Staff motivation and teachers’ performance in primary schools in Uganda:

Abstract

This study sought to establish the relationship between staff motivation and performance of teachers of primary schools in Busolwe Sub- County in Busolwe Sub County in Butaleja District, Uganda. The focus of the study was the influence of motivation on teachers’ job performance, the effect of administrative school policies on teachers’ performance and the relationship between working environment and teachers’ job performance. The study used both quantitative and qualitative research methods. A descriptive survey research design was used because it allowed self-report data collection from samples of pre-determined respondents. The respondents of the study included teachers and head teachers. Data was collected from the respondents by use of a self-administered questionnaire and an interview guide. Data were analysed quantitatively and qualitatively. The findings of the study indicated that motivation influences performance of teachers in Primary Schools, schools’ administration policies affect teachers’ performance in Primary schools and there is a relationship between school working environment and teachers’ performance in Primary schools. It was concluded that when teachers are motivated, their performance increases. Teachers’ performance increased with better schools’ administration policies and schools working environment relate with teachers’ performance in Primary Schools. The researcher then recommended that motivation which can influence teachers’ performance should be provided. School administration policies that positively affect teachers’ performance should be promoted. Lastly, a working environment that can enhance teaching and learning should be put in place.