Teachers’ Motivation and CRE Learners Academic Performance in Secondary Schools of Kayonza Sub-County Kanungu District.
The study examined teacher motivation and the academic performance of Christian Religious Education (CRE) students in secondary schools in Kayonza Sub-County, Kanungu District. The study’s objectives were to identify methods used to motivate teachers in these schools, to assess the impact of teacher...
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| Format: | Thesis |
| Language: | English |
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Kabale University
2024
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.12493/2378 |
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| Summary: | The study examined teacher motivation and the academic performance of Christian Religious Education (CRE) students in secondary schools in Kayonza Sub-County, Kanungu District. The study’s objectives were to identify methods used to motivate teachers in these schools, to assess the impact of teacher motivation on students’ academic performance in CRE, and to suggest ways to improve teacher motivation in the Kayonza Sub-County. A cross-sectional research design was employed, with data gathered through interviews and questionnaires.
The findings revealed that most respondents noted that teachers are primarily motivated by wages and salaries, while fewer respondents mentioned the provision of hard-to-reach allowances as a motivational factor. Regarding the effects of teacher motivation on CRE students' performance, the majority of respondents indicated that motivated teachers work with confidence and dedication, which inspires students to study diligently and achieve good results. A smaller group of respondents mentioned that teacher motivation helps attract competent educators, leading to higher-quality teaching and improved student performance. In terms of ways to improve teacher motivation, the majority suggested that increasing teachers’ salaries would enhance their job satisfaction, while fewer respondents pointed to the importance of recognizing teachers’ contributions. The study recommended that school management should actively engage with teachers to understand their perspectives on organizational policies and treatment, as this could enhance teacher satisfaction and, consequently, students’ academic performance. |
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