MOTIVATIONAL PRACTICES AND TEACHERS’ PERFORMANCE IN PRIMARY SCHOOLS IN MAKINDYE DIVISION, KAMPALA DISTRICT,
UGANDA

BY

PARO MALYAM
   
INDEX NO:
2018/AUG/MEMP/M224391/WKD/KLA

A DISSERTATION SUBMITTED TO THE SCHOOL OF EDUCATION, HUMANITIES AND SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 
FOR A MASTERS DEGREE IN EDUCATIONAL 
MANAGEMENT AND PLANNING OF
NKUMBA UNIVERSITY

OCTOBER 2019

DECLARATION

I, Paro Malyam, hereby declare that this dissertation is my original piece of work and has never been submitted to any university for any award. 

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PARO MALYAM
2018/AUG/MEMP/M224391/WKD/KLA

APPROVAL

This is to certify that this dissertation was done under my supervision as University supervisor and is now submitted for the award of Master’s Degree in Education Management and Planning. .

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PROF J.C SSEKAMWA
SUPERVISOR 

DEDICATION

I would like to extend my sincere gratitude to God for His loving power and grace to see me through this research work, to my friends who always believed and encouraged me in the struggle through this research, they are pillars of my being, and I am forever grateful for that. To my dear lecturers of Nkumba University, Special dedication Dr. Bukirwa Joyce Sessanga, Dean School of Education, Humanities and Science, Dr. Simon Peter Ongodia, Mr. Charles Lwanga Kaggwa, Dean School of Commercial, Industrial Art and Design. To my colleagues who helped me to finish this research project.

ACKNOWLEDGEMENT

I would like to acknowledge my lecturers for their encouragement all through my course. I am greatly indebted to my supervisor Prof. J C Ssekamwa for the great insights, encouragement, and guidance throughout the research process. Notably, I would like to recognize the great contribution of the respondents and the schools that were comparative during data collection process to enrich this research work.
In a special way wish to acknowledge Dr. Bukirwa Joyce Sessanga, Dean School of Education, Humanities and Sciences, Dr. Simon Peter Ongodia, Mr. Charles Lwanga Kaggwa, Dean School of Commercial, Industrial Art and Design for the great work you did in my academic progression.
Finally, I would like to acknowledge my colleagues who tirelessly contributed to this study in terms of time, insights, and moral support. Lastly, I wish to thank the Almighty God for enabling me to reach this far in my academic advancement. 
May the Almighty God bless you abundantly. 

TABLE OF CONTENTS

Table of Contents
DECLARATION
APPROVAL
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 Introduction
1.2 Background of the study
1.2.2 Theoretical background
1.2.3 Contextual background
1.3 Statement of the problem
1.4 Purpose of the Study
1.5 Research Objectives
1.6 Research Questions
1.7.1 Content Scope
1.7.2 Time scope
1.8 Significance of the Study
1.9 Limitations of the Study
1.10 Operational Definition of Key Terms
ABBREVIATIONS/ACRONYMS
1.11 Conceptual Background
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Motivation Theories
2.2.1 Maslow’s Hierarchy of Needs
2.2.2 Alderfer’s Hierarchy of Motivational Needs (ERG THEORY)
2.2.3 Acquired Needs Theory-(McClleland 1955)
2.2.4 Herzberg Two Factor Theory
2.2.5. Vroom’s Expectance Theory
2.3 Motivation of Teachers and Performance
2.3.1 Intrinsic and Extrinsic Motivation
2.3.2 Other remuneration avenues/channels which can make teachers perform effectively.
2.3.3 Nature of working conditions and performance
2.3.4 Provision of Fringe Benefits and Teachers’ Performance
2.4 Motivation and performance.
2.5   Summary of Identified Gap
CHAPTER THREE
METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Study Population
3.3 Selection of Respondents
3.4 Sample Size
3.5 Sampling techniques
3.6 Data Collection Tools
3.7 Data Collection Procedures
3.8 Instrument Validity and Reliability
3.9 Data Analysis
3.10 Ethical Issues
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4. 1 Introduction
4.2 Background Characteristics of Respondents
4.3 Examining motivational practices which affect teachers’ performance of primary schools.
4.3.1:  Does motivation practices affect Physiological needs of primary teachers and their performance?
4.3.2  Does motivation practices affect safety needs of primary school teachers and their performance?
4.3.3: Effects of motivational practices in primary schools.
4.3.4: Benefits of Motivational Practices
4.3.4 Does motivation practices affect esteem needs of primary teachers and their performance?
4.4 Investigating the various motivational types offered to teachers in Primary schools
4.4.1: Intrinsic Motivation among Teachers
4.4.2: Extrinsic Motivating practices of Teachers
4.5.1 Regarding the salaries and wages earned per month:
4. 5.2 Health promoting programs
4.5.3 Nature of working conditions and performance
4.5.4 Provision of fringe benefits on teachers' performance
4.6 Motivation and performance.
4.7 Performance of Teachers
4.8 RESPONSES FROM FOCUS DISCUSSION GROUPS
4.9 DISCUSSIONS OF SOME EMPLOYEE’S INTERVIEW
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Discussions
5.2.1 The effect of motivation practices on teachers’ performance.
5.2.2 To investigate the various motivational types offered to teachers in Makindye Division
5.2.3To find out other remuneration avenues which can make teachers perform effectively in Makindye Division
5.4 Recommendations
5.4 Areas for Further Research
REFERENCES
APPENDICES
APPENDIX II
KEY INFORMANT INTERVIEW GUIDE FOR HEAD TEACHERS
APPENDIX III
FOCUS GROUP DISCUSSION CHECKLIST

LIST OF TABLES

Table 1: Sample size description
Table 2: Showing Age of Respondents.
Table 3: Showing Gender Distribution of Respondents
Table 4: Showing Educational Level of Respondents
Table 5: Showing Marital Status of Respondents
Table 6:  Showing how respondents are affected by physiological needs in primary schools in Makindye Division
Table 7:  Showing the effect of motivational practices in primary schools.
Table 8: Showing benefits from motivational practices
Table 9: Showing how respondents are affected by motivational practices in terms of fulfilling their self-esteem in primary schools
Table 10: Presents quantified responses from interviews with teachers regarding their level of agreement with indicators of intrinsic motivation.
Table 11: Teachers’ welfare and teachers’ morale to perform
Table 12: Showing extrinsic Motivating practices of Teachers
Table 13: To what extent extrinsic motivating practices and teachers' performance.
Table 14: Showing Salary earned by respondents per month
Table 15: Showing how health promoting programs are enhanced in primary schools to motivate teachers' performance.
Table 16: Showing the nature of the working conditions and performance
Table 17: Showing provision of fringe benefits on teachers' performance
Table 18: Showing how you would rank the following motivational factors in order of preference as to what motivates you.
Table 19: Showing Performance of Teachers

LIST OF FIGURES

Figure 1: Conceptual Framework of the Study

ABSTRACT

Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners. Consequently, this study investigated the effects of motivation practices on the performance of primary school teachers in Makindye Division, Kampala District, Uganda. Specifically, the study was to find out whether motivation strategies of teachers had any effect on primary teachers to perform and the types of motivation used in primary schools in Makindye Division, Kampala District, Uganda.
A descriptive survey research design was used where a total sample of 80 respondents including teachers, head teachers, District Education Officer and Parents and Teachers Association were consulted. 
The primary data was collected using structured questionnaires for teachers, as well as key informant interview guides for head teachers. A focus group discussion was also held with Parents and Teachers Association members in the study geographical area. Consequently, both qualitative and quantitative methods were used in the collection of data.
The researcher found out that the motivations used are not attractive or not given at all in some schools. The researcher concluded that this luck of motivations to teachers affected their devotion to work.  The researcher recommends to the employing authority, the Ministry of Education and Sports to look into the motivation of teachers in schools. This will make teachers spend most of their efforts doing their duties in schools diligently.       

 

ABBREVIATIONS/ACRONYMS  

EFA:                     	 Education for All
KCCA:	             Kampala City Council Authority
NSSF:                     	 National Social Security Fund  
PTA:                   	 Parents Teachers ‘Association
SSA:                      	 Sub Saharan Africa
UPE:                     	Universal Primary Education   

CHAPTER ONE
INTRODUCTION
1.1 Introduction
People do not learn or live merely to satisfy their bodily needs. They spend a lot of time and energy doing things as working puzzles, reading books, going to Church, visiting friends and hosting other activities that serve to immediate biological purpose. 
This implies that there are set goals that individuals strive to achieve. The goals may be internally or externally influenced.
All institutions have goals and objectives to accomplish and this defines their reason for existence. Effective management in these institutions is a necessary tool in improving an enabling working environment in which all workers work together as a team and as individuals towards the accomplishment of the organizational set goals.  
1.2 Background of the study
Teachers’ job performance is a concern of everybody in the society. Oxford Advanced Learner’s Dictionary defines performance as the act or process of carrying out something or execution of an action or a repetitive act or fulfillment or implementation (Hornby, 2000). In this respect, teacher performance connotes the teachers’ role of teaching students in class and outside the class. The key aspects of teaching involve the use of instructional materials, teaching methods, regular assessment of students, making lesson plans, assessment of pupils, conduct of fieldwork, teachers’ participation in sports, attending school assembly and guidance and counseling. Therefore, teacher job performance is the teacher’s ability to integrate the experience, teaching methods, instructional materials, knowledge and skills in delivering subject matter to students in and outside the classroom. Teacher performance in this study was measured by regular and early reporting at school, participation in extra-curricular activities, supervision of school activities, adequate teaching preparation (schemes of work, lesson plans), marking and general punctuality among others.    

Teaching is a mass occupation, which accounts for one-half to two-thirds of public sector employment in most developing countries (Bennell, 2004). While other professions 
(Engineers, medical doctors and lawyers) enjoy a high degree of self-regulation and are successful in maintaining high barriers to entry in terms of qualification requirements and registration; teachers on the other hand, tend to have weak, state-dominated professional organizations with several trade unions. In addition, public sector recruitment freezes in many countries during the 1990s have seriously constrained the growth of the number of teachers in government or government-aided schools. Although such events are expected to have affected the morale of teachers to perform, detailed studies examining the effect of motivation on performance of teachers are still scanty. Available evidence, however, reveals that the teaching force has expanded rapidly in only a relatively few countries (most notably Bangladesh, Malawi, Ethiopia, Eritrea, Mozambique and Uganda) (Bennell, (2004).  

In Uganda, the Ministry of Education and Sports controls primary and other levels of education. It trains, registers, constructs schools and teachers’ houses, supplies all required teachers, prescribes a national curriculum and provides textbooks, administrators and inspects all schools in the country. The primary school system since independence has continued to expand, through service providers such as government and the private sector who have been encouraged to open up schools.
Government has recommended use of distance education and opening up learning Centre’s (Government White Paper on Education, 1992) which have created the challenges of increased demand for education and expansion of education system. There is a growing fear that perhaps the massive number of teachers without commensurate expansion in facilities, learning and teaching materials, teaching morale may have compromised the quality of education along the remuneration prior to the introduction of Universal Primary Education when most schools charged additional fees through Parents ‘Teachers Associations which money was used to supplement teachers’ salaries. This is no longer the practice and thus teachers must rely on the government salary.    

Given the fact that in practice it is not uncommon for a primary teacher to have more than 150 pupils, one may be surprised to note that there is a double shift system where one teacher teaching two classes, one in the morning, the other one in the evening as a model of reducing the class size without increasing the teaching force. Yet as teachers’ salaries are so low, primary school teachers are sometimes obliged to have a second job to make ends meet for them and their family. All these coupled with frequent delays in the payment of these little salaries, absence of staff accommodation, poor or no staff meals; tend to reinforce absenteeism, low morale and lack of commitment to work (Ward, et. al, 2006). 

Performance refers to the outcome from any economic activity and in primary schools; it is on teachers’ academic performance like teaching and marking, preparing report forms, doing school duties, attending staff meetings, schemes of work and lesson plans.  However, accordingly to (Armstrong, 2003:478), “performance” is the behavioral aspect that defines the way in which organizations, teams and individuals get work done. Taken all together, (Cole, 1998) and (Kountze, 1999) contended that performance is a function of motivation, ability to cope with the task in a given environment, performance as a function of motivation, involves achieving business objectives and responsibilities from the perspective of judging party (Hersey et al, 1998).
Performance can be good or bad. However, good performance involves being punctual at work, cooperating with co-workers, management in overcoming problems, having control over emotions, commitment and regular at work among others while poor performance involves late arrivals at work place, leaving early, lack of commitment, absenteeism, too much complaints, unwillingness to accept the delegated duties and having no control over emotions hence, strikes (Cole,1998). Therefore, where motivation is high, salaries promptly paid to the employees, the degree of participation, and commitment is high as well as performance. There is correlation between motivation and teachers’ performance.

Makindye Division is one of the five administrative divisions of Kampala District, the capital of Uganda, and the largest city in that country. The city's five divisions are: (a) Kampala Central Division (b) Kawempe Division (c) Lubaga Division (d) Makindye Division and (e) Nakawa Division. Makindye Division primary schools, the government has little schools compared to private sector. In most urban schools, teachers are not adequately motivated and even the working conditions are still appealing, fringe benefits, as allowances, recognitions, promotions and praises rarely exist despite the commitment exhibited by the workers.  

Most of the teachers still work under strict supervisions and work over loaded without appointment letters (job security), hence, affecting their work.  In most of the schools, the school administrators and board of governors are the chief determinants of the teachers’ survival. The methods of rewarding employees differ from institution to institution, for various reasons and at particular situations. There is a tendency of attributing the success and achievement to the members of staff handling candidate classes and those with more responsibilities and ignore the class teachers who lay the foundation for the success.  This not only creates individualism but also conflict of interest among employees, which affects performances. However, it is important to note that in schools, there is no defined criteria and yardstick for measuring performance of teachers. It is therefore, a combination of teachers‟ effort in cooperation with the management.
According to (Herzberg, 1999), most of the workers in institutions tend to attribute the good results to their own efforts and shoulder the blame to the administration in case of poor results. Good performance in schools involves power sharing and gaining cooperation with no command control over the subordinates but serving them, advising, directing, motivating and appreciating their efforts to meet the desired goals (Selznick, 1997). This is done by defining the available outcomes from the institution employee has the ability and support needed like textbooks, prep books, laboratory, equipment, good and adequate working environment to meet the desired or set goals. Therefore, researcher feels that once all the above is adequately provided and in time, teachers would feel intrinsically happy and perform above average in schools.
1.2.2 Theoretical background
The global view on motivation practices on health staff’s performance is linked to (Herzberg, 2003), theory of Two-Factor theory on job satisfaction or dissatisfaction. He states that there are certain factors in the work place that cause job satisfaction, while a separate set of factors cause dissatisfaction. He set the theory to determine which work factors such as wages, job security, or advancement made people feel good about their jobs and which factors made them feel bad about their jobs. In most institutions and private hospitals in particular, administrators have not fully eliminated dissatisfies to enhance satisfiers, which have bred unfavorable behaviors’ among employees, resulting into strikes, high labor turn over, gossip, frequent absenteeism, late resumption for duty and un cooperation with the management. Herzberg surveyed workers and divided work factors into two categories; Motivation factors, those factors that are strong contributors to job satisfaction.    

