This paper sought to investigate the administrative motivation factors affecting Secondary School Kiswahili teachers in Keiyo Sub County. The study was based on Expectancy theory by Victor Vroom who explained that motivation is a combination of three factors Valence, Expectancy and Instrumentality. The theory stresses that students and teachers expect to get a reward from the effort they put in their work. The paper adopted a survey research design and stratified random sampling to select teachers teaching Kiswahili from a selection of 14 schools out of the 29 schools in Keiyo Sub-County. The sample included teachers and students. Questionnaires and document analysis were used to gather data for the study which was then analyzed using descriptive statistics by frequencies, percentages, variances and standard deviations; t-test was applied in testing the hypothesis. The paper established that motivation plays a major role in contributing to good performance of students, however, most teachers felt demotivated in the school. Some of the factors contributing to demotivation include animosity from the surrounding community, poor infrastructure, lack of teaching resources, poor housing facilities, denial of study leaves or transfers as well as unwarranted blame for poor performance of students. It is recommended that Head teachers should encourage team work, provide the necessary facilities such as good housing, equipped labs, and avail necessary teaching resources as a way of motivating teachers. High quality teaching staffs are the cornerstone of a successful education system. It is thus important that teachers are motivated and any demotivation factor eliminated to ensure improved performance in schools.
Keywords: Factors, Motivation, Performance, Students, Teachers, expectancy theory
