TEACHER MOTIVATION AND LEARNERS’ ACADEMIC PERFORMANCE IN THE SELECTED UGANDA PEOPLES’ DEFENCE FORCES FOUNDED PRIMARY SCHOOLS IN CENTRAL UGANDA

Taremwa Deus Kakiga, R. Victoria Tamale Kaggwa, John Paul Kasujja

Abstract


The study sought to establish the impact of teachers’ motivation on learners’ academic performance in the selected Uganda Peoples’ Defence Forces (UPDF) schools in Central Uganda. Assessing the impact of financial motivation, indirect financial benefits/allowances, and non-financial rewards on pupils’ academic performance in the selected UPDF-founded primary schools had three specific objectives, namely financial motivation, indirect financial benefits/allowances and non-financial rewards. The study was based on a correlational design. Altogether, 144 teachers and 10 UPDF-founded primary school administrators were involved. These were sampled using simple random and purposive random sampling techniques. Data was collected using a self-administered questionnaire and interview guide. The hypotheses were analysed using Pearson’s correlation and thematic analysis methods. Findings revealed that there was a significant positive relationship between motivation and learners’ academic performance in the selected UPDF-founded primary schools in Central Uganda. The study concluded that financial and non-financial motivations, once provided, significantly relate to learners’ academic performance in the selected UPDF primary schools in Central Uganda. It is recommended that to enhance the academic performance of learners in the selected UPDF-founded primary schools, the MoDVA supported by the MoES, should create avenues of generating adequate finances internally and or externally to enhance teachers’ salaries, allowances and accommodation as one of the strategies to boost learners’ academic performance. School administrators together with stakeholders, should create avenues for recognizing teachers’ efforts, including but not limited to appreciating them during meetings and offering them extra responsibilities while at school.

 

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teacher motivation, learners, academic performance, UPDF, primary schools, Uganda

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DOI: http://dx.doi.org/10.46827/ejes.v11i7.5430

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