Motivation and teachers’ performance in selected primary schools in Busia district

Abstract

The goal of this study was to determine the relationship between Staff Motivation and Primary School Teacher Performance in the Busia District of Uganda. The study's goals were to determine the impact of pay on teachers' job performance, the impact of administrative school rules on teachers' performance, and the relationship between the working environment and teachers' job performance. The study used both quantitative and qualitative methods. A descriptive survey study design was used because it allowed for the collection of self-reported data from predetermined samples of respondents. Teachers and school administrators were among those who took part in the study. To collect data from the respondents, a self-administered questionnaire and an interview guide were used. The data was analyzed quantitatively and qualitatively. The study discovered that teachers' performance in primary schools is influenced by remuneration, that school administration policies influence teachers' performance in primary schools, and that there is a correlation between teachers' performance in primary schools and the school working environment. It was discovered that when instructors are compensated, their performance improves. Primary school teachers' performance improved as a result of stronger school administration policies and a more conducive working environment. The researcher then proposed compensating teachers in order to influence their performance. Policies that improve teacher performance should be promoted by school administration. Finally, a working environment conducive to teaching and learning must be created.