Browsing by Author "Dindia, Abubakar Hassan"

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    Teacher Motivation and Its Influence on Academic Performance in Public Primary Schools in Mombasa County, Kenya
    (Kenyatta University, 2025-12) Dindia, Abubakar Hassan
    The study looked at how academic achievement in public primary schools in Mombasa County, Kenya, was impacted by teacher motivation. Its goals included determining relationships between teacher motivation and academic results as well as evaluating the impact of teacher motivation on professional development, classroom practices, and student performance. Grounded in Vroom’s Expectancy Theory, and a conceptual framework on teacher motivation and its influence on academic performance in public primary schools in Mombasa County, Kenya. The study employed an embedded mixed-methods approach that utilized both quantitative and qualitative approaches. The target population comprised of 102 head teachers and 2040 teachers, from which a sample population of 10 head teachers and 109 teachers, selected using Gay and Diehl’s (1992) and Cronbach’s formulas. Data collection involved use of questionnaires for teachers and interviews with head teachers. A pilot study was done in Kilifi County to refine the research tools. Validity of the research instruments was determined using expert help from lecturers and supervisors. Determination of reliability was done using the split-half technique and the Product Moment Correlation Formula, with a reliability coefficient of 0.75 or higher deemed acceptable. Data analysis was done with aid of SPSS version 24, with outcomes exhibited in frequency tables and graphs. The findings show that teacher motivation, including salary increases, professional development, and additional incentives, enhances teacher performance and student academic outcomes. Structured motivation programs like goal-setting and recognition, improve work performance and retention. The study recommends policies focusing on regular salary reviews and professional development to boost teacher commitment and student success. This research contributes to the literature on educational effectiveness, providing insights for policymakers, educational institutions, and stakeholders on strategies to improve student academic performance through enhanced teacher motivation.