The Extent to which Teacher Motivation Influences Academic Performance of Students in Public Primary Schools in Mombasa County, Kenya
DOI:
https://doi.org/10.70619/vol5iss4pp1-13Keywords:
Teacher Motivation; Academic performance, Public primary schools; incentivesAbstract
This study investigated the extent to which teacher motivation influences academic performance in public primary schools in Mombasa County, Kenya. The specific objectives included assessing the relationship between teacher motivation and student academic performance, examining how motivation impacts teachers’ professional development, and evaluating classroom practices influenced by motivation. The study was guided by Vroom’s Expectancy Theory and adopted an embedded mixed-methods research design. A conceptual framework was utilized, positioning teacher motivation as the independent variable influencing educational outcomes. The study targeted 10 head teachers and 109 teachers, selected using Gay and Diehl’s (1992) and Cronbach’s formulas. Data were collected through semi-structured questionnaires and interviews, and instrument reliability was confirmed via the split-half method with a reliability coefficient of 0.75 or above. A pilot study was conducted in Kilifi County. Data were analyzed using SPSS version 24 and presented in tables and graphs. Results revealed that motivation factors such as fair remuneration, professional development opportunities, and incentive structures significantly impact teacher performance and student outcomes. Motivation initiatives including goal-setting, recognition, and regular salary reviews were found to enhance teacher commitment and academic achievement. The study recommends robust motivation policies to promote student success and provides empirical evidence for education stakeholders and policymakers.
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