TABLE OF CONTENTS
DEDICATION
APPROVAL .
Ii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
DEFINITION OF TERMS x
ABSTRACT xi
CHAPTER ONE 1
1 .0 Introduction 1
I . I Background of the study 1
1.1 .1 Historical perspective 1
1 .1 .2 Theoretical perspective 2
.1 .3 Conceptual perspective 2
1 .1 .4 Conceptual frame work 3
I .2 Problem statement 3
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 4
1 .5 Research questions 4
1.6 Hypothesis of the study S
1.7 Scope 5
1.7.1 Time scope s
1 .7.2 Geographical scope 5
1 .7.3 Theoreticalscope 5
1.7.4 Content scope 5
V
CHAPTER TWO .6
2.0 Introduction 6
2.1 Theoretical Review 6
2.2 Conceptual frame work 7
2.3 Related literature 8
CHAPTER THREE 12
3.0 Introduction 12
3.1 Research design 12
3.2 Study area 12
3.3 Study population 12
3.4 Sample size 13
3.5 Sampling techniques 13
3.6 Data collection tools 14
3.7 Reliability and validity of instruments 14
3.8 Data management and analysis 14
3.9 Data Collection Procedure 15
3.10 Significance of the study is
3.11 Limitations of the study 15
CHAPTER FOUR 16
4.0 Introduction 16
4.1 Teachers’ Socio- Demographic variables and pupils’ academic performance 16
4.1 .1. Age composition 16
4. 1 .2.Gender of respondents 17
4.1.3 Religious affiliation 17
4.1.4 Marital status 18
4.1.5 Level of education of respondents (qualification) 18
4.1.2 Job satisfaction and pupils’ academic performance 19
4.1.3 Situational / organizational variables and pupils’ academic performance 20
4.1 .3.1 Causes ofteacher motivation 20
vi
4.1 .4 Causes of teacher dernotivation that eventually retards the general performance of pupils in UPE
schools 21
4.1 .4.1 Causes of teacher dernotivation 21
CHAPTER FIVE 24
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 24
5.0 Introduction 24
5.1 Summary of Findings 24
5.2. Conclusion 24
5.2 Recommendation of the Study 25
5.3 Suggestions for Further Research 27
REFERENCES 28
APPENDIX A 31
QUESTIONNAIRE 31
APPENDIX B 35
INTRODUCTORY LETTER 35
APPENDIX C 36
KEY INFORMANT INTERVIEW GUIDE 36
APPENDIX E 38
FOCIJS GROUP DISCUSSION CHECKLIST 38
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 Baitambogi’ve sub-county, in Mayaige district which aimed at studying the relationship between teacher motivation and academic performance ofpupils in Universal Primary Education (UPE) Schools. Teacher motivation has been seen to be at its lowest in Baitambogwe sub-county, this stemming from a number of variables rangingfrom 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 demonizalion ofteachers and hence a dramatic fall in academic performance ofpupils in UPE schools. Wafiila (199]) 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 frictors 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 reco~nmended increase in the salary ofprimary teachers to match the increased cost of living, provision of accommodation to teachers, strengthening of supervision as well as insti/tiling awards for good performance, among others Research findings have found out that the ma/or demotivators cited by Herman(]999,) are predominantly embraced in most UPE schools in Uganda and hence the need to investigate the case of Baitambogwe sub-county in Mayuge District.
