The impact of extrinsic and motivator factors on teachers’ performance in primary schools in Mukono Municipality

Abstract

This study examined the impact of extrinsic and motivator factors on teacher performance in primary schools in Mukono, guided by two objectives: (i) To examine the effect of extrinsic factors on teacher performance; and (ii) To examine the effect of motivator factors on teacher performance. Using a cross-sectional survey design and mixed-methods approach. Data were collected from 292 quantitative respondents and 20 qualitative participants through questionnaires and interviews, then analyzed using descriptive statistics, inferential statistics, and content analysis. Findings revealed that extrinsic factors did not significantly influence teacher performance, while motivator factors had a significant effect. However, their combined influence was weak but statistically significant, suggesting that other factors also affect teacher performance. The study recommends that schools improve teacher performance through a balanced approach involving better remuneration, professional development, recognition, career growth, and continuous teacher support.