INOSR ARTS AND HUMANITIES 11(1):68-75, 2025 ISSN: 2705-1676

©INOSR PUBLICATIONS INOSRAH 6875

The effect of teachers motivation on academic performance

Faculty of Education, Kampala International University, Uganda

ABSTRACT
This study examined the impact of teacher motivation on the academic performance of students in selected private
secondary schools in Bushenyi-Ishaka Municipality, Bushenyi District. The main objectives were to investigate the
relationship between teacher motivation and student performance, identify factors influencing teacher motivation,
and explore factors affecting academic performance in these schools. A descriptive research design was employed to
gather data on the current state of teacher motivation and its effects on student academic performance. The findings
revealed several key factors affecting academic performance, including overcrowded classrooms, inadequate
supervision and monitoring, lack of student engagement, rising student indiscipline, low parental income,
incomplete syllabi, high teacher attrition, ineffective teaching methods, and poor infrastructure. Based on these
findings, the study recommended strategies to enhance academic performance, such as recognizing and appreciating
teachers, understanding their needs and motivations, giving staff greater responsibility and accountability,
improving school facilities (such as better toilets, subsidized meals, and comfortable furniture), and fostering a
supportive psychological environment for teachers.
Keywords: Teacher Motivation, Academic Performance, Private Secondary Schools, Bushenyi-Ishaka Municipality,
Student Engagement

INTRODUCTION
Education is universally acknowledged as a advancements, communication, and global
cornerstone of national development [1]. The interaction. Thus, the ultimate aim of education is to
developed world has long recognized its critical role, ensure learning and character development that
as highlighted by the United Nations Educational, contribute to national progress.
Scientific, and Cultural Organization (UNESCO) in Motivation is a fundamental factor in achieving
its 1966 recommendation on the status of teachers organizational goals, including those in the education
[2]. This underscores the importance of teachers in sector. According to Locke and Latham [4], satisfied
shaping the quality of education and, consequently, employees tend to be more productive, and this
the development of nations. Ogundele [3] principle applies equally to teachers. Teachers require
emphasized that no nation can rise above the level of periodic motivation, which can take various forms,
its education system or surpass the quality and status such as salary increments, job security, promotions,
of its teachers. Nations that fail to prioritize education and supportive working environments [5]. These
and its workforce risk undermining their progress incentives renew teachers’ energy and commitment to
and prosperity. delivering quality education, even in challenging
The Federal Republic of Nigeria’s National Policy on circumstances.
Education (2004) reinforces this idea, stating that Teachers are at the heart of educational improvement
teacher education is a priority in educational planning strategies. Verspoor [2] identified three key
because the quality of education is directly linked to parameters for measuring teacher performance:
the quality of teachers. Education drives societal student examination results, absenteeism rates, and
transformation, equipping individuals with turnover. The presence or absence of these indicators
knowledge and skills that fuel technological reflects the effectiveness of teachers in fulfilling their

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roles. Teachers also act as agents of change, [9,10]. Effective school administration further
facilitating learning and contributing significantly to enhances teacher performance by fostering
knowledge transmission and skill development [6,7]. collaboration, setting clear expectations, and
Akor [8] argued that education is a nation’s rewarding accomplishments.
foundation for socio-political and economic viability. Given the essential role of teachers, this study
A nation aspiring to achieve technological and investigates the relationship between teacher
economic advancement must prioritize the education motivation and academic performance in selected
of its citizens and adequately motivate the educators private secondary schools in Bushenyi-Ishaka
who impart knowledge and build character. Municipality, Bushenyi District. It aims to explore
Globally, teacher motivation is a critical concern as it how motivation influences teacher effectiveness and,
directly impacts student achievement. Studies consequently, student outcomes. The findings are
emphasize that motivated teachers are more effective, expected to contribute to strategies for improving
leading to improved academic outcomes, lower teacher satisfaction and enhancing educational
absenteeism, and better utilization of resources quality in the region.
METHODOLOGY
Study area Target Population
The study was carried out in selected private A target population is the aggregate of all the cases
secondary schools in Bushenyi-Ishaka municipality, that conform to some designated set of specification.
Bushenyi district The target population will comprise 74 respondents
Research design comprising of 20 teachers, 17 parents, 32 students
The research employed the descriptive research and 3 head teachers, district education officers.
design to obtain information concerning the current Sample size
studies on the effect teachers’ motivation and The study sampled 68 respondents comprising of 19
academic performance of students in selected private teachers, 3 head teachers, 15 parents, 29 students and
secondary schools in Bushenyi-Ishaka municipality, 2 district education officers.
Bushenyi district. This design was very useful in this
study.
Table 1a: The population sample was as follows;
Respondents Target population Sample size Percentage
Teachers 20 19 Purposive sampling
Head teachers 3 3 Purposive sampling
Parents 17 15 Purposive sampling
Students 32 29 Simple random sampling
Education officers 2 2 Purposive sampling
Total 74 68 100