Motivating factors (challenging work, recognition, responsibility) that give positive satisfaction Hygiene factors, those factors that are not strong contributors to satisfaction but must be present to meet workers expectations and prevent job dissatisfaction

Herzberg’s Two – Factor theory.
Hygiene factors such as status, job security, salary, fringe benefits, and workers’ conditions do not give positive satisfaction results from their absence. If hygiene factors like this do not meet employee’s expectations, they may be dissatisfied with their jobs.

To increase satisfaction and motivate someone to perform better, you must address motivation factors. Hygiene factors are necessary to ensure an employ is not dissatisfied. Motivation factors are therefore necessary to motivate an employ to higher performance.  A supportive working environment motivates good performance. This encompasses more than just having sufficient equipment and supplies. It also includes system issues, such as decision-making and information-exchange processes, and capacity issues such as workload, support services and infrastructure (Potter et al, 2004).  
 
McGregor (1985) in his theory of motivation, points out that understanding motivation and performance begins with understanding that the workers are not necessarily accountable if their performance is not what the supervisor envisions. Instead of assuming that the workers in question are lazy, unskilled, or unwilling to perform the task, the wise manager seeks to understand why the workers are not performing to their expectations. While it may be that the workers do not possess the required skills, can be trained, there may be other factors involved which are more complicated and which reach to the heart of effective management. Assuming that the workers are being willfully disobedient or unproductive is to put responsibility where it does not belong (McGregor, 1985).   

There are various theories on motivation and employee performance. Popular among these theories, Theory 'Y' which unlike theory 'X' has the view that people love work naturally and see their reward not only in terms of cash benefit but from the satisfaction derived from undertaking difficult works on their own, thus providing managers a platform to exploit this wish for self-development for maximum productive efficiency.  

Maslow divides human needs into higher and lower orders. The lower order needs are primary, such as food, shelter, sex, and physical security, while the higher order needs involve love for other and self-actualization, as emphasized by (Maslow 1954) in his book titled Motivation and Personality. This theory therefore guides the assessment of the effects of motivation on the performance of primary school teachers in Makindye Division in Kampala District.
1.2.3 Contextual background
The study was in Makindye Division, Kampala District and two schools chosen are Kampala Primary School and Buganda Road Primary School.
1.3 Statement of the problem
A number of schools have resorted to use different motivational practices to influence teacher and improve on their performance. Despite the possible strategies put in place by the administrators in order to increase the performance of teachers of primary Schools in Makindye Division, there has not been any improvement in performance of primary Schools in Makindye Division, Kampala Schools. The two schools case studies never made it among the best 150 Kampala schools in Primary Leaving Examination 2017 and 2018. Despite the above motivational factors, there has been deteriorating standards of professional conduct, including serious misbehavior (in and outside of work), poor preparation of teaching materials especially lesson notes, lack of continuous pupil assessment and general poor professional performance. Teacher absenteeism is unacceptably high and rising; time on task is low and falling, and teaching practices characterized by limited effort with heavy reliance on traditional teacher-centered practices (KCCA Education Inspection Report, October 2017). It is such a situation that the researcher wanted to establish the various motivational factors and how they have affected teachers’ performance in primary schools in Makindye Division, Kampala District.  

1.4 Purpose of the Study
The purpose of the study was to find out motivational practices for teachers in Makindye division primary school.    

1.5 Research Objectives
i.	To examine motivational practices which affect teachers’ performance in primary schools in Makindye Division, Kampala District.
ii.	To investigate the various motivational types offered to primary school teachers in Makindye Division.
iii.	To find out other remunerations avenues that can make primary school teachers perform effectively in Makindye division.                                                                                                         
1.6 Research Questions
i.	What motivational practices that affect teachers’ performance in primary schools in Makindye Division, Kampala District?
ii.	What motivational types offered to teachers of primary schools in Makindye Division, Kampala District?
iii.	What are the other remunerations avenues that can make teachers perform effectively in primary schools in Makindye Division, Kampala District?                                              

1.7 Scope of the study  
Geographical study site was primary schools in Makindye Division, Kampala District for the period 2016, 2017 and 2018. Makindye Division is one of the five administrative divisions of Kampala, the capital of Uganda, and the largest city in that country. The city's five divisions are: (a) Kampala Central Division (b) Kawempe Division (c) Lubaga Division (d) Makindye Division and (e) Nakawa Division. 

Makindye Division is in the southeastern corner of the city, bordering Wakiso District to the south and west. The eastern boundary of the division is Murchison Bay, a part of Lake Victoria. Nakawa Division lies to the northeast of Makindye Division. Kampala Central Division lies to the north and Lubaga Division lies to the northwest. The coordinates of Makindye Division are: 0°17'00.0"N, 32°35'00.0"E (Latitude: 0.283334; Longitude: 32.583334). Makindye, where the divisional headquarters are located, sits approximately 6 kilometers, by road, southeast of Kampala's central business district.   
1.7.1 Content Scope
Regarding its content scope, the study investigated whether motivation of teachers affected their morale to perform as well as the effect of intrinsic and extrinsic motivation on the performance of teachers.
1.7.2 Time scope
The Primary Leaving Examination for the period 2016, 2017 and 2018 showed a declining trend in performance of the case study schools in Makindye Division, Kampala District. The research study period was November 2018 - June 2019.
1.8 Significance of the Study
This study is of importance in this era of universal primary education, especially now that Uganda needs motivated staff if performance is to improve at this level. The study, therefore, seeks to explore possible strategies for improving school management and administration.
  
The study is of importance to the policy makers and primary school administrators as it identifies major strategies to modify the behavior of teaching staff towards their job performance. It has in particular identified strategies that will help to improve teacher morale and working conditions, at the same time counteract the factors that lower the teachers’ motivation.  
 
The study will enrich the Ministry of Education and Sports with adequate and useful literatures for future reference. Motivating the staff by reducing on the negative attitudes teachers have towards performance at the workplace. It should identify the necessary resources, tools and equipment to their staff for organization’s effective performance; it should also identify the loopholes and improve on the service delivery of teachers and other employees in institutions. Giving an insight on why motivation is important and necessary in educational institutions for better employees’ performance. To researchers, it may form a basis for further research on motivation and teachers’ performance.
1.9 Limitations of the Study  
The major limitation of this study was unwillingness from some respondents to receive and fill in the questionnaires during the process of data collection since they were working on exams and reports. To overcome this limitation, the researcher gave assurance by explaining what to divulge as necessary information. Another limitation was inadequate finances to conduct the research; the researcher overcame this challenge by narrowing the area of study to two schools in Makindye Division, Kampala District. Time was also a challenge since the researcher had a limited time to carryout research and the timing collided with the examination program of the two primary schools. However, this did not lower the validity and reliability of the study.
1.10 Operational Definition of Key Terms
Fringe benefits –in this study, fringe benefits are non-wage payment given to the teacher by the top management. It can be in terms of pension, praises, recognition, life and health insurance, transport allowance, leave, company cars.
Motivation practices- in this study, are monetary (salary, wages, and other financial resources offered to teachers) they might also include free or subsidized housing, food and transport. In addition, non- monetary (fringe benefits and nature of working conditions) they might include professional status in the community, promotion, recognition, approval by parents, public and ministry of education.
Performance –in this study, performance can be almost any behavior, directed toward task or goal accomplishment, the job responsibilities or duties performed by the teacher. It includes professional status in the community, promotion, recognition and approval by, parents, the public and Ministry of Education.
Allowances, are the amount or something that is permitted, especially with a set of regulations given at regular intervals for a specified purpose, like when teachers, head departments.
Recognition, in this study, recognition is the identification of teachers after work well done.
Nature of work is the fundamental quality of work, identity or essential character. Fringe benefits are variables such as accommodation, medical, paid leave, maternity and interpersonal relationships.     
Timetable, is a schedule listing the times at which certain events, such as arrivals and departures arranged according to the time when they take place by teachers and learners.
Co-curricular activities are outside activities in the school but usually complimenting the regular curriculum.

1.11 Conceptual Background  
Employee performance is the job-related activities expected of a worker and performance. Assess employees on an annual or quarterly basis in order to help identify gaps in their performance. The public sector of the economy is concerned with providing basic government services. The public sector might provide services that non-payers benefit from (such as street lighting), services which benefit all of society rather than just the individual who uses the service (such as public education). Hence, services that encourage equal opportunity, planning, organization, and delivery of health services in public sector must reflect an added sense of urgency (Motsoaledi, 2012).
Figure1: Conceptual Framework of the Study
Teacher Performance 
•	Scheme of work
•	Record of work
•	Student reports
•	Time management
•	Staff meetings	
Independent variables                                                  Dependent Variables
Motivation Strategies
•	Salary Increment
•	Recognition Team work
•	Promotions
•	Fringe Benefits
•	Employee car loan scheme
•	Housing Loan Scheme
•	Trainings	

          

						

Moderating Variables

•	Employing Authority
o	Public
o	Private
•	Ministry of Education	

Source: Own developed model

As indicated in figure 1 in the conceptual framework the two variables are interrelated and there is no way you can separate them. Dependent variables are variables that researcher will measure in order to establish change or impact created on them.
From the conceptual framework above, recognition is the most important and effective incentives for improved performance. According to (Ricks et al., 1995) recognizing self-motivated, self-managed and highly productive individual will encourage and help the continuation and development of the above features in the employees that will set an example for others to follow. However, recognition is the appreciation of performance by the organization of an act done by the team member. Recognition has two essential goals: firstly is to encourage the employees or team to repeat or continue the behavior and secondly is to encourage other employees to do the same.
Job Security. If an employee is sure of his/her present job, he will be having inner peace that will restrict you from wondering and you will be able to develop more interest in the performance of the job
Teamwork across many different organizations used in order to increase performance, employee unity and company culture. Teamwork is important due to the problem-solving synergy gained from multiple minds working on a solution. By using teamwork, team members pool their collective ideas together to generate unique ideas for dealing with problems.

However, teamwork is the backbone of effective communication within a company. When employees work as individuals or independently on projects, they may not readily share knowledge or new information. Teamwork promotes conversation between employees regarding the task, possibly preventing employees from working in opposite directions. Cohesion is also an important by product of teamwork within a company. This cohesion could be the result of increased chemistry, trust or both from working on projects as a team.

Moreover, when employees work together as a team within a company, every employee learns from one another. This knowledge is not limited to the personal experiences of coworkers; employees from different departments may learn information from each other regarding the limitations and possibilities of those departments.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter focused on definitions of relevant terms, types of motivation, theories of motivation, conceptual framework, empirical literature review, factors for motivation, motivational strategies in the health sector, and performance management.
2.2 Motivation Theories
Critical search of literature on the subject matter brought to the fore that, several theories of motivation developed, and were particularly relevant for work settings. The most interesting revelation was the fact that, each of these theories highlights one or more of the variables of motivation.

Psychologist typically grouped motivation theories into two categories namely; the content theories and process theories. The content theories Hitt (2009), argued addresses the issue of what needs a person is trying to satisfy and what features of the work environment seem to satisfy those needs. Such theories he was of the opinion tries to explain motivation by identifying (a) internal factors, that is particular needs and (b) external factors, particular job and work situation and characteristics that are presumed to cause behaviour. The process theories work motivation dealt with the way different variables combined to influence the amount of effort put forth by an employee. Malik, et al, (2011), in contributing to this school of thought said it attempts to explain and describe how people start, sustain and direct behaviour aimed at the satisfaction of needs or reduction of inner tension. The major variables in this model are incentives, drive, reinforcement and expectancy.
2.2.1 Maslow’s Hierarchy of Needs
Maslow propounded this theory. It was based on the assumption that employees are motivated by series of five universal needs, these range of needs he claimed the individual will be motivated to fulfill whichever is most powerful at the time of need Maslow, (1970). This need, literature makes us to understand he grouped them into; Lower order needs - which he claimed are dominant until they are at least partially satisfied. From this angle, it can be realized that any normal human being would turn his attention to satisfy needs at the next level-giving rise to higher-order needs that gradually becomes dominant.

Physiological Needs
Physiological needs according to Maslow, (1970) are the basic needs for survival and deemed it the lowest- level needs. These needs included needs such as food, water and shelter. These are the necessities a human being needs to survive and in fact cannot do without it. He was of the strong opinion that even if all the other needs are unsatisfied then physiological needs will dominate. So long as physiological needs are unsatisfied, there exist as a driving or motivating force in a person’s life. A hungry person has a felt need, this felt need ignites both (psychological and physical) tension, and manifest itself in a manner directed towards reducing the said tension (getting food to eat) thus, people will focus on activities that will help them survive. Once the hunger is, satisfied tension is reduced and the need for food ceases to be a motivator.
Different theories of motivation.
Maslow’s hierarchy of needs: Human behavior is goal-directed. Motivation cause goal-directed behavior. Needs through motivation can be purposely be handled. According to Maslow’s Hierarchy, needs were categorized into five types from lower to higher order of needs. Individuals must satisfy lower order of needs before they approach higher order. Satisfied needs will no longer motivate. Motivating a person depends on knowing at what level the person is at of hierarchy.

Safety Needs
The next level in the hierarchy was what he termed as safety needs- the search for shelter, security, stability, dependency, protection, freedom from (anxiety, fear and chaos), and a need for structure, order, and law. In the work setting, this needs translate into a need for at least a minimal degree of employment security; and the assurance that they cannot be dismissed or sacked on irrelevant issues and that appropriate levels of effort and productivity will ensure continued employment.

Social Needs (belongingness needs)
According to Hayes (2009), if a person has the first two levels of needs well gratified, the emergence of social needs (sense of belongingness and love) becomes the next objective. At this stage in life, a person hunger for the affection of others and be placed in a group or family. Relating this to the work place, as outgoing creatures, humans have a need to belong and this can only be satisfied by ability to interact with one’s colleagues and be able to collaborate effectively to achieve organizational goals.

