TEACHERS’ MOTIVATON AND STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN RUKUNGIRI MUNICIPALITY

Abstract

The purpose of this study was to evaluate how instructors' motivation affected the academic achievement of secondary school pupils in the Rukungiri municipality. In particular, the study determined the impact of teachers' motivation on students' academic performance in secondary schools in Rukungiri municipality, evaluated the relationship between teachers' monetary motivators and students' academic performance, and evaluated the relationship between teachers' non-monetary motivators and students' academic performance. Both qualitative and quantitative research designs were used in a cross-sectional study design. A self-administered questionnaire and interview guide were used to gather information from 125 respondents, comprising 100 teachers, five head teachers, and twenty deputy head teachers. Thematic analysis was used to analyse the qualitative data, and SPSS version 20.0 was used to analyse the quantitative data. The findings showed that pupils' academic performance is statistically positively impacted by teachers' financial incentives. The standardised coefficient indicated that financial incentives had a somewhat favourable impact on academic achievement. The findings also showed a weakly positive correlation between students' academic achievement and teachers' non-monetary motivators. Lastly, the findings showed that motivated instructors improve students' academic achievement through efficient instruction, ongoing evaluation, and national test preparation. The study found a weak positive relationship between teachers' non-monetary motivators and students' academic performance, concluded that monetary motivators have a positive and statistically significant effect on students' performance, and concluded that motivated teachers improve students' academic performance through effective teaching, ongoing assessment, and national exam preparation.