This was got by using purposive sampling technique and Simple random sampling.
Sampling techniques and procedures Education officers since these were expected to be
The study adopted random sampling while selecting more knowledgeable about the effect teachers
the respondents which helped in getting the sample motivation and academic performance of students.
size without biasness [11]. The researcher also used The purposive sampling enabled the study to choose
purposive sampling technique to choose specific participants of the study’s interest based on their
respondents basing on their familiarity with the knowledge and expertise.
subject and their ability to give information readily Data Collection Methods
since the study requires specific information. In this study, data was collected using questionnaire
Simple Random Sampling methods and interviews methods
This technique was employed to select respondents Survey questionnaire method
from teachers. This is because they have many The researcher used the questionnaire method to
members, all of whom have equal chances of obtain information from a number of respondents. It
participating in the study. This was premised on the is less expensive for data collection. The
fact that the simple random technique enables questionnaire was structured based on five-point
respondents to have equal chance of participating in Likert scale. The questionnaire was both open and
the study and giving reliable data [11] emphasized. close ended questions in order to generate quick
Purposive sampling information. Questionnaire method was preferred
The purposive sampling was employed to select key because it was flexible and time saving. Immediate
informants from Teachers, Head teachers and information was obtained from the respondents and

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this enabled the researcher to get required Data quality control
information within the time frame. It refers to the process of controlling the usage of data
Interview method for an application or a process. This process is
An interview guide is a set of oral questions which are performed both before and after a data quality
administered to respondents through face-to-face assurance, which consists of discovery of data
interaction Kothari [12]. The researcher used inconsistency and correction.
interviews on respondents who will not have time to Data processing
fill or read questionnaires. This helped the researcher Data processing is the manipulation of data by a
to get or to generate firsthand information by fixing computer. It includes the conversion of raw data to
an appointment with the respondents to meet them machine-readable form, flow of data through the CPU
face to face. and memory to output devices, and formatting or
Data collection instruments transformation of output. Any use of computers to
The instruments that were used in data collection will perform defined operations on data can be included
be self-administered questionnaires, and the under data processing. Data collected was carefully
structured interview guide. edited, sorted, and coded to eliminate the errors that
Self -administered questionnaire are done during the data collection.
A questionnaire as the self-report instrument used for Data analysis
gathering information about variables of interest to Data analysis is a process of
an investigation. The researcher will construct self- inspecting, cleansing, transforming,
administered questionnaire which was used as data and modeling data with the goal of discovering useful
collection instruments of getting information from information, informing conclusions, and supporting
students’ and teachers. This instrument was decision-making, [12]. After data processing, the
appropriate because both learners and teachers could research is subjected to descriptive analysis to create
easily read, and write. The instrument will consist of meaning of what was collected from the field and find
statements that required the respondents to pick a out the relationship that support original or new
response from a 5 likert scale to give their opinions hypothesis by using Microsoft word and excel
responses included; (1. Strongly Disagree 2. Disagree programs. Information is presented in form of
3. Un decided 4. Agree 5. Strongly agree) were used percentages, frequencies and tables.
to ease the respondent’s effort in filing the Validity and reliability of instruments
questionnaire and minimize subjectivity. This section will identify how the instruments were
Interview Guide tested for ascertain its validity and reliability.
Interviews are a conversation with a purpose and Reliability of instruments
therefore data is collected easily. Interview guides Mugenda and Mugenda [13] define reliability as a
were used to enable the interviewer to remain focused measure of the degree to which a research instrument
on the needed deeper information during probing yields consistent results or data after repeated trials.
time. Face to face, interviews helped the researcher It is verified by the consistency of the observation of
obtain accurate and well-directed information from an outcome. Reliability is increased by including
head teachers and education officers since they are many similar items on a measure, by testing a diverse
work place supervisors of teachers. sample of individuals and by using uniform testing
Interview method procedures. Reliability is also concerned with the
An interview guide is a set of oral questions which are question of whether the results of a study are
administered to respondents through face to face repeatable. The term is commonly used in relation to
interaction Kothari [12]. The researcher used the question of whether the measures that are devised
interviews on respondents who did not have time to for concepts in business are consistent. One factor
fill or read questionnaires. This helped the researcher that might affect the reliability of the study is the
to get or to generate firsthand information by fixing respondents’ lack of knowledge. It is further
an appointment. suggested that if a respondent at the moment is tired
Data collection procedure or stressed, or have attitudes toward the
Upon obtaining an introductory letter from the head questionnaire/interview it can impact negatively on
of department of education at Kampala International the reliability.
University faculty of education the researcher Validity of instruments
contacted the different respondents to understand Validity as the truth or accuracy of the research. It is
their time tables and thereafter make arrangements of the extent to which the data collection instrument
meeting them to deliver the questionnaires at their measures as well as the appropriateness of the
places of convenience. The researcher personally measures coming to accurate conclusions. Validity
delivered questionnaires to ensure maximum tests are conducted for content, criterion and
monitoring and response. construct validity to test how well the instrument is
representative, captures relationships between the