Esteem Needs
Maslow (1970), observed from the research conducted with his patients that humans after gratifying social needs would now crave for what he calls esteem needs thus, the desire for self-respect, esteem, and the esteem of others. Self-respect he defined as the need for a sense of (achievement, competence, adequacy and confidence). Digesting his submission carefully, and relating it to the workplace setting, externally, people seek needs like desire for reputation and recognition, prestige, status, fame, glory, dominance attention and appreciation in the eyes of other people.

Self-Actualization Needs
The highest need in Maslow’s hierarchy, arguable though. Self-actualization refers to the desire for self-fulfillment, realization of a potential, continuous self-development and the process of becoming you. Expatiating further, Hitt, (2009), added that at this level, individual differences are dominant, as the emergence of these needs rest upon some prior satisfaction of the previous four. The researcher observed that, at this point, people seeking to satisfy this need will actually, look for personal relevance and value new responsibilities that may help discover new talents.
2.2.2 Alderfer’s Hierarchy of Motivational Needs (ERG THEORY)
Alderfer propounded the ERG theory in 1972 as a quick response to the lack of empirical evidence for the hierarchy of motives presented by Maslow in 1970. His objective was to align it more closely with empirical research. Notwithstanding, Alderfer’s version of the needs theory was built on the ideas of Maslow. Studying the issues carefully one can clearly conclude Alderfer only sought to present an alternative approach rather than reject the theory. The ERG he defined as; Existence, Relatedness, and Growth.-

Existence needs 
He defined as including all basic material existence requirements; (Maslow’s physiological and safety needs).
Relatedness Needs
He referred to as the quest of people to maintain interpersonal relationship with other people-family members, colleagues, bosses, and subordinates. He explains further by saying people satisfy this need by sharing thoughts and feelings. (Maslow’s social/love need and the external component of his esteem need).
Growth Needs: He referred to as what impels a person to be creative or have an impact on his her environment thus, the desire for personal development. He was of the opinion that this level of needs can be catered for by engaging in challenges that demands that you use your skills or require that you initiate new ones (Maslow’s esteem need, and self-actualization). In the nutshell, Alderfer believes that three categories of needs are active in every person but vary in degrees and strength.

Alderfer's ERG theory differs from Maslow's Need Hierarchy insofar as ERG theory demonstrates that more than one need may be operative at the same time. ERG theory does not assume a rigid hierarchy where a lower need must be substantially satisfied before one can move on. Alderfer also deals with frustration. That is, if a higher-order need is frustrated, an individual then seeks to increase the satisfaction of a lower-order need. According to Maslow, an individual would stay at a certain need level until that need was satisfied. ERG theory counters by noting that when a higher- order need level is frustrated the individual’s desire to increase a lower- level need takes place. Inability to satisfy a need for social interaction, for instance, might increase the desire for more money or better working conditions. Therefore, frustration can lead to a regression to a lower need.

In summary, ERG theory argues, like Maslow, that satisfied lower- order needs lead to the desire to satisfy higher-order needs; but multiple needs can be operating as motivators at the same time, and frustration in attempting to satisfy a higher- level need can result in regression to a lower- level need.
2.2.3 Acquired Needs Theory-(McClleland 1955)
McClelland’s Theory of Needs
This is another theory of employee motivation proposed by McClleland in his 1961 book, “The Achieving Society”. McClleland identified three basic needs that people develop and acquire from their life experiences.

Need for Achievement
People with a high need for achievement strive for success, are highly motivated to accomplish a challenging task or goal. Prefer tasks that have a reasonable chance for success, and avoid tasks that are either too easy or too difficult. There is a strong need for feedback as to achievement and progress, and a need for a sense of accomplishment. The people who have a high achievement need likes to take personal responsibility (McClleland, 1961).
Need for Affiliation
A person who has a high need for affiliation needs harmonious relationship with people and needs to be recognized by other people. McClelland further contend that people with a strong need for affiliation are highly motivated to maintain strong and warm relationships.
Need for Power
A person who has need for power wants to direct and command other people. McClelland maintains that people with high need for power enjoy roles requiring persuasion. Most managers have high need for power.
According to McClelland (1961), individual can have a need to get ahead to attain success, and to reach objectives. He further added that, the characteristics of high achievers are like situation in which they take personal responsibility for findings solutions to problem, and they want to win based on their own efforts not due to luck or chance. High achievers want concrete feedback on their performance. They use the information to modify their act. They tend to be loners and not team players and have little empathy for others.
2.2.4 Herzberg Two Factor Theory
Frederick Herzberg introduced his Two Factor Theory in 1959. Herzberg argue that, lower-order needs, or hygiene factors, are different from higher- order needs, or motivators.

(i)	Hygiene Factors
A series of hygiene factors create dissatisfaction if individual perceive them inadequate or inequitable, yet individuals will not be significantly motivated if these factors are viewed as adequate or good. Hygiene factors are extrinsic and include actors such as salary or remuneration, job security, interpersonal relations, working conditions, technical supervision and company policies and administration. Herzberg maintains that, adding more hygiene factors to the job is a very bad way to motivate because lower order needs are quickly satisfied.

(ii)	Motivators
Motivator factors based on individual’s needs for personal growth. When they exist, motivator factors actively create job satisfaction. If they are effective, then can motivate an individual to achieve above average performance and effort. These motivators are intrinsic factors such as a sense of achievement, recognition, responsibility, personal, status, growth and the work itself.

Herzberg (1954) further contends that, the core of motivator is the nature of job or task. Motivators will not be readily present unless the job itself is interesting, challenging and meaningful. Herzberg sees the solution to the motivation problem is the design of the job itself, so that motivator factors can take effect. He suggests three ways in which this is done especially through job enrichment, job rotation and job enlargement.

This theory is relating with my study in a sense that is popular with managers. The theory gives a fair refined way of thinking satisfaction and dissatisfaction at drawing attention to all-important topics of job design as a way of providing condition which are potential motivating (Rollison, et al., 1998).

2.2.5. Vroom’s Expectance Theory
A scholar named Vroom developed this theory in 1964. The theory built on the assumption that individuals have expectations about outcome that may manifest themselves as a result of what they do. Another assumption is that, individuals have different preference for different outcome.
Vroom (1964), suggest that individuals are motivated to perform if they have perception that their effort will result in successful performance. Furthermore, in order to be motivated individual must expect or believe that successful performance will result in desirable outcome.

In the light of Vroom, (1964), three variables are involved in the motivation process.
i.	Expectancy. This is the effort a person makes to obtain a first level outcome influenced by his/her expectancy that the outcome is realized.
ii.	Instrumentality. In the light of this theory, reaching a first level outcome may not mean anything to a person. It may however, be instrumental in reaching a second level outcome or reward. 
iii.	Valence. This refers to the expected satisfaction that will follow an outcome rather than the immediate satisfaction it Vroom, (1964).
The Vroom theory of employee motivation subjected to degrees of empirical testing. It contributes a lot to the study. There is criticism that the theory is hard to apply in a practical way (Miner, 1980).
2.3 Motivation of Teachers and Performance
There is a wide range of views about teacher motivation in Africa and South Asia, most of which are country specific. However, there appear to be mounting concerns that unacceptably high proportions of teachers working in public school systems in many developing countries are poorly motivated due to a combination of low morale and job satisfaction, poor incentives, and inadequate controls and other behavioral sanctions. For example, Bennell, (2004) reports the 2000 EFA Country Assessment for Pakistan which noted that poor teacher motivation is a colossal problem‘, which is seriously compounded by political interference’.  
 
In Uganda, information about the teachers ‘job performance is not well documented, yet job performance of teachers is important in areas like classroom management, participation in sports, guidance and counseling, conducting fieldwork among other activities. Analoui (2000) asserts that low teacher motivation is reflected in deteriorating standards of professional conduct, including serious misbehavior (in and outside of work), and poor professional performance. Teacher absenteeism is unacceptably high and rising, time on task is low and falling, and teaching practices are characterized by limited effort with heavy reliance on traditional teacher centered practices. Teachers are devoting less and less time to extra-curricular activities, teaching preparation, and marking.

The fact remains that very little robust evidence presented to support these views and assertions concerning teacher motivation in developing countries. In the absence of adequate information, the incidence of poor teacher motivation and misbehavior could well be seriously over-exaggerated mainly because of the pervasive negative stereotyping of teachers (especially by the media) in many countries. On the few occasions when teachers and school managers directly asked about teacher motivation, reported levels of morale have generally been quite high.
 
Another study by Bennell, (2004) in Sub Saharan Africa noted that incentives for schools and teachers in the public education system to perform well are frequently weak due to ineffective incentives and sanctions. This was particularly the case when teachers effectively disciplined for unacceptable behaviour (absenteeism, lateness, poor teaching, and abusive behaviour towards pupils) by school managements because it was very difficult to dismiss them and pay and promotion are largely unrelated to actual performance. This situation was also revealed by Carron (1996) that where teacher pay is very low, there is normally de facto recognition that the labour process ‘in schools has to be organized in such a way that enables teachers the autonomy to generate additional income. Most managers also engage in these survival activities. More generally, there is a widespread acceptance that you get what you pay for which is not very much when pay does not meet minimum livelihood needs. Secondary employment activities are likely to both directly and indirectly lower the motivation of teachers and eventually their performance in their main jobs.  

In most schools, there is a common practice between the members of staff comparing themselves with other workers doing similar or more related jobs basing on major moderating variables like salary earnings, allowances paid, gender, professionalism and levels of education.  However, according to the research studies conducted by Robbins, (2003) observed that in most institutions, women are typically less paid than men in comparable jobs and have less expectation from the work.
Apparently, this does not still stand in most of Uganda’s institutions where both men and women employed in similar positions and enjoy same benefits.  Therefore, equal treatment of employees is pertinent in all employees in any diversified work force.

In Uganda, salaries of workers are supposed to be payed at the end of the month but this takes one or two weeks before it can be delivered to the civil servants, of which teachers are inclusive.  However, Fournier, (1998) observed that weekly pay of civil servants is something that all workers expect by virtue of their employment, but other non-financial rewards like praise, promotion and recognition are continuous and continuously motivate the workers.
This is in line with the research studies by Maicibi, (2003), in Ugandan schools and universities, which concluded that salaries and wages are still motivators to the junior staff and some academic staff and not to the senior and non-academic staff.  However, what is pertinent is that, monetary incentives are still a motivating factor in most schools and their degree of satisfaction differs from individuals to individual and from time to time.
Motivational practices which affects teachers’ performance of primary schools.
Physiological needs and job performance
Physiological needs are primarily the needs arising out of biological tension and they are there to sustain life itself. These needs include food, water, shelter and sex. Abraham (1954) defines physiological needs as needs required to sustain life and they include; air, water nourishment, and sleep. Drucker (1999) reiterates that when he asks people what kinds of motivation workers really need in order to perform well, many people tell him it is “employee satisfaction”. However, according to Drucker, satisfaction is inadequate motivation. He thinks that the only thing that will serve always is an internal “self-motivation” for performance that is responsibility, not just job satisfaction. Armstrong (1996) reports that motivation at work can take place in two ways; People can motivate themselves by seeking, finding and carrying out work (or being given work), which satisfies their needs or at least leads them to expect that their goals will be achieved.

Karvarlemo (2000) re-affirmed the application of Maslow's hierarchy of needs theory of motivation in the school situation and states that teachers need a wage sufficient to feed, shelter and protect their families if they have to dedicate their energies and time to school obligations other than for survival. Conversely, they also need assurance of sustainability of the above basics to continue pursuing organizational goals. Carron (1996) asserts that teacher quality and performance is more of a question of motivation than of skills and those skills alone will not guarantee teacher quality and performance and recommends supplementing with motivation using monetary and non-monitory rewards.    

Satisfying these innate physiological needs, in turn, leads to improved wellbeing, job satisfaction and work performance. In testing the model, the following findings largely supported the researchers’ hypothesized model. Specifically, proactive employees were more likely to pursue self-concordant goals than were employees who were less proactive. As a result proactive employees turn, was directed greater effort towards achieving their goals and subsequently, were more likely to achieve their goals. Goal attainment, in associated with employees satisfying their physiological needs for autonomy, relatedness, and competence. Employees who were more likely to satisfy these basic physiological needs experienced higher levels of job and life satisfaction, performed at higher levels than employees who were less likely to satisfy their basic physiological needs.  

Safety needs and job performance
Once physiological needs are gratified, the safety or security needs becomes predominant. Safety needs include; the need to live in a safe area, medical insurance, job security and need for financial services (Maslow, 1970).  Maslow further states that safety needs free one from the threat of physical and emotional harm. Freud (1993) views motivation as a significant portion of human behavior below the surface; not evident to the individual and to others, but it is one of the most prominent forces working within the individual that select behavior in relation to Maslow's hierarchy of needs.

Musaazi (1980) examining the above definitions looks at what could lead to motivating others in a working environment and thus defines motivation as consisting of tangible and intangible things such as bonus, promotion, good leadership and morale. He concludes that motivation improves the desire to do something better and that it is a factor that affects performance in an organization (school).  

Esteem needs of motivation and teacher performance
The British Psychological Society (2004) carried out a study to examine the motivational effects of pay level on employee performance. They collected field study data from a variety of sources at three different times, and assessed the effects of employee pay level on subsequent self-esteem, and performance. They hypothesized that the effects of pay level on performance would be mediated by pay level effects on organization-based self-esteem. They based the hypothesis on the premise that level of pay within an organization communicates a sense of how much the organization values an employee and thus affects employee organization-based self- esteem which in turn, enhances job performance. After controlling for organization tenure and previous pay change, results supported a mediated model that suggests that pay level affects employee self-esteem, which in turn, affects employee performance. They established that an employee’s self-esteem is central to the explanation of work performance. The proponents of the self-consistency theory argue that high self-esteem individuals are motivated to maintain a positive self-perception, and performance at a high level is one manner in which they can maintain behavior that is consistent with their self-concept. Furthermore, It is stated that high self-esteem people are confronted with a task to perform; they value high performance, exert effort and engage in goal-directed behavior.  

