The Contribution of Teachers’ Motivational Factors on Students’ Academic Performance in Secondary Schools in Karatu District

Kwaslema , Moses (2015) The Contribution of Teachers’ Motivational Factors on Students’ Academic Performance in Secondary Schools in Karatu District. Masters thesis, The Open University Of Tanzania.

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Abstract

This study aimed at investigating the contribution of teachers’ motivational factors on students’ academic performance in secondary schools. The purpose was fulfilled through three specific objectives: to find out in what ways teachers working environment affect students academic performance in community based secondary schools, to examine the ways in which teachers in-service training affects students academic performance in community based secondary schools and to explore whether or not the community material support to teachers promotes students academic performance. The study followed the cross-sectional design because extensive data were collected at one point of time using more than one method of data collection- questionnaires, interview and documentary review. The sample of this study comprised of four secondary schools in Karatu District. The study gained information about the research problem from secondary school teachers (N= 60), Secondary District Education Officers (N= 2), Secondary School Committee members (N= 16), Heads of schools (N= 4) and District School Inspectors (N= 4). The findings indicate the importance of motivating teachers for their effective teaching performance which leads to the improved students’ academic performance. Specifically, the study indicates that students’ poor academic performance is associated with lack of teachers’ motivation due to poor teachers’ working conditions, poor relationship among teachers, low teachers salary, lack of in-service training, and lack of community material support. It was recommended that the government improves teachers working environment, and provide more in- service training to teachers so as to enhance teachers’ motivation and eventually promote students’ academic performance. Moreover, it was recommended that the community gives support to teachers, heads of schools and students so that they collectively execute well their roles.

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