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variables as well as measure the concepts [14]. To avoid incriminating any participants. The researcher
enhance the instrument’s validity, the researcher secured an informed consent from participants by
sought expert opinion by consulting the study’s seeking the permission through signing a consent
supervisor in respect to content validity. form. During data collection participants were
Ethical consideration informed of their rights to know the purpose, nature
The researcher did not include names of respondents and procedures of the study, to ask questions, their
in order to protect individual and their identities and rights to know potential benefits of the study of this
also created confidence among the participants to study. At the same time participants and the
give right information needed from them. The researcher had to append their signatures agreeing to
researcher also acknowledged the all the authors used the conditions of research where a participant was
in the study as quoted in the text and references. The free to withdraw from the study any time.
study findings were generalized to ensure privacy and
RESULTS
Respondents Gender when carrying out this study. Today development has
Gender mainstreaming is an important aspect in the integrated both male and female to achieve their
process of collecting the data from the field. It is objectives.
better to understand the roles played by each sex

Table 1b: Respondents’ sex category

Male 32 47

Female 36 53

Total 68 100

According to the table above, the majority of the mostly involved in study since were more willing to
respondents were female making 53% while the rest participate in the study than male.
were female 47%. This implies that females were
Table 2: Respondents age category
Age Frequency Percentage (%)

Below 25 years 34 50

26-35 years 7 10

36 -44 years 11 16

45 years and above 18 26

Total 68 100

According to the table above, the majority of the respondents were in the age bracket below 25 years 50(34%). The
minority were between 36 -44 years 11(16%).

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Table 3: The relationship between motivation of teachers and academic performance in selected private
secondary schools of Bushenyi-Ishaka municipality, Bushenyi district, district as given by all the
respondents
Responses Frequencies Percentage
Teachers work hard for their efforts to be seen and respected 48 71
It increases teachers’ morale 47 69
Performance will be assured in expectation of feedback 55 81
The relationship between the employer and the employee provides a co- 54 79
operate culture
Enhancing commitment and performance 51 75
Working hard in expectation of job promotion 52 76
Teachers will work hard to avoid punishment. 53 78
Intangible rewards (praise and recognition) encouraged the teachers to 58 85
repeat the behavior which earned them the reward.

