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Teachers’ Motivation And Students’ Academic Performance Secondary Schools, Mbarara City (issue 4)

This research study aimed to investigate the link between teachers' motivation levels and students' academic
performance in secondary schools located in Mbarara City, Uganda. The motivation and commitment of teachers is
widely recognized as crucial for the efficacy of teaching and learning processes in schools. Demotivated educators
tend to provide substandard education which constrains students' ability to achieve optimal learning outcomes. The
study sought to establish the factors demotivating teachers in Mbarara City secondary schools and how this impacts
students' examination results. A mixed research design utilizing both qualitative and quantitative approaches was
employed for the study. The target population included all teachers and students from 10 randomly selected public and
private secondary schools in Mbarara City. Primary data was gathered through questionnaires administered to 374
teachers. Documentary review of students' past national examination records from the schools also provided key
quantitative data. Data analysis revealed several interlinked challenges demotivating teachers including inadequate
pay, lack of promotion structures, poor working conditions, heavy workloads, minimal participation in decision
making and lack of acknowledgement for work done. All these negatively influenced teachers' level of dedication,
effectiveness, expectations of learners and overall morale in work. Students of more motivated teachers reported
having a favorable learning environment with invested educators who believed in their abilities. The findings clearly
indicated a strong relationship between teachers' motivation levels and students' academic performance. Schools with
demotivated teachers registered persistently low passing rates averaging 30-40% over the last five years compared to
over 60% in schools with motivated staff. Demotivation of educators was found to severely curtail students' ability to
achieve optimal results by compromising the teaching-learning interactions.

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