Esteem needs refers to the need to feel important Maslow (1954) and  Maicibi (2003) observed about motivation that when one has got to the apex of what he had wished does not relinquish the status  and prestige, but rather the behavior is directed towards consolidation and maintaining the achievements. Robbins (1996) in the study on Nestle, the world’s largest branded food company, points out that it prefers to motivate staff by growth, achievement, responsibility and recognition. Robbins (1996) points out that Mary Kay Cosmetics Company motivates staff by recognizing their achievements during an annual sales rally. It stated that high achievers are assembled in a business fate where a crowning ceremony, win trips, cars, jewelry and other prizes are dished out to employees for their hard work. Thus, Robbins (2006) observations are in agreement with the motivation theory in this study.
Motivational types offered to teachers.
As Dörnyei (2001) says, motivation concerns the direction and magnitude of human behavior and defined by answering why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity.  There are two Motivation Types.
2.3.1 Intrinsic and Extrinsic Motivation
 In Deci et. al (1985) self-determination theory, they distinguished two basic distinctions based on the different reasons or goals that give rise to an action intrinsic and extrinsic motivation. Intrinsic motivation refers to doing something because it is inherently interesting or enjoyable (Ryan et. al 2000a: 55). Students with intrinsic motivation mean that their reasons for L2 learning derived from their inherent pleasure and interest in the activity; the activity is undertaken because of the spontaneous satisfaction that is associated with it (Noels 2001: 45). However, not all activities are sufficiently novel, challenging, or aesthetically pleasing to be intrinsically motivating (Ryan et al, 2000b). Extrinsic motivation refers to doing something because it leads to a separable outcome (Ryan et al, 2000a: 55). That is to say, the reasons for the action are instrumental to some consequence apart from inherent interest in the activity (Noels 2001: 46).

According to Ushioda (1996), students who are intrinsically motivated can experience greater pleasure and emotional involvement because the rewards generated from intrinsic motivation are usually positive feelings such as enjoyment, pleasure, satisfaction, and self-indulgence and students can be always motivated by those internal rewards from the learning itself to persist learning. While for students who are extrinsically motivated, they “may work efficiently in the short term in response to external rewards and incentives, but their motivation is unlikely to sustain itself autonomously if the learning experience does not generate internal or intrinsic rewards” (ibid.22). Those students who work for extrinsic rewards are comparatively passive because if the external reinforcement is not available, they have no reason to do it and they may remain stagnant. The intrinsic and extrinsic motivation provides us another perspective to understand the source of motivation. This model compliments the integrative-instrumental distinction, Oxford (1996).
Internal Factors
People’s motivation greatly affected by their perceptions of themselves, and by whether they see themselves as in control of their actions (Williams and Burden 1997: 137). Goals Setting Oxford and Shearin (1994) conclude that goal setting can have exceptional importance in stimulating L2 learning motivation. Schunk (1991) cited in Rueda and Chen (2005) points out that the effects of goals on learning behavior depend on three properties: specificity, proximity, and difficulty level. Specific goals help students determine the amount of effort required for success and are more likely to increase students’ motivation. Proximal goals convey reliable information about one’s capabilities and according to Dörnyei (1998), proximal sub goals may have a powerful motivating function in that they mark progress and provide immediate incentive and feedback. The difficulty of a goal influences the amount of effort a learner believes to be necessary to complete the task. In making decisions to engage in an activity, setting appropriate goals becomes an important part of motivated behavior so that the decision carried out and the required effort is sustained (Williams and Burden 1997).  

Expectancy  
Expectancy refers to the perceived likelihood of success (Dörnyei 1994b). According to expectancy-value theories, motivation to perform various tasks is the product of two key factors: the individual’s expectancy of success in a given task and the values the individual attaches to success on that task. The greater the perceived likelihood of goal-attainment and the greater the incentive value of the goal, the higher the degree of the individual’s positive motivation (Dörnyei 2001). Learners who think they are likely to succeed are more highly motivated than those who expect to fail (Crookes and Schmidt 1991).  Anxiety Language anxiety is one of the important affective factors in foreign language learning. According to Horwitz, Horwitz, and Cope (1986:125), anxiety is “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system”.  

Feedback  
According to Williams and Burden (1997), behavioral psychologists were the first to recognize the power of feedback as motivating influence. Feedback can be an important factor (either positive or negative) that affects student motivation (Schmidt et al. 1996). It can be given by means of praise, by any relevant comment or action, or by silence, but external reinforces in the form of rewards, merit marks or simple praise, are often considered excellent ways of motivating underachieving or reluctant learners (Wheldall et al 1984 cited in Willaims et al 1997). Furthermore, feedback that provides information for promoting progress and success is motivating, while feedback that fails to give this kind of information and merely signals failure is demotivating (Schmidt et al. 1996).

Classroom Environment   
The importance of the appropriate environmental conditions for learning to take place cannot be underestimated (Williams et al, 1997), because as Good et al, (1986) state, learning is greatly influenced by the environment in which it occurs (ibid.). However, different individuals may have different perceptions about preferred conditions for learning, finding certain environmental conditions more conducive to learning than others do.    
2.3.2 Other remuneration avenues that can make teachers perform effectively.                                                                                                                                                  
Indicators of Remuneration
According to Maicibi (2005), remuneration is referred to as pay or reward given to individuals work done. He quoted that remuneration was an important factor especially in affecting performance in most organizations. The indicators of remuneration include; basic salary, wages, healthy schemes, pension schemes, transport allowances, overtime allowances and responsibility allowances.

Basic salary: According to Bratton et. al, (2003:292) a salary is a fixed periodical payment for non-manual employees usually expressed in annual terms, paid per month with generally no additions for productivity. Salary is a fixed amount of money or compensation paid to an employee by an employer in return for work performed. Salary is paid, most frequently, in a bi-weekly paycheck to a professional employee. In most years, an employee‘s salary is paid in 26 even pay checks over the course of the year.

Wage:
Refers to payment for labor or services to a worker, especially remuneration on an hourly, daily, or weekly basis or by the piece. Is also a payment to manual workers, always calculated on hourly or price rates (Bratton et. al, 2003:292). According to the Wages Act 1986, a wage is any sum payable to the employee by an employer in connection with that employment. Therefore, it includes fees, bonuses, commissions, holiday pay or other emolument relevant to the employment whether specified in the contract of employment or not.

Wages include company sick pay and any other statutory payments for example payment for time off for trade union duties and jury service. According to Farazmand (2007), employees who receive the same wages regularly are more likely to perform poorly than employees who receive some incentives. Increasing wages motivates employees in the organization and makes it easy for them to perform well.

Health scheme:
Another indicator of remuneration is health insurance scheme, not offered by all companies and varies as to quality and cost. Companies typically pay part of the insurance premium. Health insurance may or may not extend to immediate family members. Accommodations like spouses and minor children. Dental and life insurance could offered as part of a remuneration package (Lee Ann Obringer, 2011).
2.3.3 Nature of working conditions and performance
Maicibi (2003) adds that the working conditions are hygiene factors which and when properly manipulated by the management and leadership has the potential of creating job satisfaction in employees. He also adds that the working conditions governed by factors like adequate accommodation for staff, terms of payment, environment itself, provision and assurance of leave pays, retirement packages, empowerment and interpersonal relationships. The working conditions  that matter the most to teachers‘ include administrative leadership at their school, working relationships among their colleagues, level of parental support, teaching load and students discipline problems (Guarino, Satibanez and Daley,2006).
 
The nature of working conditions in any organization lays a basis for good performance. Poor working conditions can cause stress and dissatisfaction which may lead to teachers to leave the teaching profession altogether (Hanushek and Rivkin, 2007).  Perry et al (2006) reviewed diverse literature, financial incentives significantly improve performance, and effectiveness is dependent upon organizational conditions.
According to Herzberg (2003), good working conditions create job satisfaction and if conditions are inadequate, yield job dissatisfaction of employees; others leave the organization and develop negative attitudes towards work thus affecting performance. Hanushek (2009) acknowledges that a pleasant work environment in the third world context means better provision of amenities for teachers to retain them in their present job. He also observed rightly that the strategy of creating a pleasant work environment for all teachers mostly seen in private schools, but there is no reason why the public sector could not employ it as well because all schools deal with human beings. This implies that pleasant working environment for teachers will make them satisfied with their jobs and retain them.  

The Uganda National Teachers Union (UNATU) expresses concern that in Uganda, being a teacher means being paid a low salary, sometimes being treated unfairly, and working in poor conditions. UNATU says despite the low pay and poor working conditions, teachers continue giving to society by teaching and improving the life chances of millions of learners.
A teacher's working conditions directly affect our ability to properly educate our children. These working conditions also affect the future of our country. Working conditions are generally defined as the physical environment in which an employee is expected to complete his or her job. For teachers, this is just the tip of the iceberg. Teachers are often underpaid and under-supported in their need for educational resources for their students. Poor working conditions can lead to many negative issues for teachers and the students they educate, including depression, anger and lack of interest (Angella Atkinson, 2010).

Schneider, (2003) adds that school facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented how teachers in Chicago and Washington, DC rated their working conditions and perceived the effect of those conditions on their job performance and teaching effectiveness.
2.3.4 Provision of Fringe Benefits and Teachers’ Performance
Fringe benefits or top up allowances are additional payments paid to the workers above the basic pay. According to Longman dictionary of contemporary English (1999:36), an allowance or fringe benefit is an amount of money or something paid to the worker, regularly for special reasons Cushway, (1999:156) referred incentives fringe benefits as additional payments beyond the basic pays like pay raise, over time pay and payment by results, bonuses and profit oriented pays.

Bratton et. al, (2003:292) referred to these allowances (fringe benefits) as the financial and non-financial rewards added to the basic pays, related to work behaviors, performance, learning and experience. Fringe benefits is paid in financial or non-financial forms. Most of the fringe benefits in school’s range according to the work done, nature of the activity, demand, competency and competence skills required which differ from individual to individual and from institution to institution. These are in form of leadership allowances, responsibility allowances, duty allowances, overload and overtime allowances, recognitions and promotions. However, their adequacy and provision in time have an effect on teachers‟ performance in schools.

Praising the best performers depends on the management’s perception, availability of funds, culture of the institution and cost of living in which these institutions work.   Therefore, the behavior of one’s boss is the major determinant of job satisfaction and subsequently good performance of his employees.  According to the research studies by Robbins, (2003), good performance in employees’’ arises when immediate supervisions are understanding and very friendly, listen to employees opinions, show personal interest in them and subsequently praises them for good performance.

Administrators in these institutions should always monitor and ensure that employees are motivated appropriately especially in those jobs and areas that contribute most to institutions as postulated by Maicibi et. al, (2005:100). Therefore, the researcher feels that the provision of fringe benefits adequately be paid after the achievement is immediately attained for a meaningful impact in the organization or when the achievement is still fresh in the performers‟ minds. This would enable teachers have continued good performance; remain committed and dedicated at the work place.

The nature of working conditions in institutions entails the conditions in which employee work. These are governed by factors like adequate accommodation for the staff, terms of payments, how and when, hours of work, environment itself, provision and assurance of leave pays like sick, maternity and holiday pay, job security, pension assurance, retirement packages, empowerment and interpersonal relationships, Maicibi, (2003:84). The provision of these adequate working securities enlists higher commitment subsequently more efforts that strive for good work.

As conceptualized by Herzberg, (2003) good working conditions create job satisfactions and motivation of employees and where such conditions are inadequate, yield into dissatisfaction of employees, others leave the organization and develop negative attitudes towards the organization thus affecting their performance at the work place. When employees work under poor management conditions, they tend to behave like caged animals looking for the slightest opportunity to escape and when such a time comes, they leave the institution without looking behind.  Musazi, (2003:79).
 
Better still, Ssekamwa, (2001) contends that clean environment, classroom, staffroom, adequate rooms for teachers, family friendly policies, balance between work and leisure and other fringe benefits are the necessary conditions for the teachers’ performance in schools. Other external conditioned like holiday pay, sick leaves, timely and adequate pays, job security and pension schemes are a catalyst to teachers’ performance in schools. These still lack in institutions and most of the teachers have found it difficult to cope up with situations. Their attitudes and behaviors affected as well as their performance.

Most jobs however, require constant social interactions and consultations with other workers in the organizations through seminars, workshops and others need formulated rules and family friendly policies resulted into a happier staff, reduced staff turnover and frequent absenteeism at the work place. Social interaction with colleagues is still an important source of motivation in many jobs. In schools, teachers interact in formulating school rules and regulations, performing weekly duties, co-curricular activities, teaching, enforcing discipline and in performing other duties assigned to them.

The provision of necessary conditions in time encourages the staff to work harder and keep them united as a team towards the achievement of the set goals. This not only reduces personal conflicts but also reduces the risks of demotivating factors with their related effects of their work places Bent et al (2002), working as a team promotes the staff effectiveness, productivity and organizational efficiency.  (Maicibi, 2003:109).
In schools, socialization of employees enables them freely express their feelings, opinions, attitudes all other affairs that affect them at work place. It is therefore, a healthy system for the institutions survival, teamwork and productivity. Maicibi, (2003:61). However, it is important to note that institutions that put their working staff first, (consideration) have a more committed and dedicated workforce than other which do not. This leads to higher employee productivity and satisfaction that subsequently results into good performance. Workers respect or deserve a lot of attention by all managers for the organizations’ effective performance at the work place.

In other primary schools, there is a continual replacement of the teaching staff especially in private schools. This has affected the academic progress of the schools, teachers’ performance as there is no assurance of staying longer in the organization (job security) in private schools, and teachers’ services terminated without any notice despite the overload given to them. This has caused a lot of stress and uncertainties between and among the teaching staff, as well as their behaviors and efforts to perform.

According to the study by Robbins (2003), married couples in institutions have fewer absences as compared to their counterparts (unmarried ones), undergo less labor turnover and are more satisfied with their jobs. Women still conform to the authorities in institutions than their counter parts (men) who are more aggressive with their counterparts (men) with more expectation for success.  

In other institutions, the tedious and demotivating nature of the jobs often lead to high rates of employee turnover as postulated by Gray (2004). This has led to the reduction in resource manpower as well as performance at work place. Edward et. al, (1996) and the Hawkmere et.al (1998) observed that, managers need a conducive atmosphere for the employees to enable them measure their independence, increase their responsibilities, autonomy and gradually make tasks more challenging if the set goals or targets are to be achieved.   In schools, individual workers are only encouraged to work to their best of their abilities.  If they realize that they are in charge of their own lives and responsibilities, their jobs are more challenging, stimulating for them to be more accountable and participative.  (Hawkmere et. al, 1998).

As observed by Ssekamwa (2001), feeling good at the workplace, being in control over one’s immediate environment are perfect recipes for job satisfaction and optimum work performance of employees in organizations or institutions. Fringe benefits, in institutions have however, become effective in attracting new employees but rarely motivate them to use their potentials more effectively. In institutions and schools in particular, teachers and management perform well when the work is very interesting with greater participation, challenges and opportunities for development are all the aspects of motivation. These vary from institution to institution and from individual to individual.

