EFFECT OF TEACHER PROMOTION ON PUPILS’ ACADEMIC PERFORMANCE OF PRIMARY SCHOOLS IN MUKAA SUB COUNTY, MAKUENI COUNTY

Abstract

The social learning theory assert that individuals learn by observing others and imitating their actions. It also considers the role of internal mental process of learning. This implies that people learn from observing others hence the behaviour of teachers at work place will influence greatly the learning process of the learners. The goal of this study was to ascertain the influence of teacher motivation strategies on students' academic performance in Mukaa Sub County, Makueni County, Kenya, as a result of subpar academic performance in some schools in Mukaa Sub County. The study's goals were to examine the impact of incentives, the work environment, teacher preparation, and teacher promotions on students' academic performance in public primary schools in Mukaa Sub County, Makueni County. Herzberg's Motivation Theory formed the foundation of the study. Descriptive and correlational research designs were employed by the researcher. The researcher purposively selected 92 teachers from 300 primary school teachers in Mukaa Sub County. Data was collected through questionnaires. Data was analysed through the tables, frequency and

percentages. The study found that low academic performance can be attributed to the fact that most teachers lack motivation for their jobs, little has been done in the way of recognition, training and development, incentives, and career promotion. The study concluded that learners in Mukaa Sub- County's primary schools performed poorly due to a lack of motivational strategies. The study recommends that primary school teachers to use motivational techniques because it improves students' academic performance in the KCPE national examinations.