MOTIVATION AND TEACHERS’ PERFORMANCE IN SELECTED PUBLIC PRIMARY SCHOOLS KAMULI DISTRICT. A CROSS-SECTIONAL STUDY.
DOI:
https://doi.org/10.51168/1ny45703Keywords:
Teacher performance, Professional Development, Kamuli District, Public primary schoolsAbstract
Background:
The study aims to assess the correlation between motivation and teacher performance.
Methodology:
A cross-sectional survey was conducted. The study used a mixed-methods approach, with data collected through self-administered questionnaires and structured interviews. Data was processed, coded, and analyzed with SPSS version 21.
Results:
The correlation between teacher performance and staff development was 0.775. The correlation coefficient between teacher performance and incentives was 0.523. The coefficient for staff development was 0.646, indicating that for every unit increase in staff development, teachers' performance increased by 0.646 units. For every unit increase in recognition, teachers' performance increased by 0.723 units. “The school provides Continuous Professional Development programs to teachers”, indicated a mean response of 4.0 with a standard deviation of 1.6. On the statement “Continuous Professional Development programs allow teachers to exchange ideas and receive feedback from their colleagues”. The mean response was 2.4 with a standard deviation of 1.5. On the statement “The government periodically reviews teachers' salaries”. The mean score for this statement was 4.3, On the statement “Teachers receive verbal praise for their efforts in UPE schools of Kamuli District”, the mean response was 4.5 with a standard deviation of 0.32. The statement "Teachers possess improved teaching skills that capture pupils' attention" has a mean score of 2.8 and a standard deviation of 0.6.
Conclusion:
The regression models show that motivation, as evaluated by staff development, incentives, and recognition, has a positive and significant impact on teacher performance in the Kamuli area. These findings emphasize the importance of providing opportunities for staff development, offering incentives, and acknowledging teachers' efforts to motivate and improve their performance in public primary schools.
Recommendation:
The government should strengthen mentorship and coaching programs by creating a structured framework for mentorship and coaching to enhance teaching skills and practices amongst less experienced teachers.
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Copyright (c) 2024 Lukia Namuwaya, Evelyn Hope Kyokunda (Author)
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