Besides, Kyambalisa, (2000) observes that managers and administrators in institutions cannot achieve meaningful results through others unless they have the ability to induce them to invest their full energy time and commitment to attain higher levels of performance.
2.4 Motivation and performance.
Jakolya (2006) defines motivation as incentives that induce an individual to perform. They are incentives that sharpen the employers drive to satisfy their wants. For example, people in a business that has developed a reputation for excellence and high quality tend to be motivated to contribute to this reputation. He further explains motivation as intrinsic and extrinsic motivation;

Intrinsic motivation refers to self-motivated factors that influence people to behave in a particular manner or to move to a particular direction. It’s seen as a behavior for its own sake in order to experience pleasure and satisfaction such as joy of doing a particular activity or satisfying one‘s curiosity (Dornyei,2001b:49). Ryan et. al (2000b:71) adds that extrinsic motivation is concerned with performance of an activity to succeed in getting separable outcomes, which contrasts sharply with intrinsic motivation. He quoted that positive performance feedback increases intrinsic motivation while negative performance feedback decreases it. This implies that motivation greatly affects performance of an organisation.

Motivation according to Harmer (2001:51) pushes someone to do something in order to achieve something. It is also thought to be responsible for why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it Dornyei, (2001:8). Additionally, Ryan et, al (2000:54) states that to be motivated moves someone to do something.  Unlike unmotivated people who have lost impetus and inspiration to act, motivated employees are energized and activated to the end of the task that ensures better performance in the organization. Farazmand (2007) postulates that motivation in an organization determines employee performance. He notes that most organizations have hard poor productivity because they do not motivate their employees. This implies that motivation affects performance.

Perry et al (2006) reviewed diverse literature on motivation and concluded that motivation incentives significantly improve employee performance, but effectiveness is dependent upon organizational conditions. This is especially pertinent for service organizations when financial reinforcements tend to produce a stronger result as seen with a composite approach. Jakolya (2006) argued that a person might have job satisfaction but with a low level of motivation the reverse is true. Understandably, the probability exists that highly motivated persons with low job satisfaction will look for other positions. Likewise, people who find their positions rewarding but being paid considerably less than they desire or think they desire will search for other jobs. According to the context of the study, some teachers have lost love for their profession because they are poorly motivated.

Farazmand (2007) postulates that performance is higher in those organizations where employees are adequately motivated.  Therefore, poor performance in schools under the UPE system could be due to low level of teacher motivation. Managers are supposed to create good working environment to motivate employees towards improved performance of the organization. Dornyei (2001c:135) discovered that undesirable demands of administrators, discouraging team spirit, neglecting rewards, financial problems are factors related to demotivation. It is noted that not every teacher is motivated entirely by the same demands and needs. Job satisfaction of each employee is often different from one another and without having intrinsic motivation; lack of success and poor performance is inevitable. If there are no other factors motivating teachers, the productivity and performance will decease dramatically.

According to Farazmand (2007), motivation of employees affected by the wage system. Employees who receive the same wages regularly are more likely to perform poorly than employees who receive some incentives. Increasing wages motivates employees in the organization and makes it easy for them to perform well. Employee motivation affected by rewards. Managers are supposed to appreciate the performance of different employees in an organization to motivate them towards improved performance.
Similarly, Mark Bing (2010) low motivation stems from poor organizational and behavioral skills. Most of the employees feel less motivated to perform their task and refrain from using their productive skills to good use. Top management books recommend that goal setting, regular feedback and an effective reward setup in an organization are very important factors for motivation. If an organization does not keep up to the expectations of the employees, low employee motivation is inevitable which greatly affects performance.

In institutions like schools, where employees (teachers) have already satisfied their physiological needs like land shelter clothing education and medical care salary is no longer a motivator but anything that can help them to meet their other needs Robbins (2003). Other scholars like Victor Vroom observed that money becomes a motivator only when it satisfies individual personal goals and this is dependent on performance criteria Robbins, (2003:80). This means that workers (teachers) are satisfied with their jobs when salaries and wages given to them can satisfy their needs.  

Research studies by Amstrong (2003), observed that external motivational practices like salaries and wages have a powerful effect on employees performance but do not necessarily last long. Maicibi (2003) postulates that salary increment is no longer a motivator to some employees because every time or moment employees adjust a new style. This perception makes them feel that the next quantity of money would be appropriate to meet their needs hence administrators should never expect their staff to openly say we are satisfied and we no longer need a salary increment. This is in line with the research findings by Robbins (2003) that employees do, not always perceive additional amounts of money offered for performance, as significant and teachers are no exception.
2.5   Summary of Identified Gap
The gap identified in the study-related reviewed literature was on motivation of employees in terms of monetary reward and other incentives, but little has been documented on motivating workers or employees by means of fringe benefits and good working condition.

Therefore, by assessing the needs of the staff while also maintaining and improving on the staff services, improves on the effectiveness of the schoolteachers. Has been observed that by identifying the staff’s present and future requirements, determines their fringe benefits and nature of working condition, keep them united and committed at the work place Musazi, (2006). The managers and administrators of KCCA primary schools need to do something more than they have done to motivate their staff if performance in primary schools is to be maintained and improved.  

CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methods used in the study. This included research design, area of study and target population, selection of respondents, data collection methods, data quality control, ethical issues and data analysis.
 
3.1 Research Design
The study used a descriptive research design because of the nature of the variables used at hand, to produce data, required for quantitative and qualitative analysis and to allow simultaneous description of views, perceptions and beliefs at any single point in time White, (2000). The study processed to establish the grounded facts regarding the effects of motivational practices and teachers’ performance in primary schools in Makindye Division. The researcher employed open ended and close-ended questionnaires.

3.2 Study Population
The study carried out among teachers in two primary schools in Makindye Division. The primary school teachers that were considered were graduates, holders of diplomas and certificates in education since these are considered qualified teachers. Most of those who had been in the field for more than two years were given a special consideration as professionalism was recognized and respected by the Ministry of Education and Sports. The targeted population was 70 teachers, two head teachers, seven Parents and Teachers Association group members and District Education Officer.    
3.3 Selection of Respondents  
The respondents of the study included teachers as primary respondents, head teachers, District Education Officer, Parents and Teachers Association members. 70 teachers (primary respondents) from 2 primary schools in Kampala participated in the study. Their selection involved simple random sampling. Of the 80 target respondents, Krejcie et al, (1970) as reported in Amin (2005) Table of Sample size determination suggests a minimum sample size of 80 was sufficient to give us power for statistical analysis and this was followed by the researcher. Specific attention given to include both male and female teachers in the study sample.  
 
The process of simple random sampling involved writing all names of teachers in each school on pieces of paper that were folded, put in a container and mixed up together. One paper picked at random without replacement. The name of a teacher on the picked paper was the one included in the study. The same selection methodology was done for government and private aided schools in the study area.  
 
The two Head teachers of the selected schools purposively selected as well as one District Education Officer. However, 07 members of the Parents Teachers Association also participated in one focus group discussion.
 
3.4 Sample Size
Sample size of 80 selected using the stratified sampling method. The choice of this sampling procedure was because it has no personal bias and it is scientific and objective.    
The raw data from the field survey was entered into Microsoft Excel office 2010XP intergraded and the results and its analyses are presented in chapter four (4) of this work. Overall, 80 respondents who participated in the study (70 teachers as primary respondents; 02 head teachers and 1 Division Education Officer as key informants as well as 7 PTA members as focus group discussion participants). 
3.4.1 Sample Size calculation.
A total sample size of 80 respondents including: Teachers, District Education Officer of Kampala, Head Teachers and Parents and Teachers Association was arrived at using Yamane Taro formula. 

Where:
•	n = sample Size
•	N =Population Size
•	e = Level of Precision or Desired margin of error which is ± 5%
Table 1: Sample size description  
Category of respondent	Total population	Sample size	
Primary school teachers (primary respondents)	110	70	
Head teachers (key informants)	2	2	
PTA members (Focus group discussion participants)	12	7	
District Education Officer (key informant)	1	1	
Total	125	80	
Source: Researcher’s sampling scheme
 
3.5 Sampling techniques
The sampling techniques employed was stratified random sampling for the selection of schools that participated in the study as well as respondents. While purposeful sampling was done for the head teachers and District Education officer. 

3.6 Data Collection Tools
A number of tools used for both primary and secondary data collected include:
A Self-administered questionnaire  
A self-administered questionnaire was the major instrument that used in data collection. Questionnaires administered to 70 primary school teachers. This helped to gather quantitative and qualitative information regarding the types of motivation practices and how they affect their performance in primary schools in Makindye Division, Kampala District. The questionnaires comprised of both closed and open-ended questions formulated by the researcher. A sample questionnaire is attached to this study as appendix I.
Key Informant Interview Guide
Key informant interview guide designed and administered to key informants to capture qualitative information. The key informants for in depth interviews included 02 head teachers as well as 01 District Education Officer. This was intended to get more information about the effect of motivation on teacher performance and compare it with that given by teachers. A sample Key informant interview guide is attached to this study as appendix II.
  
Focus Group Discussion
One focus group discussion composed of 07 Parents Teachers Association members organized at Kampala City Council Authority offices to capture views of parents ‘representatives regarding the way teachers are motivated as well as their performance in primary schools. A focus group discussion checklist used to guide the discussion. A sample focus group discussion checklist attached to this study as appendix III.
Documentary Review
The main sources of secondary data included the following: school reports to Makindye education office, teacher welfare committee minutes, Internet surfing, reviewing of magazines, newspapers, reports and publications, public records and statistics. For orientation in the field, existing data sets like Division records, census report, statistical abstract and textbooks consulted.
From these sources, location of the study area, population characteristics and existing literature related to the topic obtained.                    
3.7 Data Collection Procedures
To facilitate adequate coverage at the research, the researcher obtained the letter from the Dean of Graduate Studies of Nkumba University for introduction to school administrators that will participate in the study. The researcher will take time to visit first and held discussions with the schools administration. The researcher interacted face-to-face interviews and questionnaires in collecting data from the primary source.  

3.8 Instrument Validity and Reliability
Validity 
Validity of the research instrument measured as follows:
Instrument Validity ensures accuracy of measurement based on objectives of the study. Due to this, the researcher with the respondents discussed the questionnaires sent out. The researcher gave explanation to the respondents before they answered the questionnaires. This is done to achieve the meaning of data validity.
Reliability 
Reliability means that the instrument is consistent. It measures same quantity at whatever time it is used, that is, the extent to which the operations of a study can be repeated and ensure same results are realized. Borg, et al, (2003).
 
3.9 Data Analysis  
Data analysis done by the use of Microsoft Excel office. In order to ensure logical completeness and consistency of responses, the researcher carried out data editing. Identified mistakes and data gaps were rectified.  The technique for data analysis was the frequency distribution and percentages, which used to determine the proportion of respondents choosing the various responses. Done for each group of items relating to the research questions. 

Excel Data Analysis - Chart & Graphs -1:  Effects of Intrinsic and Extrinsic Motivation
Intrinsic

Extrinsic

Effects of motivation on Performance 

3.10 Ethical Issues
At the onset of data collection, the researcher sought permission of the District Education Officer (Appendix IV) who introduced the researcher to the head teachers. The head teachers also introduced the researcher to the teachers as well as the PTA members. In addition, each questionnaire contained an opening introductory letter requesting for the respondent’s cooperation in providing the required information for the study. The respondents further assured of confidentiality of the information provided and that the study findings used for academic purposes only. The researcher further assured staff of their personal protection and that they had authority to refuse or accept the interview.  
 
The next chapter discusses the findings of the study. The presentation and analysis used data based on the effective sample of 70 primary school teachers, 07 PTA representatives, 02 head teachers as well as 01 District Education Officer. 

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4. 1 Introduction
In this chapter, data regarding the effects of motivation on the performance of primary school teachers in Makindye division has been presented, analyzed and discussed. The presentation is arranged in line with the specific objectives that guided the study, including; 1. To examine motivational practices which affects teachers’ performance of primary schools in Makindye Division. 2. To investigate the various motivational types offered to primary school teachers in Makindye Division. 3. To find out other remunerations avenues which can make teachers perform effectively in primary schools, Makindye Division. After the presentation of the study findings, the researcher made recommendations thereupon.
  
4.2 Background Characteristics of Respondents
Information about background characteristics of respondents in Makindye Division is presented in this section. It includes; name of schools studied, ownership, gender, age, marital status, education level and, length of period that teachers had been employed in the primary schools, namely Kampala Primary School and Buganda Road Primary School. These primary schools are both private and government aided.

Age of Respondents
Table 2: Showing Age of Respondents.
AGE	Frequency	Percentage (%)	
20-30	15	18.8	
31-40	45	56.3	
41-50	12	15	
50+	8	10	
TOTAL	80	100	
Source: Field data 2019
Table 2 reveals that, the greater number of personnel (56.3%) who answered the questionnaires were employees in the 31-40 year group. As depicted, also the lowest age profile is 50 year and above group with a representation of only 10%. It implies also that majority of primary school teachers' workforce are the young and vibrant.
Gender Distribution of Respondents
 Table 3: Showing Gender Distribution of Respondents
Gender	Frequency	Percentage (%)	
Male	50	62.5	
Female	30	37.5	
TOTAL	80	100	
Source: Field data 2019
Table 3 reveals that out of the 80 respondents as sample size, 50 representing 62.5% were males while 30 representing 37.5% were females. The difference is not too bad but encouraging. However, the research is not based on any one particular gender but it has been generalized to give a more specific depiction on the impact of motivation on productivity in order to increase teachers' performance at work.  
Educational Level of Respondents
Table 4: Showing Educational Level of Respondents
Qualification	No of respondents	Percentage (%)	
Grade III	10	12.5	
Diploma/Grade V	15	18.8	
University Degree	40	50	
Masters	5	6.3	
Others	10	12.5	
Total	80	100	
Source: Field data 2019
 Table 4 indicates that the majority of the respondents (12.5 %) were grade III holders. A further 18.8% of the respondents had completed grade V while more 50 % were degree holders. Only 6.3 % of the respondents have Masters degree. This implies that teachers in primary schools in Makindye division had varying levels of education which were expected to be motivated differently.

