ABSTRACT
This study was carried out in selected Secondary schools in Kwapa sub-county to investigate teachers’ motivation and academic performance of students. The following objected were formulated to guide my study; To establish the types of motivation. To establish the types of motivation used in. To determine whether the methods of motivation used contribute to academic performance in the schools used in Kwapa sub-county. From the research study, it was evident that there existed a notable relationship between a teacher motivation and academic performance of students in the subject handled by the same teacher. It was not worthy that rewards given to teachers boosted their morale and this subsequently improved student’s performance. Verbal praises have noted to be almost trivial as compared to material rewards, promotions and financial rewards. From the study, it was found that when teachers were rewarded , they worked harder and this motivated disinterest learners to learn and also preserved and fostered the enthusiasm of those who are interested in learning. Therefore, extrinsic motivation plays sa ignificant role in determining the performance of students in academics. The study recommended that the government, through the MoES should work closely with the heads of schools (both primary and secondary) in order to earmark industrious teachers for promotion. Prize-giving ceremonies should be held in schools on a termly basis to reward teachers and students for their good performance. The government and the heads of schools over-rely on extrinsic motivation as opposed to intrinsic motivation This study was carried out in Kwara sub-county in Tororo south constituency, Tororo district in Eastern Uganda. This case study involved an investigative study of various motivational strategies of teachers in the Kwapa sub-county and how they fueled the academic performance of students in the schools.
