Motivation and teachers’ classroom performance in secondary schools: a case of selected secondary schools in Kagadi district, Uganda.

Asiimwe, Willy

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dc.contributor.author	Asiimwe, Willy
dc.date.accessioned	2024-04-29T13:12:17Z
dc.date.available	2024-04-29T13:12:17Z
dc.date.issued	2023-10-18
dc.identifier.citation	Asiimwe, W. (2023) Motivation and teachers’ classroom performance in secondary schools: a case of selected secondary schools in Kagadi district, Uganda, Nkumba University.	en_US
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/1110
dc.description	A Research Dissertation Submitted to the Directorate of Graduate Studies and Research in Partial Fulfilment of the Requirements for the Award of a Master of Education Management and Planning of Nkumba University	en_US
dc.description.abstract	The study topic was motivation and teachers’ classroom performance in selected secondary schools in Kagadi district. The purpose of the study was to examine the impact of motivation on teachers’ classroom performance in selected secondary schools. Specific objectives of the study were: To find out the effect of allowance payment on teachers’ classroom performance, investigate how staff welfare affects teachers’ classroom performance and to establish the effect of promotion on teacher’s classroom performance in selected secondary schools in Kagadi District, Uganda. The Study adopted a survey design and was guided by three research questions and objectives. The population of the study comprised of 31 head teachers and 190 secondary school teachers from the 31 secondary schools in Kagadi district, totalling to 221 people while the sample size was 136 respondents. The researcher used purposive sampling to select the 31 secondary schools in Kagadi district and the 20 head teachers, 38 deputy head teachers, 12 PTA representatives and 66 teachers made up the total of 136 for sample size. The instrument for the study was basically questionnaire drafted by the researcher and titled motivation and teacher’s classroom performance. The instrument was validated by three experts and later subjected to test on 10 teachers in Kagadi district. Cronbach Alpha was used to compute score on this and a reliability value of 0.854 proved the reliability of the instrument. Majorly, mean was used to analyse the data collected by questionnaire while limited percentages and content analysis were used to analyze data from documentary review. Findings from the study reveal among others that different forms of motivation positively affect teacher’s classroom performance in terms of timely preparation of schemes of work, learner assessment, nigh prep supervision, coaching and timely coverage of the syllabus hence, better performance in national examinations. Inadequate motivation deters teachers from performing to the expected level. Based on these findings, it was concluded that motivation has got a great positive impact on teacher’s classroom performance. It was therefore recommended among others that both governmental and private sectors should ensure that teachers are motivated by paying allowances on extra duties assigned to them, they should be provide with teacher houses, adequate toilets, habitable classrooms, breakfast and lunch in order to drive them to perform better in their classroom work.	en_US
dc.language.iso	en	en_US
dc.publisher	Nkumba University	en_US
dc.subject	Motivation	en_US
dc.subject	Teachers’ classroom performance	en_US
dc.subject	Secondary schools	en_US
dc.subject	Kagadi district	en_US
dc.subject	Uganda	en_US
dc.title	Motivation and teachers’ classroom performance in secondary schools: a case of selected secondary schools in Kagadi district, Uganda.	en_US
dc.type	Thesis	en_US