Teachers’ Extrinsic Motivation on Quality Education in Nyamasheke District, Rwanda

The quality education has been an issue in education sector over many years. However, today’s competition for global market requires quality education as a key (Suresh & Kumaravelu, 2017). A teacher is the key pillar to the education achievements in all spheres of the learning. Quality education cannot be achieved unless the teacher is really motivated (Jusuf, 2005). This study investigated the perception of teachers on extrinsic motivation to quality education and evaluated the ways of motivating teachers for quality education. The data collection methods used were questionnaires, and interviews. The sample size was 128 respondents composed of 88 teachers, 20 Deputy Head Teachers in Charge of Studies (DOS), and 20 Head teachers (HTs) from 20 schools in Nyamasheke District from different educational levels (nursery, primary, and secondary schools) of public schools. The sampling procedures was purposive, and stratified sampling. The sample of teachers was obtained using Yamane's (1967) formula. The research was guided by McClelland's Need for Achievement Theory. Data were presented through graphs, tables, and percentages and were analysed by using Microsoft Excel. This research has demonstrated that a teacher who is extrinsically motivated contributes a lot to quality education. This is due to the fact that a motivated teacher is punctual, well prepared and complete teaching documents, giving and marking assignments, participating in institutional and professional events and self-discipline. The study found that teachers wish to be motivated extrinsically in three main ways such as building a conducive working environment for them, salary and allowances, and appreciable students' outcomes. Finally, this research demonstrated that a conducive working environment takes a higher level in ways of motivating teachers with 56%. This includes owning houses, securing their children’s education and having strong health insurance. Salary and allowances takes 31% while appreciable students' outcomes takes 13%. The study recommend that government and education stakeholders should help teachers to own housing and secure their children education for quality education