TEACHERS’ MOTIVATIONAL STRATEGIES ON PUPILS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN MANDERA EAST SUB-COUNTY, MANDERA COUNTY, KENYA.

Abstract

Teachers’ motivation is one of the important factors in realizing educational objectives and achieving high academic performance. Without teachers’ motivation educational institutions will continue to boost poor results since the poor academic performance in most primary schools can be attributed to teacher motivation among other factors. The study objective was to examine the relationship between teacher motivation strategies and academic performance in public primary schools in Mandera East sub-county. The specific objectives were to; determine influence of teachers’ working conditions on academic performance, examine influence of teacher professional development on academic performance, assess influence of teacher recognition on academic performance, and establish influence of teacher remuneration on academic performance in public primary schools in Mandera East County. The study was guided by Expectancy Theory of Motivation. This study employed a descriptive research design. The study targeted 30 head teachers and 200 teachers. Simple random sampling was used to sample 8 head teachers while stratified sampling was used to sample 60 teachers. The study used questionnaires and interviews guides. A pilot study was conducted in three schools that did not take part in actual data collection. Experts in research were asked to give their opinion on the instrument so as to judge the appropriateness. Cronbach’s coefficient alpha was used to test reliability. Both descriptive analysis and inferential statistics were used for data analysis using SPSS. On the other hand, qualitative data derived from open ended questions was analyzed using content analysis technique. The study findings revealed that pupil’s academic achievement was positively and significantly influenced by the school providing adequate infrastructural facilities; school administration organizing for teachers’ seminars workshops; the school administration/TSC recognition of teachers often praising after good performance or giving incentives; and the pension scheme in place offers good expectations upon retirement; and the monetary reward system have increased the level of competition among teachers. this study recommends that the government ought to ensure the schools are well established to enhance the teaching methods thus motivating both the teachers and the learners; the TSC and administrators need to encourage and organize seminars and workshops; The school administration/TSC needs to often recognize teachers by giving them incentives for good performance; and teachers need to be well remunerated to improve the learners performance.