TEACHERS’ MOTIVATION AND ACADEMIC PERFORMANCE

[Pages:42]TEACHERS' MOTIVATION AND ACADEMIC PERFORMANCE OF STUDENTS; A CASE STUDY OF KWAPA SUB-COUNTY, TORORO DISTRICT, UGANDA

BY OBWANA PAUL 1153-07234-00900

A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF EDUCATION, OPEN, DISTANCE AND E-LEARNING IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF A BACHELORS DEGREE IN EDUCATION [ARTS] OF KAMPALA INTERNATIONAL UNIVERSITY

AUGUST 2018

DECLARATION

I, Obwana Paul, hereby declare that the information provided in this piece of work is my own original work and has never been submitted to any institution of higher learning for the award of Diploma or conferment of Degree.

Signed.. .~ DateD5~\'' p

APPROVAL

This research report entitled "Teacher Motivation as a Correlate to students' educational achievements in selected Secondary Schools in Kwapa Sub-County, Tororo Distict" as conducted under my supervision. With my approval, it is now ready to be submitted to the College Examination board for the award Bachelor's Degree ofA with education of Kampala International University.

Taligoola Deborah (Mrs.) Signed

DEDICATION I would wish to dedicate this research to my mother Amoit Rose and my brother Onyapidi Moses who directly or indirectly created an enabling environment around me to accomplish the task of this research to come up with this report.

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ACKNOWLEDGEMENT

I wish to acknowledge my heartfelt gratitude to my supervisor Mrs. Taligola Deborah who despite his tight schedule took his precious time to read through my work and make necessary corrections. I also acknowledge his professional guidance which made it possible to tackle the work with fewer problems. I am much indebted to the head teachers of Secondary Schools in Kwapa Sub-county who honored my appointments to visit their schools in order to carry out research. It is also my pleasure to reckon the Education class of August 2015 and the entire College of Education, open, distance and e-learning of KIU for the cordial relationship we shared and for the conducive enviromnent they provided to me during the study. Although they are too many to mention individually, I accord my sincere gratitude to Omoda Isaac, Ocom Elias, Olukori Richard, Enyomu Stephen, Namusoke Nabira, Gidudu David , Nakalanzi Isha, Natabi Sylivia, Nakayimba Shamim, AtengRoseal together with all those who helped me in diverse ways; I am deeply grateflul. Any one, indirectly or directly helped me on the research desires to be acknowledged, my work alone would not have yielded to what this research is all about. Finally to all my family members who lovely gave me a word of comfort while undergoing this course. Above all I wish to thank my God for the gift of life and knowledge because without Him this work won't exist.

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BOG CPD EO KIU MOE MoES NAEN NCES PBSD PTA UCE UACE UNEB UNICEF

LIST OF ACRONYMS

Board of Governors Comprehensive Professional Development Education Officer Kampala International University Ministry Of Education Ministry of Education and Sports North American Association of Educational Negotiators New National Center for Education Statistics Problem- based school development Parents Teachers Association Uganda Certificate of Education Uganda Advanced Certificate of Education Uganda National Examination Board United Nations International Children Education Fun

TABLE OF CONTENTS

DECLARATION

i

APPROVAL

ii

DEDICATION

iii

ACKNOWLEDGEMENT

iv

LIST OF ACRONYMS

v

TABLE OF CONTENTS

vi

LIST OF TABLES

viii

LIST OF FIGURES

ix

ABSTRACT

X

CHAPTER ONE: INTRODUCTION

1

1.1 Background Information

1

1.2 Statement of the problem

2

1.3 Purpose of the study

3

1.4 Objectives of the study

3

1.4.1 General objectives

3

1.4.2 Specific objectives

3

1.5 Research questions

4

1.6 Hypothesis of the study

4

1.7 Scope

4

1.7.1 Time scope

4

1.7.3 Theoretical scope

4

1.7.4 Content scope

5

1.8 Significance of the study

5

CHAPTER TWO: LITERATURE REVIEW

6

2.0 Introduction

6

2.1 Theoretical Review

6

2.2 Conceptual frame work

7

2.3 Related literature

8

CHAPTER THREE: RESEARCH METHODOLOGY

12

3.0 Introduction

12

3.1 Research design

12

3.2 Study area

12

vi

3.3 Study population

.13

3.4 Sample size

13

3.5 Sampling techniques

14

3.6 Data collection tools Administered questionnaires

14

3.7 Reliability and validity of instruments

15

3.8 Data management and analysis

15

After

15

3.9 Data Collection Procedure

15

3.10 Significance of the study

16

3.11 Limitations of the study

16

CHAPTER FOUR: DATA PRESENTATION ANALYSIS AN]) INTERPRETATION

17

4.0 Introduction

17

4.1 Teachers' Socio- Demographic variables and students' academic performance

17

4.1.1. Age composition

17

4.1.2 Age of respondents

17

4.1.3. Gender of respondents

18

4.1.4 Religious affiliation

18

4.1.5 Marital status

19

4.1.6 Level of education of respondents (qualification)

19

4.2 Job satisfaction and students' academic performance

20

4.2.1 Situational I organizational variables and pupils' academic performance

21

4.2.2 Causes of teacher motivation

21

4.3 Causes of teacher demotivation that eventually retards the general performance of

students in UCE schools

22

4.3.1 Causes of teacher demotivation

22

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

25

5.0 Introduction

25

5.1 Summary of Findings

25

5.2. Conclusion

25

5.3 Recommendation of the Study

26

5.4 Suggestions for Further Research

28

REFERENCES

29

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