Motivational Factors Affecting High School Teachers’ Professional Conduct and Work Performance: A Case of Public High Schools in Nairobi City
Joyce Nzulwa

Abstract
Professional conduct is critical to effective work performance of all employees including teachers. The teaching profession requires a high degree of professionalism as required in the teacher’s code of conduct, professional ethics and generally ‘expected’ norms for teachers by the society given the important role teachers play in molding students, guidance and overall students’ academic performance. The foregoing notwithstanding, there have been reports indicative that teachers professional conduct has not been consistent with their professional call. Proper understanding and appreciation of the underlying motivational factors affecting the professional conduct of teachers is critical to effective management of the challenge therein. Poor professional conduct has been put forward as a precursor to low morale and is said to lead to poor work performance. Low morale emanates from lack of motivation and failure by employers to address employee needs, drives and capabilities. This study sought to establish the motivational factors affecting teachers’ professional conduct and work performance of high school teachers in Nairobi County. A descriptive survey design was adopted, with a sample of 150 teachers. The findings indicated teachers professional conduct and work performance is greatly influenced by motivational factors and there is need to review the motivational tools in place to align them with the teachers need.

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