of 0.935.

5.2 Recommendations

The school should before choosing a tool of motivation, carry out a survey on which tool

among others can best motivate its employees. This will help not to waste money on

promoting something that will have little or no impact on the employee productivity.

Some of the ways of improving the level of motivation as suggested by the respondents

were paying in time, performance related pay, fringe benefits, equal treatment,

acknowledgement of the employees, and the provision of materials to use. These should

be considered by the school when designing their policies and procedures to motivate the

employees.

The school should also consider further informing training of its staff to equip them with

more skills in order to improve their productivity. Also informing the teachers about the

36

procedures that must be gone through if they want for example, a salary increment is

recommended.

5.3 Areas of further research

Basing on the study findings, the researcher found it worth to recommend the following

topics for further studies;

The impact of employees’ salary on their level of motivation.

The different motivation tools and their impact on the performance of the employees.

The relationship between the teachers’ performance and the students’ performance

37

Reference:

1. Herzberg,F., Mausner,B. And Synderman, B.B (1957). The motivation to work, 2nd Edition Champman and Hall.

2. Hersey P (1996); Management of organisation behaviour utilizing Human Resources; UK, Prentice Hall.

3. Ian Beardwell, Len Holden and Tim Claydon, (2024). Human Resource Management, 4th Editoin.

4. John Ivancevich (1998). Human Resource Management, 6th Edition, Chicago: Irwin.

5. Kermally, (1997). Managing performance in brief; Oxford and Butterworth.

6. Kotler Philip (1996) Marketing Management: Analysis, Planning and Control 8th Edition: UK, Prentice Hall.

7. Komunda Birungi Mabel (2004), Human Resourse simplified.

8. Peters T. and Waterman R (1982), In searchj of excellence; UK Harper and Row.

9. Robbins Stephen P(1989), Organisation Behaviour concepts controversios and application; UK Prentice Hall.

10. Steer, R. and Porter, L(1983), Motivation and work behaviour, Mc Graw- Hill.

11. Stoner J.A.F Freeman R.E and Daniel R. Gilbert(2002) management, Prentice Hall.

38

MAKERERE UNIVERSITY FACULTY OF ECONOMICS AND MANAGEMENT / IACE

TOPIC: Motivation and Employee Productivity (Case Study: Buganda Road Primary School).

This study is being conducted by Nabakiibi Anthony a Student of Makerere University, Faculty of Economics and Management / IACE. The purpose of this study is to establish the relationship between motivation and employee productivity in Buganda Road Primary School. This research is purely for academic purposes and will not be used for any other purpose.

All responses will be treated with confidentiality.

Thank you so much for your corporation. PERSONAL INFORMATION (Fill in the box or space provided as appropriate)

1. Gender of respondent.

Male Female

2. Age range of respondent.

Below 20 20-29 30-39 40 and above

3. Marital Status

Single Married Others specify……………………

4. What is the highest level of education attained?

PLE UCE UACE Diploma

Degree

5. For how long have you been working in this school?

1 – 3 yrs 4 – 6 yrs 7 – 10 yrs Above 10 yrs

For each of the following, tick where applicable the extent to which you agree using the following scales; A = Agree

AS = Strongly Agree

NS = Not sure

D = Disagree

SD = Strongly Disagree

39

(I) MOTIVATION POLICIES UNDERTAKEN IN BUGANDA ROAD PRIMARY SCHOOL

SA A NS D SD1 The salary motivates me.2 Am always paid on time. 3 I have ever participated in decision making.4 Am often praised at work.5 My job design motivates you.6 I have job security.7 Punishment motivates performance. 8 Am given a sense of responsibility at my work place.9 The school has guidelines & procedures followed to

encourage motivation e.g. good moral & achievement as a target.

10 The school uses bureaucracy when solving teacher’s problems.

11 With the current inflation in the country has or will your salary be increased?

12 My reward equal to that of teacher’s teaching in private primary schools.

13 I would you live your current profession for a different one if its better paying.

(II) LEVEL OF EMPLOYEE PRODUCTIVITY IN BUGANDA ROAD PRIMARY SCHOOL

SA A NS D SD1 I always meet the school targets. 2 I cooperate with the school management.3 I always teach your students from the opening of the

school till the closure.4 The students’ performance in the class & subject you

teach dependent on your efforts5 I have you ever received a warning letter from the

administration.6 My students are at the same level of performance with

students from other schools.7 The school administration is concerned whether teachers

come late or not.8 My students are offered good schools after sitting for

PLE in your school.

40

9 I continue teaching even when salaries come late. 10 The increase in number of students demotivates me.11 The performance of pupils declined since introduction of

UPE.12 With the low salaries to teachers, i really put in enough

effort when teaching?

RELATIONSHIP BETWEEN MOTIVATION AND EMPLOYEE PRODUCTIVITY

1. Are you satisfied with your salary?

Yes (If yes, skip to question 3)

No

2. If no, why are you not satisfied?

…………………………………………………………………………………………………

3. Would you recommend for salary increase?

………………………………………………………………………………………………….

4. Why would you do so?

…………………………………………………………………………………………………..

5. If such benefit is provided to you, can you meet the required targets?

Yes No

6. Do you agree that there is a relationship between motivation and employee productivity

Strongly agree Agree No opinion Disagree

7. Lastly please suggest ways that will improve on your motivation or what you want the

company to do for you in order to uplift your productivity?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

THANK YOU FOR YOUR TIME AND COOPERATION

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