Head Teacher’s Motivational Strategies for Teachers and Their Effect on Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia

Abstract

The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This study sought to examine the influence of head teachers’ motivational strategies for teachers on the academic performance of learners on learners’ academic performance in public secondary schools in Ndola district. The study employed a descriptive survey research design which combined both qualitative and quantitative research methods. Closed and open ended questionnaires, focus group and interview guides were used to collect data from the respondents. The instruments were piloted in one secondary school in Ndola district.
 The findings of the study revealed that the motivational strategies used by the head teachers influence academic learner performance positively. The results of a correlation test carried out indicated that there was a positive relationship between the head teachers’ motivational strategies for teachers and the academic performance of the learners. Based on the findings, this study concluded that motivational strategies by head teachers influenced or impacted positively on learners’ academic performance in public secondary schools in Ndola District. The study recommends that head teachers should use a variety of motivation strategies for teachers as these will enhance effective teacher performance which in turn will positively influence the academic performance of learners to a great extent as revealed by this study. This study recommends that further research could be done in other districts of Zambia to ascertain whether the same trend for learners’ academic performance exists.