Marital status of respondents
Table 5: Showing Marital Status of Respondents
Status	Frequency	Percentage (%)	
Single	50	62.5	
Married	30	37.5	
TOTAL	80	100	
Source: Field data 2019
Table 5 indicates that 62.5% of the respondents were single while 37.5% were married. The difference in marital status of teachers implies that they had to be motivated differently.
4.3 Examining motivational practices which affect teachers’ performance of primary schools.
This sub-section presents findings for the research questions: does motivation practices affect physiological needs of primary teachers and their performance?  Do motivation practices affect safety needs of primary teachers and their performance? Do motivation practices affect Physiological needs of primary teachers and their performance? Do motivation practices affect esteem needs of primary teachers and their performance? In the first case, the study investigated the major reasons that made respondents to how motivation practices affect Physiological needs of primary teachers and their performance.
4.3.1:  Does motivation practices affect Physiological needs of primary teachers and their performance?
Physiological needs are primarily the needs arising out of biological tension and they are there to sustain life itself. These needs include food, water, shelter and sex. Maslow (1954) defines physiological needs as needs required to sustain life and they include; air, water nourishment, and sleep. Drucker (1999) reiterates that when he asks people what kinds of motivation workers really need in order to perform well, many people tell him it is “employee satisfaction”. But to Drucker, satisfaction is inadequate motivation. He thinks that the only thing that will serve always is an internal “self-motivation” for performance that is responsibility, not just job satisfaction. Armstrong (1996) reports that motivation at work can take place in two ways; People can motivate themselves by seeking, finding and carrying out work (or being given work), which satisfies their needs or at least leads them to expect that their goals will be achieved.
Table 6:  Showing how respondents are affected by physiological needs in primary schools in Makindye Division
Provision of physiological needs	Frequency	Percentage (%)	
Beyond satisfaction  	0	0	
Excellent	5	6.3	
Very good	15	18.8	
Good	15	18.8	
Fair	45	56.3	
Total	80	100	
Source: Field data 2019
Responses from table 6 shows that provision of physiological needs for teachers according to the responses was 6.3% which was excellent, very good was at 18.8%, good was at 18.8% and fair was at 56.3% which were the majority of the respondents especially from government primary schools.
 
Karvarlemo (2000) re-affirmed the application of Maslow's hierarchy of needs theory of motivation in the school situation and states that teachers need a wage sufficient to feed, shelter and protect their families if they have to dedicate their energies and time to school obligations other than for survival. Conversely, they also need assurance of sustainability of the above basics so as to continue pursuing organizational goals. Carron (1996) asserts that teacher quality and performance is more of a question of motivation than of skills and those skills alone will not guarantee teacher quality and performance and recommends supplementing with motivation using monetary and non-monitory rewards.    
Satisfying these innate physiological needs, in turn, leads to improved wellbeing, job satisfaction and work performance. In testing the model, the following findings largely supported the researchers’ hypothesized model. Specifically, it was observed that proactive employees were more likely to pursue self-concordant goals than were employees who were less proactive. As a result, proactive employees turn, was directed greater effort towards achieving their goals and subsequently, were more likely to achieve their goals. Goal attainment, in associated with employees satisfying their physiological needs for autonomy, relatedness, and competence. Employees who were more likely to satisfy these basic physiological needs experienced higher levels of job and life satisfaction, performed at higher levels than employees who were less likely to satisfy their basic physiological needs.  
4.3.2  Does motivation practices affect safety needs of primary school teachers and their performance?
Once physiological needs are gratified, the safety or security needs becomes predominant. Safety needs include; the need to live in a safe area, medical insurance, job security and need for financial services (Maslow, 1970).  Maslow further states that safety needs free one from the threat of physical and emotional harm. Freud (1993) views motivation as a significant portion of human behavior below the surface; not evident to the individual and to others, but it is one of the most prominent forces working within the individual that select behavior in relation to Maslow's hierarchy of needs.

Musaazi (1980) examining the above definitions looks at what could lead to motivating others in a working environment and thus defines motivation as consisting of tangible and intangible things such as bonus, promotion, good leadership and morale and concludes that motivation improves the desire to do something better and that it is a factor that affects performance in an organization (school).  
4.3.3: Effects of motivational practices in primary schools.
Table 7:  Showing the effect of motivational practices in primary schools.
Response	Frequency	Percentage (%)	
Yes	70	87.5	
No	10	12.5	
TOTAL	80	100	
Source: Field data 2019
The table above shows the distribution of respondents on the awareness of motivational practices on the primary school teachers’ performance in Makindye Division. Out of the total respondents, 70 representing 87.5% were aware of the motivational practices of teachers while the remaining 10 representing 12.5% were unaware of the motivational practices of available in Makindye Division. With the majority of the respondents answering yes, this means that teachers in primary schools in Makindye division are well informed about the motivational practices in primary schools in Makindye Division.
4.3.4: Benefits of Motivational Practices
Table 8: Showing benefits from motivational practices  
Response	Frequency	Percentage (%)	
Yes	50	62.5	
No	30	37.5	
TOTAL	80	100	
Source: Field Data 2019
Table 8 contains information about the benefits enjoyed by primary teachers in Makindye Division. 50 respondents representing 62.5% enjoyed many benefits while the remaining 30 representing 37.5% did not enjoy any benefit. With the majority of the respondents enjoying benefits, this means that they will be motivated to work extra to help the primary schools achieve its goals.  
4.3.4 Does motivation practices affect esteem needs of primary teachers and their performance?
 The proponents of the self-consistency theory argue that high self-esteem individuals are motivated to maintain a positive self-perception, and performance at a high level is one manner in which they can maintain behavior that is consistent with their self-concept. It is further stated that high self-esteem people are confronted with a task to perform; they value high performance, exert effort and engage in goal-directed behavior.  

Table 9: Showing how respondents are affected by motivational practices in terms of fulfilling their self-esteem in primary schools
View  	Respondents	Percentages (%)	
Yes  	75	93.8	
No	5	6.3	
Total  	80	100	
Source: Field Data 2019
Table 9 shows how respondents are affected by motivational practices in terms of fulfilling their self-esteem in primary schools at 93.8% and 6.3% esteem needs refers to the need to feel important Maslow (1954) and Maicibi (2003) observed about motivation that when one has got to the apex of what he had wished does not relinquish the status and prestige, but rather the behavior is directed towards consolidation and maintaining the achievements. Robbins (1996) in the study on Nestle, the world's largest branded food company, points out that it prefers to motivate staff by growth, achievement, responsibility and recognition. Robbins (1996) points out that Mary Kay Cosmetics Company motivates staff by recognizing their achievements during an annual sales rally. It is stated that high achievers are assembled in a business fate where a crowning ceremony, win trips, cars, jewelry and other prizes are dished out to employees for their hard work. Thus Robbins (2006) observations are in agreement with the motivation theory in this study.
 
4.4 Investigating the various motivational types offered to teachers in Primary schools
Another research question stated that: Investigating the various motivational types offered to teachers in Primary schools.  There are two types of motivation, that is to say; intrinsic and extrinsic motivation.
4.4.1: Intrinsic Motivation among Teachers
According to Ryan et, al (2000), intrinsic motivation is derived from within the person or from the activity itself and, positively affects behavior, performance, and wellbeing. Therefore, in order to assess intrinsic motivation among teachers and how it had affected their performance, this study investigated various indicators of intrinsic motivation. These were job satisfaction of derived from teaching, enjoyment of teaching, the challenging and competitive nature of teaching, recognition, career development, control over others, teaching as one‘s goal in life and usefulness to the community among others.
Table 10: Presents quantified responses from interviews with teachers regarding their level of agreement with indicators of intrinsic motivation.
Response	Frequency  	Percentage (%)	
Teaching gives me a great deal of job satisfaction	14	17.5%	
I enjoy teaching as a profession	15	18.8%	
Teaching is a competitive profession in this school	        06	7.5%	
Teaching gives me recognition and respect from the community	04	5.0%	
I have prospects for career development in the teaching profession	05	6.3%	
The responsibilities I perform in the school give a sense of control over others.	36	45%	
Total	80	100	
Source: Field Data 2019  
Teaching gives me a great deal of job satisfaction at 17.5%, I enjoy teaching as a profession at 18.8%, teaching is a competitive profession in this school at 7.5%, Teaching gives me recognition and respect from the community 5.0% and 6.3%, I have prospects for career development in the teaching profession. The responsibilities I perform in the school give a sense of control over others is 45%
Table 11: Teachers’ welfare and teachers’ morale to perform
 Teachers' welfare	Respondents	Percentages (%)	
Management do not take care	70	87.5	
Taking care	10	12.5	
Total  	80	100	
 Source: Field Data 2019  
Research findings from table 11 of the respondents answered that management do not take care of their welfare, resulting in 87.5% and 12.5% responded that management takes care of their welfare and morale to perform. This will in a long run help improve organizational productivity since they feel that their health issues are resolved by their management.  
4.4.2: Extrinsic Motivating practices of Teachers
Table 12: Showing extrinsic Motivating practices of Teachers
Extrinsic Motivating practice	Frequency	 Percentage (%)	
Free meals when at school	14	17.5	
Prompt salary payment	24	30	
Advance payment from the schools in case teachers had financial problems	12	15	
Teachers are given leave of absence in case they have a reason to justify it	11	13.8	
Financial assistance to teachers with parties	8	10	
Prizes for teachers who perform well	11	13.8	
Total  	80	100	
Source: Field Data 2019
The majority of the respondents revealed that they got the following extrinsic motivators; a) Free meals when at school (agreed by 17.5% of the respondents), b) Prompt salary payments (revealed by 30% of the respondents), c) Advance payment from the schools in case teachers had financial problems (agreed by 15%of the respondents), d) Teachers are given leave of absence in case they have a reason to justify it ( greed by 13.8% of the respondents), e)Financial assistance to teachers with parties (10%), f)Prizes for teachers who perform well (13.8%).

From the above responses, it is clear that not all extrinsic motivators were available to teachers in the primary schools studied in Makindye division. The findings partly agree with Mertler (1992) that, the work and living environment for many teachers is poor, which tends to lower self-esteem and is generally demotivating. Many schools lack basic amenities such as piped water and electricity, staff rooms and toilets. Housing is a major issue for nearly all teachers. Notable among the lacking extrinsic motivators was that the salary paid to them was inadequate to meet their basic needs.

Harackiewicz (2000) established that extrinsic motivation results from the attainment of externally administered rewards, including pay, material possessions, prestige, and positive evaluations from others. Basing on this description, therefore, the study investigated whether teachers received various externally administered rewards (extrinsic motivators) like salary, free accommodation, free meals, weekly duty and extra teaching allowances, advance payments in case of financial problems, leave of absence and free medical care among others. 

Wayne (1991) asserts that a reward in form of pay has a strong impact on the employees’ performance. Bratton (2003), agree with Wayne when they state that pay is one of the most powerful motivating tools. Similarly, Armstrong (1996) emphasizes the value of extrinsic motivation when he says that money provides the means to achieve a number of different ends. Above all he asserts that money in form of pay is the most obvious extrinsic reward. However, prompt salary payments revealed by 30% of the respondents were further commended by Kiseesi (1998) that salaries of workers should be paid promptly. She observes that salary was a strong force that kept teachers at their jobs. The researcher indicated that salary was vital in causing satisfaction among workers and hence likely to influence performance. Inability of schools to provide free accommodation to teachers had already been cited by previous studies. For example, Dungu 2000) cited the problem of residential accommodation of teachers in some countries of sub Saharan Africa. He noted that many primary school teachers were given small house allowance to cater for their residential accommodation which forced them to reside in poor houses. This affected their motivation and eventually job performance.

Table 13: To what extent extrinsic motivating practices and teachers' performance.
 Respondents	Frequency	Percentages (%)	
To a big extent	70	87.5	
A small extent	10	12.5	
Total  	80	100	
Source: Field data 2019
From table 13, the majority of the respondents (87.5%) indicated that extrinsic motivators had to a small extent increased their morale to perform. This may be attributed to earlier findings that not all extrinsic motivators were available to teachers in the primary schools studied in Makindye division. Only 12.5% reported that extrinsic motivation increased their morale to perform to a big extent. This was to establish if extrinsic motivation had a significant effect on the performance of in spite the mixed responses however, it is clear that extrinsic motivation affects performance of teachers. Further analysis of the effect of extrinsic motivation on the performance teachers in the primary schools studied in Makindye division. 

4.5 Other remuneration avenues which can make teachers perform effectively in primary schools.
 The third study objective was to assess other remuneration avenues/channels which can make teachers perform effectively in primary schools in Makindye Division. The extent to which motivational practices in terms of fringe benefits and nature of working condition are implemented among primary schools in Makindye Division. To meet this objective, the researcher analyzed the application of other remuneration practices in primary schools.

4.5.1 Regarding the salaries and wages earned per month: 
Salary is a fixed amount of money or compensation paid to an employee by an employer in return for work performed. Salary is paid, most frequently, in a bi-weekly pay check to an exempt or professional employee. In most years, an employee’s salary is paid in 26 even pay checks over the course of the year.

Table 14: Showing Salary earned by respondents per month  
Amount	Frequency	Percentage (%) 	
300, 000-300,000	11	13.8	
410, 000-500,000	34	42.5	
510, 000-600, 000	23	28.8	
710, 000 and over	12	15	
Total	80	100	
Source: Field data 2019
Table 14 indicates that the few of the respondents 13.8% earned 300,000= to 4100,000 = per month. The majority of the respondents at 42.5% earned between 410,000 – 500,000=. This implies that the majority of the teachers ‘salary was inadequate to meet their needs in the current increase of the cost of living. While 28.8% earned more than 500,000=, but these were mainly in private schools and lastly 15% earned above 700,000= who were only private primary schools.

This situation was also revealed by Carron (1996) that where teacher pay is very low, there is normally de facto recognition that the labour process in schools has to be organized in such a way that enables teachers the autonomy to generate additional income. Most managers also engage in these survival activities. More generally, there is a widespread acceptance that you get what you pay for, which is not very much when pay does not meet minimum livelihood needs. Secondary employment activities are likely to both directly and indirectly lower the motivation of teachers and eventually their performance in their main jobs.

In agreement, Coombs (1985) cited that when teachers’ salaries fail to keep pace with the cost of living they undergo a reduction in real income, their morale suffers and the able ones shift to better paying jobs thus pulling down the quality of instruction. Gavinda et al (1993) looked at this scenario and affirmed that where teachers are disillusioned and frustrated about conditions of service, the quality of education is likely to deteriorate even with substantial input of equipment and material. However, they conclude that if a teaching force is reasonably paid, and well-motivated, they can achieve much for the quality of education even against great odds. In addition, the study found that salary administration was also very poor.

