Impact of teachers’ motivation on academic performance of learners in Bukhaweka sub county, Namisindwa district

Abstract

The purpose of this study was to investigate the influence of teacher motivation on academic performance of learners in Bukhaweka Sub County, Namisindwa district. The researcher was guided by the following objectives; to establish the level of teacher motivation and how it affects academic performance of learners; to find out influence of teacher motivation factors on academic performance of learners; and to establish strategies that can be used by administrators to motivate teachers in Bukhaweka Sub County, Namisindwa district. The study adopted the descriptive survey design. The research population comprised 75 teachers and 3 head teachers from three primary schools in Bukhaweka. The total population was 78 members. The research employed the simple random sampling technique to get a sample of 66 respondents. The researcher employed the questionnaire and the interview guide to collect data from respondents. The findings were summarized in terms of the study's objectives and presented in frequency tables using percentages. The interview responses were analyzed thematically. The researcher found out that majority of the respondents 83% are not satisfied with their current positions. This could be because the positions have no motivational allowances at all. The findings show that 100% of the respondents agreed that their attitude affects their performance in content delivery while none of the respondents disagreed. Findings show that 73% of the respondents strongly agreed that knowledge from pre-service training is one of the motivating factors. Support supervision by administrators is also another motivating factor but none of the respondents strongly agreed with the statement or disagreed. The findings show that 94% of the respondents strongly agreed while 6% of them agreed that recognition motivates teachers to a large extent. This is because it builds confidence in teachers. The researcher concludes that all these circumstances that surround learners’ performance are based on teachers’ motivation. This is based on the guidance which teachers give to them. Majority of the respondents are not satisfied with their current positions because the positions have no motivational allowances at all. The researcher recommends that positions of leadership by teachers should have motivational allowances. This will be an effective way of motivating teachers so that they can teach effectively and improve learners’ academic performance. Schools should organize continuous development courses to guide teachers on how they can teach despite the low motivation. This can help to improve the performance of learners. The teachers should use knowledge from pre-service training adequately to improve the way they work.