Title: Motivation and Teachers' Performance in Universal Secondary Schools in Otuke District, Uganda
Authors: Acheng Lucy, Akunda Doreen, Rutaro Abas
Volume: 8
Issue: 11
Pages: 126-140
Publication Date: 2024/11/28
Abstract:
The study was about the relationship between Motivation and Teachers' Performance in Universal Secondary Schools in Otuke district, Uganda. Specifically; the study examined the relationship between staff development, incentives, personal characteristics and performance of teachers in Universal Secondary School in Otuke district, Uganda. Primary data was obtained from 107 respondents including teachers and administrators in the secondary schools, where 80 teachers and 27 administrators participated in the survey. Teachers are not motivated by incentives to the level of impacting their performance. The findings revealed a lower Pearson correlation coefficient, r = 0.019, p-value > 0.05, for the relationship between staff development and teachers' performance was observed. which was not flagged as significant. Also, a Pearson correlation coefficient, r = 0.168, p-value > 0.05, for the relationship between incentives and teachers' performance was revealed, which was not flagged as significant. The correlation between personal characteristics and teachers' performance was r = 168; p-value = 0.085, which was not flagged as significant. significant Pearson correlation coefficient, r = 0.224, p-value <0.05, for the relationship between personal characteristics and teachers' performance. The study concluded that educators had not provided adequate motivation to make teachers translate their satisfaction level to performing highly. The study recommended; immediate pay rise to salary and allowances to cope with rising economic hardships and obligations teachers must meet, that there is need for urgent increment of allowances and other fringe benefits for staff in order to boost their morale and performance, teachers should be provided with nearby accommodation so that they can live with their families in the neighbourhood of their schools. Teachers' professional discipline should be a priority of head teachers and the management boards. Teachers need to create strong bonds and guidance to steer students to better achievements.