Motivation and teachers’ performance in public secondary schools: A case study of Kasese municipality, Uganda

Abstract

The study was about the relationship between Motivation and Teachers’ Performance in selected government Secondary Schools in Kasese Municipality. The study was guided by the following objectives, that is to examine the relationship between staff development and teachers’ job performance in selected public secondary school in Kasese Municipality, to determine the relationship between incentives and teachers’ job performance in the selected public secondary school in Kasese Municipality and to determine how personal characteristics influence the job performance of teachers in the selected public secondary school in Kasese Municipality.

The researcher obtained data from 107 respondents including teachers and administrators in three secondary schools, where 80 teachers and 27 administrators participated in the survey which was part of data collection required for the study. Staff development is not done, and as such did not seem to impact teachers’ performance. Teachers are not motivated by incentives to the level of impacting their performance. The evidence presented here suggests that teachers’ behavioural characteristics, personal traits had an impact on the way teachers performed including help others, particularly students. The study concluded that educators had not provided adequate motivation to make teachers translate their satisfaction level to performing highly. The study recommended immediate pay rise to salary and allowances to cope with rising economic hardships and obligations teachers must meet.

The study recommends that there is need for urgent increment of allowances and other fringe benefits for staff in order to boost their morale and performance, teachers should be provided with nearby accommodation so that they can live with their families in the neighbourhood of their schools. Late arrival or early departure will be checked, and the monies they save can help them better meet their personal needs. Administration should consider setting up a regime of packages to be given to exception performers, which can encourage meaningful beneficial competition among the staff, school administrators need to engage parents and guardians or other potential partners to meet schools’ goals. Teachers’ professional discipline should be a priority of head teachers and the management boards. Teachers need to create strong bonds and guidance to steer students to better achievements.