The Impact of Teachers’ Motivation on Public and Private Primary School Pupils’ Academic Performance in Bagamoyo district Tanzania.

Mwakalonge, Elizabeth Lucas (2025) The Impact of Teachers’ Motivation on Public and Private Primary School Pupils’ Academic Performance in Bagamoyo district Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

The current study sought to examine the impact of teachers‟ motivation on public and private primary school pupils‟ academic performance in Tanzania using the case study of Bagamoyo District. The study addressed three specific objectives namely: identification of types of motivation available for primary school teachers; examine strategies employed to motivate primary school teachers and the investigation of the impact of teachers‟ motivation on pupils‟ academic performance. The study used cross sectional research design with both qualitative and quantitative research methods for data collection and analysis. Furthermore, the study employed a random sampling technique and a purposive sampling technique to draw a sample of 90 respondents from the main population of the study. Both structured questionnaire and interviews were applied during data collection from the sampled population. The study used descriptive analysis to analyze quantitative data while qualitative data was analyzed by content analysis. Findings revealed that teachers‟ motivation was found to have a positive significant effect on the primary school pupils‟ performance in Bagamoyo. Findings also revealed that types of teachers‟ motivation include active learning and students‟ assessment, health insurance, application of new teaching methods, social respect for teachers, and code of conduct of teachers at school and outside, and satisfaction with management of schools. The study concluded that, the motivation of teachers is a critical factor influencing the academic performance of pupils in both public and private primary schools in Tanzania. Addressing the challenges related to teacher motivation, particularly in public schools, is essential for improving educational outcomes. Therefore, the study recommends that the government should have in place a common guideline and framework for providing motivations to the primary school teachers in order to increase their productivity through hardworking. Motivations provided should directly affect the lives of the teachers to increase their utility. In addition, study recommends that the Government of Tanzania should review, redesign and implement opportunities for professional development to meet the demands of teachers.

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