THE ROLE OF SCHOOL LEADERS IN CREATING A MOTIVATIONAL ENVIRONMENT FOR TEACHERS: THE CASE OF UPPER BASIC SCHOOLS IN THE GAMBIA

Abstract

Students' academic success and failure are often attributed solely to
the shoulders of their teachers. This perspective neglects school
leaders' critical role in creating an environment that fosters teacher
motivation and self-efficacy. Teachers and students operate directly
under the guidance of principals, highlighting their significant role in
ensuring both teachers and students have access to an environment
conducive to effective teaching and learning. This study explores the
strategies principals in upper-basic schools in the Gambia employ to
foster a motivational environment for their teachers. Employing a
qualitative research approach and a case study design, data were
collected through semi-structured interviews with school principals
and analyzed thematically. Guided by Deci and Ryan’s SelfDetermination Theory, findings reveal that principals cultivate a
motivational environment by maintaining an open-door policy,
facilitating professional development, and implementing rewards and
awards programs. These strategies portray school leaders' significant
role in enhancing teachers’ intrinsic, professional growth, and job
satisfaction. From these findings, the researcher concludes that
fostering such an environment improves teaching quality and has
broader implications for other professions with similar structures.
These results provide insights into leadership and motivation,
contributing to both practical and theoretical understanding for
educational administrators and policy-makers in developing effective
practices that promote teacher motivation, effective leadership, and
performance tailored to local contexts.