Impact of Teacher Motivation on Academic Performance of Primary School Pupils in Uriri Sub-County, Kenya

Abstract

This paper explores the Head teachers’ motivational skills on learners and teachers in influencing performance in Public Primary Schools in Uriri Sub-County. Using correlational methodology and survey techniques, the study investigates how motivational practices of School Head teachers’ influence learners’ motivation, subsequently affecting the performance outcomes of pupils within the school. The study population comprises of Head teachers and teachers from Public Primary Schools in Uriri Sub-County, Kenya. Questionnaires were developed and validated for both Head teachers and teachers, focusing on motivational approaches. Data analysis involved descriptive statistics and Pearson correlation. Findings indicate a positive correlation between effective practices by Head teachers and teacher motivation levels on learners’ academic. Additionally, teacher motivation has been linked to improved performance outcomes among both educators and students. This research contributes to understanding the critical role of school Head teachers’ motivational approaches in shaping educational outcomes. By elucidating the dynamics of motivational approaches, insights for better educational practices are enhanced for a conducive learning environment.