Vol. 3, November, 2024

Herzberg two Factor Theory as Basis for Motivation of Teachers in Free Quality School Education Policy, in Sierra Leone.

James Vibbi & Mohammed M. O. B.

Abstract

This study investigated Herzberg’s Two-Factor Theory as a framework for understanding teachers’
motivation within the Free Quality School Education (FQSE) policy in Sierra Leone. The purpose of
the study is to examine how intrinsic and extrinsic factors influence teachers’ motivation and how this
affects students' academic performance. A descriptive survey research design was adopted, and two
research questions guided the study. Results indicate that intrinsic factors, such as recognition and
opportunities for career advancement, significantly enhance teacher satisfaction and motivation.
Conversely, extrinsic factors like salary, allowances, and working conditions, though important, are
insufficient for sustained motivation. The findings show that teachers are generally dissatisfied with
the extrinsic rewards offered under the FQSE policy, with a significant portion expressing
dissatisfaction with the lack of bonuses, allowances, and timely promotions. Additionally, most teachers
reported feeling excluded from managerial participation in their schools, which further reduces
motivation. Despite these challenges, teachers who are intrinsically motivated tend to have a more
positive influence on student outcomes. The study recommends that the FQSE policy be revised to
provide more comprehensive financial incentives, regular promotions, and increased professional
development opportunities to improve teacher motivation and, consequently, student performance

Keywords

Herzberg’s Two-Factor Theory, Teacher Motivation, Free Quality School Education, Academic Performance, Sierra Leone

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