4. 5.2 Health promoting programs
The health promoting services to be provided in education institutions in broad terms include; nutrition services, comprehensive school health education, school counseling psychological and social services, school-family and community involvement services and school health promotion for staff.

Table 15: Showing how health promoting programs are enhanced in primary schools to motivate teachers' performance.
Programs	Frequency	Percentage (%)	
Social services	12	15	
Nutrition services	13	16.3	
Physical exercises	16	20	
School counseling psychological	13	16.3	
School-family and community involvement services	15	18.8	
School health promotion for staff.	11	13.8	
Total	80	100	
Source: Field data 2019
Responses from table 15 shows that in terms of social services the responses were at 15%, nutrition services were at 16.3%, physical exercise were at 20%, school counseling were at 16.3%, school-family and community was at 18.8% and lastly school health promotion for staff was at 13.8%.
4.5.3 Nature of working conditions and performance
Maicibi (2003) adds that the working conditions are hygiene factors which and when properly manipulated by the management and leadership has the potential of creating job satisfaction in employees. He also adds that the working conditions are governed by factors like adequate accommodation for staff, terms of payment, environment itself, provision and assurance of leave pays, retirement packages, empowerment and interpersonal relationships. The working conditions that matter the most to teachers ‘include administrative leadership at their school, working relationships among their colleagues, level of parental support, teaching load and students discipline problems (Guarino, et al, 2006).
Table 16: Showing the nature of the working conditions and performance
Factors	Frequency	Percentage (%)	
Adequate accommodation for staff	14	17.5	
Terms of payment	15	18.8	
Working environment	16	20	
Assurance of leave pays	14	17.5	
Retirement packages	12	15	
Administrative leadership at the school	9	11.3	
Total	80	100	
Source: Field data 2019
Responses from table 16 shows that 17.5% of the respondents agreed that there is adequate accommodation for staff, while 18.8% were in agreement that there are terms of payment as in regards to their salaries and wages, the working conditions of primary teachers the responses were at 20%, assurance of leave pays was at 17.5%, then the retirement packages the responses was at 15% and lastly, the administrative leadership at the five schools, the responses was at 11.3% which was considered as the main motivational practice which drives teachers to perform well.

According to Herzberg as quoted by Maicibi, (2003) the working conditions properly manipulated by the management and leadership hence, job satisfaction and subsequently motivation in employees. The results from the study showed that the nature of working condition has an effect on teachers’ performance. Some of these working conditions include housing conditions, terms of pay, how, when, hours of work, leave assurances, job security and pension assurance, empowerment, interpersonal relationships, medical and education (Maicibi, 2003:84) However, the provision of these working conditions, create more commitment to the staff is subsequent good performance. As conceptualized by Hertzberg, good working conditions create job satisfaction and motivation of employees and where such conditions lack, yield negative attitudes subsequently a fall in teachers’ performance. Where conditions are good, friendly and conducive, employees feel proud of their institutions.

As postulated by Robbins (2003:85), teachers prefer physical working conditions which are not dangerous, prefer working close to home, in a clean environment with modern facilities and equipment for the teachers. This creates joy and excitement among the teachers at the work place, reduces demotivational factors, and promotes staff effectiveness, productivity as well as organizational efficiency Maicibi,(2003:106). In schools what is provided is still average and this has affected teachers’ performance. As form the study on whether the nature of working condition for the teachers were adequate, majority of the teachers agreed with the statement that their school provided adequate working conditions however 37 disagreed.

As conceptualized by Herzberg, (2003) good working conditions create job satisfactions and motivation of employees and where such conditions are inadequate, yield into dissatisfaction of employees, others leave the organization and develop negative attitudes towards the organization thus affecting their performance at the work place. The same was confirmed by Musazi, (2003). When employees work under poor management conditions, they tend to behave like caged animals looking for the slightest opportunity to escape and when such a time comes, they leave the institution without looking behind.  

Besides, Kyambalisa, (2000) observes that managers and administrators in institutions cannot achieve meaningful results through others unless they have the ability to induce them to invest their full energy time and commitment to attain higher levels of performance. Since the findings have revealed that the poor performance on the side of teacher and it has been observed that there exists motivation in terms of working condition, there must be other factors which affect the performance of teachers other than motivation in terms of working condition. These might be the political condition of the country, Management policy, Culture, and many others.

4.5.4 Provision of fringe benefits on teachers' performance
Fringe benefits or top up allowances are additional payments paid to the workers above the basic pay.

Table 17: Showing provision of fringe benefits on teachers' performance
Benefits	Frequency	Percentage (%)	
Housing allowances	10	12.5	
Sick pay	08	10	
Educational assistance	21	26.3	
Meals and discounts	26	32.5	
Medical care	07	8.8	
Use of school car	08	10	
Total	80	100	
Source: Field data 2019
Results from table 17 from respondents shows that in terms of the fringe benefits received by primary school teachers as a form of remuneration, responses on the provision of housing allowances show a percentage of 12.5%. While those who normally receive sick pay were at 10%, those who responded to have received educational assistance from the schools they work in 26.3%, while meals and discounts were 32.5%, Medicare were 8.8% and use of school car was 10%.

In some primary schools, teachers prefer friendly policies, balance between work and leisure and all other fringe benefits. Where teachers enjoy adequate working conditions, teachers interact, socialize in formulating rules, instituting discipline, teaching, marking and in performing other school activities. Where there is tedious and demotivating nature on the jobs, teachers’ complaints increase resulting into high labor turnover. Manager and school administrators need to create a conducive atmosphere for employees to enable teachers. Measure their independencies at their places of work, (Edward and Daniel, 199). As observed by Ssekamwa, (2001) feeling good at the work place is a recipe for job satisfaction and optimum job performance at the school.  

4.6 Motivation and performance.
Table 18: Showing how you would rank the following motivational factors in order of preference as to what motivates you.
Level of Involvement	Respondent	Percentage (%)	
Good Wages	40	50	
Job Security	20	25	
Opportunity 	for Advancement	10	12.5	
Good 	working Conditions	5	6.3	
Interesting Challenging work	5	6.3	
Total	80	100	
Source: Field Data 2019
Out of the 80 respondents as sample size, 40 respondents representing about 50% said that they are motivated by the wages they receive from the Government. 20 respondents representing 25% said their motivation came through job security. 10 respondents representing 12.5% answered that they were motivated because of advancement while the remaining 12.6% said they were motivated by the good conducive work environment and interesting challenging work.      

4.7 Performance of Teachers
The performance of teachers their activities.
Table 19: Showing Performance of Teachers
Performance of Teachers	Frequency  	Percentage (%)	
Teachers come very early at school	11	13.8	
There is regular testing and examination of pupils	14	17.5	
The turn up of teachers in staff meetings is high	17	21.3	
Teachers are efficient at maintenance of students’ discipline	16	20	
Teachers supervise all school activities	10	12.5	
There is regular marking of tests and feedback	12	15	
Total	80	100	
Source: Field data 2019
The performance of teachers was revealed through the following responses to interviews with teachers: a) Teachers come very early at school (supported by 13.8% of the respondents), b) There is regular testing and examination of pupils(supported by 17.5% of the respondents), c) The turn up of teachers in staff meetings is high (supported by 21.3% of the respondents), d) Teachers are efficient at maintenance of students discipline (supported by 20% of the respondents), e) Teachers supervise all school activities (supported by 12.5% of the respondents), and f) There is regular marking of tests and feedback to students (15%).

The issue of punctuality of teachers was further investigated by looking at the school reporting register for teachers for selected schools: Kampala Parent School and Buganda Road Primary School. The registers therefore, agreed with the questionnaire responses that teachers come very early at school.

Regular marking of tests for pupils was also cross-checked in teachers ‘records of marks. Although, most teachers claimed to have left their records of marks in their homes on the day when the researcher visited the schools, there was still little evidence of marked pupil scripts possessed by pupils themselves. There was also a marked absence of lesson plans by teachers who were found in class teaching. Basing on the above responses, the performance of teachers was average despite the fact that their motivation was inadequate.

Consequently, many respondents advocated for increase in salary and other non-monetary benefits of teachers to match the increasing cost of living in Makindye division in particular and Uganda in general.
4.8 RESPONSES FROM FOCUS DISCUSSION GROUPS
This implies that non-monetary motivators were available in some schools in Makindye Division although not all teachers had access to them in the respective schools they taught. According to one PTA member, availability of non-monetary motivators depended on the size of the school with regard to pupil enrollment as well as performance of pupils at Primary Leaving Examinations (PLE). Having analyzed the different forms of motivation got by teachers, they were asked to rate their performance.

Motivation of teachers in schools depends on the availability of resources and the culture of the institution and this result in the statement or views that salaries do not have additions for productivity.   In primary schools, teachers get allowances in form of PTA's (Parents Teachers Association) which are allocated to each member of staff (teachers) depending on the duties performed, responsibilities held by each and sometimes after attaining an academic progress on excellent performance in school activities like sports and drama. Fringe benefits also differ from school to school and according to location. Most allowances include transport, PTA, medical staff development, duty, academic performance, and over load allowances. In private schools, these benefits are linked with seniority, closeness to the boss and to ones' performance.
The more responsibilities, the more allowances paid to teachers.

4.9 DISCUSSIONS OF SOME EMPLOYEE’S INTERVIEW
From the interview conducted with some of the officials, a few problems were identified about the systems such as employers concentrating more on extrinsic needs than on intrinsic which needs to be balanced. Issues of favoritism during promotions were identified.  

The primary schools are currently using motivation practices such as good wages, good working conditions, Job security, Promotions, Carrier development, Full appreciation of work done, Diplomatic discipline, feeling of being on things to motivate its employees for maximum performance.
 
An interview with some of the head teachers also indicated that teachers’ performance was good. One head teacher commented; owing to the problems faced by primary school teachers, I regard their performance to be good. They do the work as a vocation (intrinsic motivation) and with parental attitude but not professionalism. Although, I cannot say that they are excellent, they put in a lot of effort. This implies that teachers are intrinsically motivated to perform despite the inadequate extrinsic motivators like salary, accommodation and meals in the schools.
 As a form of motivation, therefore, salary was insufficient to motivate teachers to perform efficiently. This was further revealed by all the head teachers who participated in key informant interviews. Indeed, emphasizing the inadequacy of the salary, one head teacher said: most teachers are not satisfied with the amount of money the government pays them. It‘s indeed inadequate. The cost of living has gone up and most teachers find it difficult meet daily expenses like transport, house rent, food, medical care and school fees for their family members from the mere 200,000/= they earn as their salary.

CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents discussions, conclusions and recommendations of the study. The recommendations are proposed as a means of motivation of teachers as well as increasing their performance at work. Discussions and conclusions on the other hand, involve salient issues found out in the study.
5.2 Discussions
This study examined the effects of motivation on the performance of primary school teachers in Makindye division, Kampala City Council Association. A total of 70 teachers from 02 primary schools participated in the study. With varying education levels, the majority of the respondents had been working for over 2 years in the schools studied. This implies that teachers were already conversant with the motivators in their respective schools and were therefore expected to assess how such motivators had affected their performance at work. Consequently, some of the study findings agree with the conceptual framework that was developed to guide the study while others do not. In all, however, the study found that motivation was necessary for high performance of teachers although in most cases teachers were poorly motivated.

Below, discussions of the study are presented in line with the specific objectives of the study, thus; a) to examine motivational practices which affects teachers’ performance of primary schools in Makindye Division. b). to investigate the various motivational types offered to teachers in Makindye Division. c). to find out other remuneration avenues which can make teachers perform effectively in Makindye Division
5.2.1 The effect of motivation practices on teachers’ performance.
Research findings revealed that teachers benefited from both monetary and non-monetary motivators. The majority of the respondents joined the teaching profession because of the personal interest they had in teaching. However, 42.5% of the respondents indicated that salary was inadequate to meet their needs with increase of the cost of living. The inadequacy of the salary earned by primary school teachers was emphasized by one head teacher that most teachers are not satisfied with the amount of money the government pays them. It’s indeed inadequate. The cost of living has gone up and most teachers find it difficult to meet daily expenses like transport, house rent, food, medical care and school fees for their family members from the mere 200,000/= they earn as their salary.

In addition, late payment of salaries was very common in KCCA. As a form of motivation, therefore, salary was insufficient to motivate teachers and increase their morale to perform efficiently. Besides, non-monetary motivators were available in some schools although not all teachers had access to them in the respective schools they taught. Despite the relatively low motivation, however, the majority of the respondents indicated that their performance was good and encouraging (indicated by 87.5% of the respondents), implying that the majority of the teachers performed their activities with high morale. Basing on the findings, it is fair to conclude that the performance of teachers was good despite the fact that their motivation was inadequate.

Consequently, many respondents advocated for increase in salary and other non-monetary benefits of teachers to match the increasing cost of living in Makindye division in particular and Uganda in general. Despite this, however, the majority of the teachers performed their activities with high morale as evidenced from reporting early at school, regular testing and examination of pupils, high turn up of teachers in staff meetings and school occasions, efficiency at maintenance of students discipline and supervision of school activities among others.

5.2.2 To investigate the various motivational types offered to teachers in Makindye Division
Research findings indicated that the majority of the respondents were intrinsically motivated by the responsibilities they performed in the school that gave them a sense of control over others, interaction and development of relationship with people from many areas, recognition and respect accorded to teachers by the community and the challenging nature of the teaching profession.

Other forms of intrinsic motivation were a great deal of job satisfaction and career development in the teaching profession. This implies that such teachers derived their expectations from teaching and therefore had high morale to perform better. Surprisingly, however, the majority of them (45%) indicated that intrinsic motivation had to a small extent increased their morale to perform. However, a significant positive relationship existed between intrinsic motivation and performance of teachers implying that increase in intrinsic motivation increased the performance of teachers. Basing on the research findings, therefore, the study concluded that the majority of the respondents had intrinsic motivation evidenced by increased recognition, job satisfaction, career development, commanding control over other people in the community, the challenging and competitive nature of the teaching profession and having realized their goal in life which was training the nation.

On the other hand, respondents revealed absence of the following extrinsic motivators adequate salary, medical care, weekly duty allowances to teachers as well as accommodation. This implies that not all extrinsic motivators were available to teachers in the primary schools studied in Makindye division. Salary was notably the most pressing motivator that was reported to be lacking.