From the table above, the relationship between 79%, the relationship between the employer and the
motivation of teachers and academic performance in employee provides a co-operate culture given by 79%,
selected private secondary schools of Bushenyi- intangible rewards (praise and recognition)
Ishaka municipality, Bushenyi district, as given by encouraged the teachers to repeat the behavior which
teachers include; teachers work hard for their efforts earned them the reward given by 85%, teachers will
to be seen and respected given by 71%, it increases work hard to avoid punishment given by 78% and
teachers morale given by 69%, performance will be working hard in expectation of job promotion given
assured in expectation of feedback given by 81% by 76%.
enhancing commitment and performance given by
Table 4: The factors that affect the teachers’ motivation in schools in private secondary schools in Bushenyi-
Ishaka municipality, Bushenyi district
Responses Frequencies Percentage
Good accommodation 55 81
Proper feeding of teachers 42 62
Provision of scholastic materials 40 59
Provision of sick leaves to sick teachers 55 81
Listening to their issues of teachers by the supervisors 54 79
Proper hygiene like good toilets 46 68
Security at school 46 68
Job security 53 51
Refresher training 34 81
Comfortable furniture 45 62
Buying newspapers for school 51 59

According to the table above, the factors that affect given by 55(81%), listening to their issues of teachers
the teachers’ motivation in schools in private by the supervisors given by 54(79%), proper hygiene
secondary schools in Bushenyi-Ishaka municipality, like good toilets given by 46(68%), security at school
Bushenyi district include; good accommodation given given by 46(68%), job security given by 53(51%),
by 55(81%), proper feeding of teachers given by refresher training given by 34(81%), comfortable
42(62%), provision of scholastic materials given by furniture given by 45(62%) and buying newspapers
40(59%), provision of sick leaves to sick teachers for school given by 51(59%).

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Table 5: The factors that affect academic performance in selected private secondary schools in Bushenyi-
Ishaka municipality, Bushenyi district, as given by all the respondents.
Response Frequency Percentage
Number of pupils in class 40 59
Absenteeism among teachers and pupils 45 66
Supervision and monitoring of teachers 55 81
Interest among pupils 46 68
Discipline among pupils 47 69
Income of the parents 40 59
Syllabus not finished 35 51
Attrition of teachers 45 44
Teaching methods 44 43

From the table above, the factors that affect academic and monitoring of teachers given by 55(81%),
performance in selected private secondary schools in interest among pupils given by 46(68%), discipline
Bushenyi-Ishaka municipality, Bushenyi district, as among pupils given by 47(69%), income of the
given by all the respondents include Number of pupils parents given by 40(59%), syllabus not finished given
in class given by 40(59%), absenteeism among by 35(51%), Attrition of teachers given by 45(44%)
teachers and pupils given by 45(66%), supervision and teaching methods given by 44(43%).
DISCUSSION
Motivation plays a crucial role in shaping both work harder, while 76% said they worked harder in
teacher performance and student academic outcomes. expectation of job promotions. These factors
In the context of private secondary schools in underscore the importance of both intrinsic and
Bushenyi-Ishaka Municipality, Bushenyi District, the extrinsic motivators in enhancing teacher
relationship between teacher motivation and commitment and performance. Zhenjing et al., alludes
academic performance is particularly evident. The much to this in their earlier report [17].
findings of our study highlight a range of factors This relationship between teacher motivation and
that influence teacher motivation, which, in turn, academic performance is supported by the work of
affects their work ethic and overall academic Ofoegbu [18], who observed that teacher motivation
performance. Teachers in these schools reported that is closely linked to their attitude toward work.
when their efforts are acknowledged and respected, According to Ofoegbu, a motivated teacher is more
they are more likely to work hard. Specifically, 71% of likely to engage in effective pedagogical practices,
the respondents agreed that recognition and respect which positively impacts student performance.
for their efforts motivated them to put in greater Teachers’ teaching activities can either enhance or
effort. Additionally, 69% of the respondents noted undermine student achievement, depending on how
that their morale improved with increased well their practices align with classroom dynamics
motivation, leading to higher productivity and a and the school environment. Therefore, improving
greater commitment to teaching. Moreover, 81% of the working conditions for teachers is not only crucial
respondents stated that academic performance is for their motivation but also for the academic success
more likely to improve when they receive feedback on of their students. In the same study, several factors
their work, emphasizing the significance of influencing teacher motivation were identified. These
constructive evaluation in boosting performance. factors were found to vary from tangible aspects such
This agrees with the report of other researchers. as good accommodation and proper feeding to more
[15,16]. systemic factors like job security and the provision of
The study also found that a positive and cooperative refresher training. According to the study, 81% of
relationship between employers and employees respondents reported that good accommodation and
contributed to a better working environment. 79% of proper feeding positively affected their motivation.
respondents reported that such a relationship fosters Similarly, 79% highlighted the importance of
a culture of cooperation, enhancing both individual supervisors taking time to listen to their concerns.
and institutional performance. Intangible rewards, Teachers also emphasized the role of proper hygiene
such as praise and recognition, were found to be and security in creating a conducive working
highly motivating. A substantial 85% of respondents environment [19], with 68% of respondents
indicated that they were encouraged to repeat the agreeing that these factors were important for
behaviors that earned them such rewards. maintaining motivation. Job security was another
Furthermore, 78% of respondents admitted that the critical factor, with 51% of respondents
avoidance of punishment also motivated them to acknowledging its impact on their motivation.

