AN assessment of the influence of teacher motivation and Job Performance in selected secondary schools

Abstract

This study assessed the influence of teacher motivation on job performance in selected secondary schools in Hoima City, anchored on expectancy theory. The specific objectives were to assess the extent of job performance, examine teacher level of motivation, and assess the influence of motivation on job performance. Conducted between 2022 and 2024, the study employed mixed- methods, targeting a population of 241 and a sample size of 144 teachers, who were randomly selected. Data were collected through questionnaires and interview guides. The questionnaire scored a Content Validity Index of 0.858 while the reliability of the tool was verified through pretesting pilot samples. Quantitative data were analyzed using SPSS version 21, while qualitative data were analyzed using a content analytical strategy. Out of 144 administered questionnaires, 112 were completed and returned, yielding a response rate of 77.8%. In relation to the first objective it was found out that job performance was to a large extent satisfactory. In relation to the second objective, it was found out that the level of motivation varied from school to school, in selected secondary schools in Hoima city. In relation to the third objective, it was found out that teacher motivation has a positive influence on job performance in selected secondary schools in Hoima city on all the three factors combined together that is, promotions, remuneration and administrative support. The study concluded that teacher motivation significantly influences job performance in Hoima City‘s secondary schools, with key factors being promotions, remuneration, and administrative support. The study recommended that school administrators and principals invest in ongoing professional development opportunities for teachers through workshops, conferences, and training sessions to keep them updated with the latest teaching methodologies and technologies. Teachers should set achievable goals for themselves and their students to maintain motivation and a sense of purpose. Parents should show interest in their children‘s education, communicate positively with teachers, attend parent-teacher conferences, and support school events. Policymakers and the government should ensure competitive and fair compensation packages for teachers to attract and retain talent. Teachers' unions should advocate for teachers‘ rights, fair wages, and improved working conditions to enhance job satisfaction and performance. They should also collaborate with schools and districts to provide professional growth opportunities.