Motivation and Teachers’ Performance in Private Secondary Schools in Cenral Buganda: A Case of Kinaawa High School – Kawempe, Wakiso District
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Date
2024-06-14
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Uganda Christian University
Abstract
The study aimed at finding out the effect of motivation and the performance of teachers in private secondary schools in central Uganda. It was specifically conducted at Kinaawa High School, Kawempe Campus, Nansana Municipality, Wakiso district. The study objectives included; to find out the effect of intrinsic motivators on teachers’ performance in Kinaawa High School, to find out the effect of extrinsic motivators on teachers’ performance in Kinaawa High school, and to ascertain the challenges Kinaawa High School faces in motivating teachers to perform better in the school assignments. The study employed a case study research design, where qualitative approach was used. The sample comprised of school director, head-teacher, deputy head-teachers, director of studies, teachers, non-teaching staff, and PTA members, totaling to 52 in number. These were purposively selected. Data was collected using interviews and focus group discussions. Data was analyzed using thematic analysis to provide qualitative data.
The key findings revealed that recognition of teachers raises satisfaction and motivate them to devote more of their time to work, intrinsic rewards encourages teachers’ creativity and innovation, teamwork encourages ability to use improvised learning materials, and collaboration of teachers raises their engagement in preparing and assessing students’ academic work. The study also revealed that performance appraisal encourages teachers to have timely preparation, job rotation enhances, equips teachers with more teaching skills, overtime allowances encourages teachers to devote more time to teaching-learning process, public praise motivates teachers to get satisfied at work, and reward at the end of their hard work makes teachers to maintain focus and put in their best efforts. The study finally revealed that financial resource, weak school administration, stakeholders’ inadequate collaboration, lack of autonomy and limited teamwork are the major challenges Kinaawa High School faces in motivating teachers to perform better in the school assignments.
Basing on the above findings, it is concluded that motivation has an effect on the performance of teachers in private secondary schools in central Uganda. The study recommended that the school administrators should streamline the motivation strategy and ensure that problems related to motivation of teachers are dealt with speedily and effectively; and areas of further research were suggested.