Teacher motivation and learners’ academic performance in- the selected UPDF founded primary schools in central Uganda.

Taremwa, Deus Kakiga

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dc.contributor.author	Taremwa, Deus Kakiga
dc.date.accessioned	2024-05-02T12:19:37Z
dc.date.available	2024-05-02T12:19:37Z
dc.date.issued	2023-10-02
dc.identifier.citation	Taremwa, D. K. (2023) Teacher motivation and learners’ academic performance in- the selected UPDF founded primary schools in central Uganda, Nkumba University.	en_US
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/1134
dc.description	A Research Dissertation Submitted to the School of Postgraduate Research and Training in Partial Fulfilment for the Requirements for the Master of Education Management and Planning Degree of Nkumba University.	en_US
dc.description.abstract	The study sought to establish the impact of teachers’ motivation on learners’ academic performance in the selected Uganda Peoples’ Defence Forces (UPDF) founded schools in Central Uganda. Assessing the impact of financial motivation, indirect financial benefits/allowances and non-financial rewards on pupils’ academic performance in the selected UPDF founded primary schools had three specific objectives namely financial motivation, indirect financial benefits/allowances and non-financial rewards. The study was based on Pearson correlational index design. Altogether 144 teachers and 10 UPDF founded primary schools’ administrators were involved. These were sampled using simple random and purposive random sampling techniques. Data was collected using a self-administered questionnaire and interview guide. The hypotheses were analysed using Pearson’s correlation and thematic analysis methods. The findings revealed that there was a significant positive relationship between motivation and learners’ academic performance in the selected UPDF founded primary schools in Central Uganda. The study concluded that financial and non financial motivations once provided significantly relate with learners’ academic performance in the selected UPDF founded primary schools in Central Uganda. It is recommended that to enhance the academic performance of learners in the selected UPDF founded primary schools, the MoDVA supported by the MoES, should create avenues of generating adequate finances internally and or externally to enhance teachers’ salaries, allowances and accommodation, as one of the strategies to boost learners’ academic performance. School administrators together with stakeholders should create avenues for recognizing teachers’ efforts including but not limited to; appreciating them during meetings and offering them extra responsibilities while at school	en_US
dc.language.iso	en	en_US
dc.publisher	Nkumba University	en_US
dc.subject	Teacher motivation	en_US
dc.subject	Learners’ academic performance	en_US
dc.subject	UPDF founded primary schools	en_US
dc.subject	Central Uganda	en_US
dc.title	Teacher motivation and learners’ academic performance in- the selected UPDF founded primary schools in central Uganda.	en_US
dc.type	Thesis	en_US