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.