Teacher motivation and learner academic performance in private secondary schools in Arua city, Uganda
| dc.contributor.author | Onzia, Hellen | |
| dc.date.accessioned | 2024-03-29T09:33:04Z | |
| dc.date.available | 2024-03-29T09:33:04Z | |
| dc.date.issued | 2024-02-22 | |
| dc.description | A desertation submitted to the Faculty of Education in partial fulfillment of the requirements for the award of a Master's Degree in Educational planning and management of Muni University. | en_US |
| dc.description.abstract | The fact that teachers are facilitators and motivators of learning who need to be motivated connected to declining academic performance necessitated this study on teacher motivation and learner academic performance. With specific objectives to examine relationship between teacher professional development, reward, job security, working conditions and learner academic performance. Informed by Abraham Maslow’s theory. Using cross-sectional study design, mixed method, on a sample of 156 respondents. The schools were clustered into rural and urban, stratified according to similar characteristics, purposive sampling was used to select administrators, random sampling to select teachers. Quantitative data analysis employed Descriptive statistics involving frequencies and percentages; inferential statistics involving Pearson correlation, and ANOVA while qualitative analysis involved grouping data into themes. Findings revealed a moderate positive correlation (r = 0.555) between teacher professional development and learner academic performance, a strong positive correlation (r = 0.6) between teacher reward and learner academic performance, a strong positive correlation (r = 0.678) between teacher job security and learner academic performance, a strong positive correlation (r = 0.667) between teacher working condition and learner academic performance. ANOVA for testing which elements of teacher motivation explained the variance in learner academic performance most, indicated teacher job security had coefficient of 0.330, sig. p = 0.003, teacher working condition had coefficient of 0.243, sig. p = 0.005, teacher reward coefficient of 0.127 sig. p = 0.159, teacher professional development had coefficient -0.009, sig. p= 0.931. Indicating teacher job security explained the variance most, coefficient of 0. 330.Then working condition coefficients of 0.243 and they had significant relationship with learner academic performance; teacher professional development and teacher reward having insignificant relationship with learner academic performance. Multiple regression analysis to determine the combined effect of independent variable on the dependent variable showed Multiple R = 0.712, Adjusted R2 = 0.491 where teacher motivation explained learner academic performance by 49.1%. compared to other factors not included in this study. It was concluded that teacher job security and teacher working conditions were of significance in explaining the relationship between teacher motivation and learner academic performance than teacher professional development and reward. The study recommends need to focus more on teacher job security and teacher working conditions that explained learner academic performance most. Support teacher professional development initiatives especially further studies. improve on teacher reward (salaries, fringe benefits). | en_US |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/631 | |
| dc.language.iso | en | en_US |
| dc.publisher | Muni University | en_US |
| dc.subject | Teacher motivation | en_US |
| dc.subject | Academic performance | en_US |
| dc.subject | Private secondary schools | en_US |
| dc.subject | Arua City | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Teacher motivation and learner academic performance in private secondary schools in Arua city, Uganda | en_US |
| dc.type | Thesis | en_US |