Abstract: This study examined the influence of motivation practices on teachers' job satisfaction in public secondary schools in Muhanga District, Rwanda. Grounded in Maslow’s Hierarchy of Needs Theory and Herzberg’s Two-Factor Theory, the study adopted a descriptive survey design. Data were collected from a sample of 279 teachers selected through simple random sampling and 12 head teachers selected purposively, using structured questionnaires. Quantitative data were analyzed using IBM SPSS through both descriptive and inferential statistics. The findings revealed that motivation practices in the studied schools were largely perceived as inadequate and inconsistently applied. Approximately 72% of teachers reported dissatisfaction with existing motivation strategies, particularly in relation to recognition, rewards, and opportunities for professional growth. Only 21% indicated regular involvement in decision-making processes, suggesting limited participatory leadership, which negatively influenced their job satisfaction. Furthermore, 68% of teachers rated communication from school leadership as ineffective, citing insufficient feedback and lack of clarity, while head teachers expressed more favorable perceptions, indicating a notable perception gap. In addition, 65% of teachers reported inadequate support for professional development, which further diminished morale and satisfaction levels. Conversely, 83% of head teachers rated their leadership and motivational practices positively, reinforcing the discrepancy between leadership self-perception and teachers’ experiences. The study concludes that although school leaders recognize the importance of motivation practices, their implementation remains insufficient to meet teachers’ needs, thereby undermining job satisfaction and retention. The study recommends strengthening teacher motivation through structured recognition and reward systems, promoting participatory decision-making, improving communication channels, and institutionalizing continuous professional development. These measures are essential for enhancing teacher satisfaction, improving retention, and ultimately strengthening the quality of education in Muhanga District.
Keywords: Motivation Practices, Teachers, Job Satisfaction, Public Secondary Schools, Muhanga District.
Title: The Influence of Motivation Practices on Teachers' Job Satisfaction in Public Secondary Schools in Muhanga District
Author: Umutesi Christine, Dr. Stephen Tomno Cheboi
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 213-220
Research Publish Journals
Website: www.researchpublish.com
Published Date: 22-May-2026
