Effects of Teachers’ Motivation on Students’ Academic Performance in Mathematics in Public Lower Day Secondary Schools in Rwanda: A Case of Kirehe District
DOI:
https://doi.org/10.53983/ijmds.v13n9.007Keywords:
Teacher, Motivation, Teachers’ Motivation, Academic Performance, Public Day SchoolAbstract
This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.
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