Consequently, the majority of the respondents (30%) indicated that extrinsic motivators had a small effect on teacher‘s morale to perform; implying that inadequacy of extrinsic motivators did not significantly affect the morale of teachers to perform. Basing on the study findings presented in this objective, therefore, it can be concluded that not all extrinsic motivators were available to teachers in the primary schools studied in Makindye division. However, the majority of them were concerned about the inadequacy of the salary to meet their basic needs. Consequently, the study found that extrinsic motivators had to a small extent increased teachers’ morale to perform.
5.2.3To find out other remuneration avenues which can make teachers perform effectively in Makindye Division
As regards fringe benefits paid to the staff, it was found out that the fringe benefits of all types, when paid in time provide job satisfaction and subsequently good performance in schools. It was concluded that, the provision of fringe benefits have an effect on teachers' performance when paid on equity and on one’s performance.
Therefore, good performance in schools was linked to teachers’ educational level, experience, performance indicators and allowances paid.
  
With reference to working condition, it was concluded that adequate working atmosphere instills high levels of commitment to the staff, job satisfaction, and subsequently good performance by the teachers. It was also found out that the nature of working condition reflects the teachers' behaviors as well as performance at the work place. The study, therefore, concluded that favorable working conditions were necessary in improving the employees’ performance in any institution.

Still on working conditions it was concluded that adequate working atmosphere, instills high levels of commitment to the staff job satisfaction and subsequent good performance by the teachers. It was found out that the nature of working condition reflect the teachers' behaviors as well as performance at the work place. Good and adequate working conditions, enlisted good and desirable behaviors among the teachers and subsequently good performance by the teachers. Undesirable behaviors like absenteeism, late arrivals at school, poor performance, avoiding responsibilities, dodging classes, all reflect unconducive working conditions. Therefore, the study concluded that favorable working conditions were necessary in improving the employees’ performance in any institution.  

And it was concluded that, adequate working conditions are prerequisite for good performance in all schools and this should be observed by all manager and school administrators. Good performance in all schools was therefore, linked to teachers’ accommodation, adequate and timely payment of salaries and wages, availability of fringe benefits, equal treatment to all workers, regular attendance in workshops and seminars and other training under staff development programs, interesting work with adequate facilities like textbooks, lab equipment and other instructional materials that would enable the teachers enjoy their work with autonomy.

In spite of the provision of fringe benefits and slight good working condition to teachers as the study findings showed, teachers' low performance is to a great extent influenced by other factors.

The extent of motivational practices in terms of working conditions among primary schools in Makindye Division had a grand mean of 3.5464, this shows that motivational practices in terms of working conditions among secondary schools in Makindye division, was more practiced. The state of teachers' performance among primary schools in Makindye division had a grand mean of 2.7378, this shows that teachers' performance in primary schools in Makindye Division, was low.

5.3 Conclusion 
Based on the study findings, it should be noted that motivational practices and teachers’ performance which include physiological needs; fulfillment of self-esteem; teachers’ welfare and teachers’ morale to perform; the salary earned per month; health promoting programs; nature of the working conditions and environment; performance and fringe benefits.  Notably, a motivated teacher will positively be influenced to produce good results by working hard. Furthermore, salary paid to the primary school teachers has affected their performance to a larger extent. 

Implications
For teachers to be motivated to perform and to improve student performance, will require organizations to address both Intrinsic and Extrinsic factors summarized as: 
Intrinsic factors - Enjoyment, growth, self-expression and fun
Extrinsic factors - Promotion, pay raises, bonuses/rewards and benefits
Furthermore, to ensure employees become more productive, participative style of management adopted.
5.4 Recommendations
Recommendations were based on the study findings and made to the key education stakeholders in the government of Uganda.  
The research recommends interested educational researchers to investigate further motivational behaviors of all employees in all places of work so as to meet the motivational needs of each employee. The interested educational researchers may also make investigation on other better ways through which teaching job in schools can be made flexible, innovative and enjoyable by increasing monetary incentives as well as other types of incentives that were not researched on in this study. They may as well research on non-monetary benefits and the effect of high taxes on teachers' performance.
There is need to compare the nature of working conditions in government aided secondary schools with those in other private secondary schools of similar status, in the same area and nationwide.   
Awards could be instituted for better performance. Areas such as school and pupil discipline, teacher performance, pupil attendance and achievement and community and parent participation in school activities should be rewarded to serve as a motivation.
To the Ministry of Education and Sports 
The researcher recommends the Ministry of Education and Sports (MOE) to send Universal Primary Education grants in time and increase on funds. Since most schools are private and others government, some lack adequate funds to equip their schools with all necessary materials. More budgetary allocations from the governments are necessary in improving the welfare of teachers in schools like putting up teachers’ accommodation.
Once this is done teachers would prepare and organize their work in time, as it minimizes on distance, stress, late arrivals and escapisms from school, performing school duties.  

The Ministry of Education and Sports should apply motivational practices when recruiting teachers to encourage the youth to join the profession.
The MOE through the local government should organize regular workshops, seminars, refresher courses for teachers to boost their morale and efficiency.       
 It should also look into teachers’ fringe benefits and nature of working conditions as other civil servants like Doctors and Revenue Authority workers. It should also revise the policy of taxation on teachers’ salary since their income is still little.   
Basing on the findings and conclusions of the study, the following recommendations are made:
To Administrators
The administrators should provide flexible working atmosphere to employees to enable them balance work and leisure. To this end, family friendly policies, good and timely payments, job security, leave pays with a clean environment and minimum supervision leave a lot to be desired from teachers.  

All administrators need to make all employees feel good and easy at the work place by paying these fringe benefits if performance is to be maintained. Therefore, recognizing the performance of their workers, knowing who performs what, when and how, is necessary so that rewarding them with allowances is done accordingly. They should also give some powers and authority to Deputy Head teachers and teachers, and always discuss the way forward with them.  

Due to the drift in technology and management systems or practices, there is need for all educational managers to study the new management practices that suit both situations and their employees.  This is true as every moment of time, employees and employers adjust to new life styles with different expectations.  
To the Head teachers
The head teachers should create good teacher relationship and give encouragements to their staff regularly. The head teachers should communicate and interact with their staff freely and recognize teachers' good performance in order to motivate others.
  
Teachers need to motivate the children
 Motivation is the force that determines how much effort an individual puts into his learning Farrant, (1980). As put by Farrant (1980, p. 113), the engines of human motivation are interest and desire. When these are working at full power in an individual, remarkable feats of learning can be achieved. It is therefore in the teachers’ interest to take the trouble to see that the child’s interest and appropriate desires are aroused before trying to teach him. It is therefore important that teachers attempt to arouse the interest and the joy in each lesson they teach. They could do this through use of humor in the classroom, paying individual attention to the pupils using different approaches to teaching and positive reinforcements. Motivated classes tend to increase teacher morale and performance.
5.4 Areas for Further Research
The results of the study have revealed inadequate motivation of teachers and consequently low performance. This implies that studies to investigate strategies that be implemented to improve teacher motivation and performance in primary schools are necessary.

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APPENDICES
 Appendix 1: TEACHERS' QUESTIONNAIRES
Dear respondent,
The researcher here under, is a student of Nkumba University pursuing a Master of Arts in Educational Management. She is doing research as partial fulfillment for the award of a Masters degree “on motivation practices and teachers’ performance in Kampala primary schools”. The information you give will be used for research purpose and kept confidential.
 
SECTION A: BACKGROUND INFORMATION ABOUT TEACHERS 
(tick the right option or fill the right answer in the spaces provided)
A1. Position of respondent…………………………………………… 
A2. What is your age range? (Please tick under only one of them).
i.	20 – 29 	ii. 30 – 39	iii. 40 – 49 	iv. 50 – 59 	v. Above 60
A3. Marital status    
  1. Single                              2. Married   		    3. Widowed   
A4. Gender    
   1. Male                         2.  Female  
A5. Highest education level attained (Please tick under only one of them).
 A6. How long have you been employed in this school?
 1. Less than a year             2.  1- 2 years    	     3.  3-4 years            4. 5-6 years         
5. Above six years
 
Qualification
1. Ordinary Level 
2. Advanced Level
3. Diploma 
4. Degree 
5. Post Graduate
6. Other (Please specify)       

7. Type of the school 
 (a) Government   	 	(b) Private school 		            (c) Community    
 
8. Salary earned per month…………………. None monetary allowances ……………………… 
9. What motivated you to join the teaching profession?................................................... ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

SECTION B: EXAMINING MOTIVATIONAL PRACTICES WHICH AFFECTS TEACHERS’ PERFORMANCE OF PRIMARY SCHOOLS.
This sub-section presents findings for the research questions: does motivation practices affect physiological needs of primary teachers and their performance?  Do motivation practices affect safety needs of primary teachers and their performance? Do motivation practices affect Physiological needs of primary teachers and their performance? Do motivation practices affect esteem needs of primary teachers and their performance? In the first case, the study investigated the major reasons that made respondents to how motivation practices affect Physiological needs of primary teachers and their performance.
4.3.1:  Does motivation practices affect Physiological needs of primary teachers and their performance?
Provision of physiological needs 
Excellent
Very good
Good 
Fair  
4.3.2 Does motivation practices affect safety needs of primary teachers and their performance?
………………………………………………………………………………………………………..………………………………………………………………………………………
4.3.2: Effects of motivational practices in primary schools.
Yes 
No 
4.3.3: Benefits of Motivational practices
Yes 
No 
4.3.4 Does motivation practices affect esteem needs of primary teachers and their performance?  
Yes 
No 

SECTION C: INVESTIGATING THE VARIOUS MOTIVATIONAL TYPES OFFERED TO TEACHERS IN PRIMARY SCHOOLS
Another research question stated that: Investigating the various motivational types offered to teachers in Primary schools.  There are two types of motivation, that is to say; intrinsic and extrinsic motivation.

4.4.1: Intrinsic Motivation among Teachers
Teaching gives me a great deal of job satisfaction
I enjoy teaching as a profession
Teaching is a competitive profession in this school
Teaching gives me recognition and respect from the community
I have prospects for career development in the teaching profession
The responsibilities I perform in the school give a sense of control over others.

4.4.2: Extrinsic Motivating practices of Teachers
Free meals when at school
Prompt salary payment
Advance payment from the schools in case teachers had financial problems
Teachers are given leave of absence in case they have a reason to justify it
Financial assistance to teachers with parties
Prizes for teachers who perform well

To what extent extrinsic motivating practices and teachers' performance.
To a big extent
A small extent
SECTION D: OTHER REMUNERATION AVENUES WHICH CAN MAKE TEACHERS PERFORM EFFECTIVELY IN PRIMARY SCHOOLS.
 The third study objective was to assess other remuneration avenues/channels which can make teachers perform effectively in primary schools in Makindye Division. The extent to which motivational practices in terms of fringe benefits and nature of working condition are implemented among primary schools in Makindye Division. To meet this objective, the researcher analyzed the application of other remuneration practices in primary schools.

4.5.1 Regarding the salaries and wages earned per month: 
	Yes 	No 	
300,000-300,000			
410,000-500,000			
510,000-600,000			
710,000-OVER 			

4.5.2 Health promoting programs
Social services	Yes 	No 	
Nutrition services			
Physical exercises			
School counseling psychological			
School-family and community involvement services			
School health promotion for staff.			

4.5.3 Nature of working conditions and performance
Adequate accommodation for staff	Yes 	No 	
Terms of payment			
Working environment			
Assurance of leave pays			
Retirement packages			
Administrative leadership at the school			

4.5.4 Provision of fringe benefits on teachers' performance
Fringe benefits or top up allowances are additional payments paid to the workers above the basic pay.
Housing allowances	Yes 	No 	
Sick pay			
Educational assistance			
Meals and discounts			
Medical care			
Use of school car			

SECTION E: MOTIVATION AND PERFORMANCE.
Good Wages	Yes 	No 	
Job Security			
Opportunity 	for  Advancement			
Good  	working  Conditions			
Interesting  Challenging work			

SECTION F: PERFORMANCE OF TEACHERS
F1. For each of the following statements about performance of teachers, please indicate (by ticking) the extent to which you agree them, using the following scale: (Strongly Agree, Agree, Undecided, Disagree and Strongly disagree).
Performance of teachers  
KEY: 
Responses:  R,  		Strongly Agree:  SA,  		Agree:	A,  		
Not Sure:	NS,  		Disagree:	D,  			Strongly Disagree:  SD 
	R	SA	A	NS	NS	SD	
1. Teachers come very early at school							
 2. Always teachers come with lesson plans in class.     							
3. There is regular marking of tests and feedback to students							
4. Teachers actively participate in co- curricular activities      							
5.There is regular testing and examination of students							
6.Teachers supervise all school activities 							
7. There is regular attendance to class lessons by teachers    							
8. Regular attendance to extra lessons      							
9. Teachers are efficient at maintenance of students’ discipline							
10. The turn up of teachers in staff meetings is high      							

2. What problems do you face as a teacher in this school? 
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. What do you think can be done to improve teacher motivation in this school?  
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. What do you think can be done to improve teacher performance in this school? 
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

END 
Thanks for your cooperation

APPENDIX II
KEY INFORMANT INTERVIEW GUIDE FOR HEAD TEACHERS 
The researcher here under, is a student of Nkumba University pursuing a Master of Arts in Educational Management.  She is doing research as partial fulfillment for the award of a degree “on motivation practices and teachers’ performance in Kampala primary schools”. The information you give will be used for research purpose and kept confidential.

Title of the Key informant: …………………………………………………………………….
 
1.	What form of intrinsic motivators do teachers have in this school (schools in Makindye Division)?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2.	Do you think these motivators are sufficient to ensure good performance of teachers?    Support your answer? 
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. What form of extrinsic motivators do teachers have in this school (schools in Makindye Division)?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
4.	Do you think these motivators are sufficient to ensure good performance of teachers? Support your answer. 
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5.	Comment on the performance of teachers in this school/Division 
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6.	What do you think can be done to improve teacher motivation in this school/Division?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
7.	What do you think can be done to improve teacher performance in this school/Division?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 
END
Thanks for your Cooperation

APPENDIX III
 FOCUS GROUP DISCUSSION CHECKLIST
 Time:    30 mins to 1 hour
Moderator:   Researcher
Recorder:   Researcher  
QUESTIONS  
1. What form of intrinsic motivators do teachers have in your school?
5. Do you think these motivators are sufficient to ensure good performance of teachers? Support your answer.
6. What form of extrinsic motivators do teachers have in your school?
7. Do you think these motivators are sufficient to ensure good performance of teachers? Support your answer.
8. Comment on the performance of teachers in this school/Division.
9. What problems do teachers face in this school/ Division?
10. What do you think can be done to improve teacher motivation in this school/Division?
11. What do you think can be done to improve teacher performance in this school/Division?