Motivation and Teacher’s Performance in Public Secondary Schools in Uganda: A Case Study of Selected Public Schools in Bulambuli District

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Kampala International University,College of Education, Open, Distance And E-Learning
Motivation represents an employee’s desire and commitment, which is manifested in job performance. That is, job in high motivation (intrinsic) and hygiene (extrinsic) factors leads to high performance and few complaints among teachers. The purpose ofthis study was to examine the Effect of Motivation on Teachers’ Performance in Uganda Education institutions; A Case of Public Secondary Schools in Bulambuli District Uganda. A descriptive research design which incorporated quantitative and qualitative approaches was adopted to investigate motivation factors that influence teacher’s performance. A survey was carried out with 100 respondents including ordinary teachers, department teachers and head teachers in public secondary schools in Bulambuli District, Uganda. In addition, in depth interviews were carried out with head teachers. Data was analyzed by using descriptive statistics of SPSS package. The study revealed that the motivation for persons to join the teaching profession was job security and absence of job alternatives but salary was a low consideration. The study further revealed that the majority of teachers were motivated by intrinsic factors, while a small percentage by extrinsic factors despite the fact that salary was inadequate. Furthermore, although not all extrinsic motivation factors (such as free meals, regular salary payment, leave of absence, free accommodation and weekly allowances) were available to teachers, the majority of teachers were concerned more about the inadequacy of current salary levels to meet their basic needs. The study recommends immediate increase the salary of secondary school teachers to match increases in the cost of living, provision of accommodation to teachers and strengthening of supervision. The study also suggests areas for research and these included but not limiting to investigation of innovative teachers’ motivation strategies, students’ satisfaction with relation to teachers’ performance and extension ofthe same study of other regions in Uganda before generalization of results.
A Dissertation Submitted to the College of Education, Open and Distance E- Learning in Partial Fulfillment for the Award of a Bachelor’s Degree of Arts in Education of Kampala International University.
Motivation, Teacher’s Performance