Abstract:
This study investigated performance management (PM) and teacher motivation (TM) in secondary schools in Tororo District, Uganda. The study, rooted in Locke and Latham's (1968) Goal-Setting Theory, was guided by the following objectives: to establish the levels of performance management and teacher motivation in secondary schools in Tororo District; to examine the relationship between performance management (IV) and teacher motivation (DV), and to discover other factors apart from performance management that influence teacher motivation among secondary school teachers in Tororo district. A cross-sectional survey design was used where both quantitative and qualitative methods of data collection were employed. Ten administrators and 307 teachers selected using purposive and simple random sampling techniques respectively participated in the study. A structured questionnaire was used for collecting information from the teachers while the administrators were interviewed. The results revealed a moderate (M = 34.44, SD = 7.66, Min =13, Max =50) level of performance management and a moderate (M = 36.05, SD = 7.06, Min=15, Max = 49) level of teacher motivation in Tororo District secondary schools. The results also indicated a very strong correlation (r = .765, p < .001) between performance management and teacher motivation in secondary schools in Tororo District. The study concluded that both performance management and teacher motivation levels were moderate, there was a high, positive and statistically significant correlation between performance management and teacher motivation in secondary schools in Tororo. The study recommended that PM practices should be stepped up to improve teacher motivation and that its implementation should be consistent and systematic. It was also recommended that other factors such as teachers' welfare should be enhanced to improve teacher motivation.
Keywords: Performance Management, Motivation, Teacher Motivation.
