Effect of teachers’ Motivation on Students’ Academic Performance in Selected Secondary Schools in Karongi District, Rwanda

Nshimiyimana Emmanuel and Ndagijimana Jean Baptiste
University of Kigali
Email: nshimeemanuel26@gmail.com

Abstract: This study assessed the effect of teachers’ motivation on students’ academic success in selected secondary schools in Karongi District, Rwanda. It focused on three dimensions of teacher motivation: goal orientation, active engagement in school life, and commitment to professional development, aiming to improve students’ outcomes. The objectives examined goal orientation and performance in national examinations, active engagement and performance in internal assessments, and commitment to professional development and students’ retention and promotion rates. The study population comprised 370 respondents, with a sample of 192 participants, including 15 Head Teachers, 15 Directors of Studies and 162 teachers. Slovin’s formula determined the teachers’ sample size, while stratified and purposive sampling techniques were applied. Qualitative data were analyzed thematically, whereas quantitative data were analyzed using frequencies, percentages, means, standard deviations, and regression analysis in SPSS. Findings indicate that the regression model was statistically significant (F = 328.623, p = 0.000). Since p < 0.05, the null hypothesis was rejected, indicating that teachers’ motivation significantly affects students’ academic performance. The regression sum of squares was 35.657, residual sum of squares 20.616, and total sum of squares 56.273. The study concluded that teacher motivation enhances success and recommends fair remuneration, recognition, and reward systems.