TABLE OF CONTENTS
DELARATION ii
APPROVAL Ii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OFTABLES x
LIST OF FIGURES xi
DEFINITION OF TERMS xii
ABSTRACT xiii
ChAPTER ONE a.m.a...., ma.., I, 1
1.0 Introduction 1
1.1 Background of the study 1
1.1.1 Historical perspective 1
1.1.2 Theoretical perspective 2
1.1.3 Conceptual perspective 2
1.1.4 Conceptual frame work 3
1.2 Problem statement 4
1.3 Purpose of the study 4
1.4 Objectives of the study 4
1.4.1 General objectives 4
1.4.2 Specific objectives 5
1.5 Research questions 5
vi
1.6 Hypothesis of the study .5
1.7 Scope 6
1.7.lTimescope 6
1.7.2 Geographical scope 6
1.7.3 Theoretical scope 6
1.7.4 Content scope 6
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2.0 Introduction 7
2.1 Theoretical Review 7
2.2 Conceptual frame work 8
2.3 Related literature 9
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3.0 Introduction 14
3.1 Research design 14
3.2Studyarea 14
3.3 Study population 15
3.4 Sample size 15
3.5 Sampling techniques 16
3.6 Data collection 16
3.7 Reliability and validity of instruments 17
3.9 Data Collection Procedure 18
3.10 Significance of the study 18
3.11 Limitations of the study 19
VII
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4.0 Introduction 20
4.1 Teachers’ Socio- Demographic variables and pupils’ academic performance ..........20
4.1.1. Age composition 20
4.1.2. Gender of respondents 21
4.1.3 Religious affiliation 21
4.1.4 Marital status 22
4.1.5 Level of education of respondents (qualification) 23
4.1.2 Job satisfaction and pupils’ academic performance 23
4.1.3 Situational / organizational variables and pupils’ academic performance 24
4.1.3.1 Causes of teacher motivation 24
4.1.4 Causes of teacher demotivation that eventually retards the general performance
of pupils in UPE schools 25
4.1.4.1 Causes of teacher demotivation 25
CHAPTER. FIVE . ................ ,........... mann,.., 29
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 29
5.0 INTRODUCTION 29
5.1 SUMMARY OF FINDINGS 29
5.2 RECOMMENDATION OF THE STUDY 30
5.3 SUGGESTIONS FOR FURTHER RESEARCH 32
REFERENCES 34
APPENDICES 38
APPENDIX A: QUESTIONNAIRE 38
APPENDIX B: INTRODUCTORY LETTER 42
ABSTRACT Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners. Consequently, this report is a study carried out in Kisomoro Sub-County Bunyangabu district which aimed at studying the relationship between teacher motivation and academic performance of pupils in Universal Primary Education(UPE) Schools. Teacher motivation has been seen to be at its lowest in Entebbe municipality, this stemming from a number of variables ranging from personal variables like age, gender, marital status etc. Situational / organizational variables like salary(pay), supervision, working conditions, company policy, recognition etc. These have greatly contributed to the demonization of teachers and hence a dramatic fall in academic performance of pupils in UPE schools. Wafula (1991) also suggests that among the factors that demean the teaching profession in African countries are poor buildings in which teachers operate. Herman (1999), cited various factors that demotivates workers among which include low salaries, lack of fringe benefits, poor working conditions. In order to improve teacher motivation and performance at work, the study recommended increase in the salary of primary teachers to match the increased cost of living, provision of accommodation to teachers, strengthening of supervision as well as instituting awards for good performance, among others Research findings have found out that the major demotivators cited by Herman(1999) are predominantly embraced in most UPE schools in Uganda and hence the need to investigate the case of Kisomoro Sub-County Bunyangabu District.
