TEACHERS MOTIVATION AND STUDENTS PERFORMANCE A CASE STUDY OF SELECTED SECONDARY IN JINJA MUNICIPALITY

Abstract

The purpose of the study was to establish the effect of provision of fringe benefits and the nature

of working conditions under motivational practices on teachefs’ performance in secondary

schools. The study was qualitative and quantitative; and descriptive-correlation research design

was used in the study. The researcher used purposive and pimple random sampling techniques to

select the research participants respectively from selected secondary schools. The target

population was 225 and the sample size of the participants was 166. Data was collected using

questionnaire as research instrument and analyzed by means of descriptive statistics, namely;

frequencies, percentage, and mean. Pearson Correlation Coefficient was used to establish the

relationship between motivational practices and teachers’ performance in secondary schools. The

findings from the study indicated that 59.2% of the respondents with a high mean of 3.5464

reported that the nature of working conditions were still favorable to some employees and this

reflected undesirable behaviors among the employees. Good working conditions were necessary

for all employees for their effective performance in institutions. The study showed that the

payment of salaries and wages have no direct bearing on teachers’ performance. The study

findings indicated that 70.9% of respondents with a high mean of 3.5631 reported that fringe

benefits like allowances, recognition, promotion and praises still depends on availability of funds

and management’s perception. These benefits had an effect on teachers’ performance when paid

after completion of the task. The nature of working conditions was still favorable in some

institutions and this affected the actual performances in schools. Good working conditions were

therefore, pertinent for all employees’ performance in any institutions. The study findings also

indicated a weak correlation between motivational practices and teachers’ performance as

Pearson correlation was -.106 and the coefficient of determination was 0.01 12, which is 1.12%

level of determination; and this implies that there are other many factors that contribute to

teachers’ performance. In conclusion, the results of the study indicated that there is a very weak

relationship between motivational practices and teachers El performance in urban secondary

schools in Jinja.