Determining the Influence of Teacher Motivation on Academic Performance in Public Secondary Schools in Masinga Sub- County, Kenya

Purpose: This research examined how teacher motivation affects academic performance in public secondary schools within Masinga Sub-County, Kenya. The study developed a theoretical model to explain differences in stakeholder perceptions regarding motivation effectiveness.

Methodology: The research utilized a convergent parallel mixed-methods approach involving 364 participants comprising 7 principals, 83 teachers, and 274 students from 25 public secondary schools. Stratified purposive sampling-maintained representation across different school categories. Data gathering employed validated questionnaires demonstrating strong reliability (Cronbach’s α = 0.903-0.907) alongside semi-structured interviews. Power analysis verified sample adequacy for detecting medium effect sizes (d = 0.5) with 80% statistical power. Data analysis incorporated descriptive statistics, Independent Samples t-tests with effect size calculations, multiple regression modeling, and thematic analysis achieving high inter-rater reliability (κ = 0.85).

Results: Professional development demonstrated universal acceptance (73.5% teacher, 56.2% student consensus), whereas considerable perception disparities emerged for reward mechanisms and welfare initiatives. Teacher welfare exhibited the most substantial perception differences (teachers: M = 4.56, students: M = 3.92; t(91) = 4.54, p < 0.001, d = 1.02). Multiple regression demonstrated that motivation variables accounted for 34% of academic performance variation (R² = 0.34, F(3,359) = 62.1, p < 0.001), with professional development serving as the primary predictor (β = 0.42). Qualitative findings identified implementation inconsistencies and communication breakdowns as fundamental sources of perception differences.

Conclusions and Recommendations: This investigation presents the “Stakeholder Perception Alignment Model,” illustrating how motivation transparency and communication quality affect stakeholder consensus. Results indicate that motivation approaches require effective execution combined with clear communication channels to maximize effectiveness. Recommendations encompass creating standardized motivation frameworks, improving stakeholder communication systems, and emphasizing universally appreciated professional development opportunities. This research advances Self-Determination Theory by showing how environmental factors influence motivation effectiveness within resource-limited settings.

Teacher Motivation, Academic Performance, Stakeholder Perceptions, Professional Development, Kenya, Self-Determination Theory

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