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Additionally, 81% of teachers identified refresher Other factors that were found to affect academic
training as a key motivator, while 62% indicated that performance include the income levels of parents, the
comfortable furniture and the provision of incompleteness of the syllabus, teacher attrition, and
newspapers for the school contributed to a better the use of ineffective teaching methods. 59% of
working environment. These findings suggest that respondents cited low parental income as a barrier to
when teachers feel supported both physically and students’ academic success, while 51% reported that
emotionally, they are more likely to be motivated to incomplete syllabus coverage impacted students’
deliver high-quality instruction, thereby enhancing learning outcomes. Teacher attrition, with 44% of
student academic performance. The study also respondents acknowledging its effect, was another
revealed several factors that affect academic factor contributing to poor academic performance.
performance in these private secondary schools. A Finally, 43% of respondents indicated that poor
range of internal and external factors were identified, teaching methods contributed to students’ lack of
including large class sizes, absenteeism among both success. These findings align with the broader
teachers and students, and inadequate supervision. literature on educational performance. For example,
The study found that 59% of respondents believed Sack [20] observed that students often require
that large class sizes negatively affected academic individualized attention to overcome learning
performance, while 66% pointed to absenteeism as a difficulties. However, when teachers are unable to
contributing factor. Poor supervision and monitoring provide this support in the classroom, students may
of teachers were highlighted by 81% of respondents seek private tutoring, which is often costly. Although
as a significant challenge. Students’ interest in their online tutoring has emerged as a more affordable
studies was also identified as a crucial factor, with alternative, it is still not accessible to all students,
68% of teachers agreeing that a lack of interest particularly those from low-income families. These
among students can hinder academic performance. challenges further underscore the need for
Furthermore, 69% of respondents noted that improvements in the overall educational environment
indiscipline among students negatively impacted to ensure that all students receive the support they
their academic success. need to succeed.
CONCLUSION
The study underscores the strong connection environment for both teachers and students, the
between teacher motivation and academic schools in Bushenyi-Ishaka Municipality can foster an
performance in private secondary schools in atmosphere of success, ultimately benefiting the
Bushenyi-Ishaka Municipality. Motivated teachers academic achievement of all students.
are more likely to put in the effort needed to improve Recommendation
their students' academic outcomes. Factors such as The following recommendations have been made on
recognition, feedback, job security, and a cooperative the major findings of the study, they include: In
relationship with employers all contribute to greater schools there should be good toilets, subsidized
teacher motivation, which in turn enhances academic meals, comfortable furniture, television sets and
performance. The study also highlights the newspapers. Teachers should have psychological
importance of creating a conducive working environment with supportive members of staff and
environment, addressing issues such as cooperative students. The working environment for
accommodation, proper feeding, and job security, as the teachers should be comfortable and satisfying if
well as providing continuous professional results are to be realized. There is a need to always
development opportunities. On the other hand, appreciate the teachers for the good work done
factors such as large class sizes, absenteeism, poor through giving them rewards. There is a need to
supervision, student indiscipline, and inadequate identify the needs and drives that people have and
teaching methods hinder academic performance. To how these are prioritized. The staff should be
improve educational outcomes, it is essential to motivated by being given greater responsibility and
address these challenges while continuing to support being held accountable for their work.
and motivate teachers. By creating a more conducive
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CITE AS: Ainembabazi Juliet and Chinyere Grace Ezeonwumdu (2025). The effect of teachers
motivation on academic performance of students in selected private secondary school in Bushenyi-Ishaka
municipality, Bushenyi district Uganda. INOSR ARTS AND HUMANITIES 11(1):68-75.
https://doi.org/10.59298/INOSRAH/2025/6875

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