The effect of inspirational motivation by head teachers on teacher performance in government-aided primary schools in Kalisizo Town Council. A cross-sectional study.
DOI:
https://doi.org/10.51168/r7mejr38Keywords:
Inspirational Motivation, Head Teachers, Performance, Government-Aided Primary Schools, Kalisizo Town CouncilAbstract
Background:
Inspirational motivation by head teachers plays a crucial role in enhancing their performance and overall school effectiveness. This study aims to examine the effect of inspirational motivation by head teachers on their performance in government-aided primary schools in Kalisizo town council.
Methodology:
A cross-sectional survey design was employed, integrating both quantitative and qualitative methods. Data were collected from a purposive sample of 92 respondents, including head teachers, teachers, and District Education Officials, using questionnaires and interview guides.
Results:
This study involved 92 respondents; 50.6% of the respondents were male, while 49.4% were female. 16.9% of the respondents were aged 20-29 years, 33.7% were aged 30-39 years, 31.5% were aged 40-49 years, and 17.9% were aged 50 years and above. 58.4% of respondents hold a Bachelor’s Degree, 11.2% have a Master’s Degree, and 30.3% possess a Diploma. Respondents had moderate agreement on the influence of head teachers' inspirational motivation on their teachers’ performance, with a grand mean of 3.25 and a standard deviation of 1.165, and a strong correlation with performance (r = 0.807), suggesting its importance in driving school performance.
Conclusion:
Inspirational motivation significantly enhances the performance of head teachers in primary schools.
Recommendation:
To improve head teacher performance in government-aided primary schools, leadership programs should emphasize inspirational motivation.
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Copyright (c) 2025 Christine Ssuubi Nakibaya, Lauben Muhangane (Author)
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