MOTIVATION AND TEACHERS’ PERFORMANCE: EMPIRICAL EVIDENCE FROM PRIMARY LEVEL

Abstract

The current study investigated the relationship between motivation and teachers’ performance at the primary school level in Punjab, Pakistan. The research was descriptive-correlational and quantitative in nature, with a positivistic perspective. Participants were chosen as samples using a multi-stage random sampling method. The sample included 414 male and female primary school teachers. For data collection, two closed-ended questionnaires were used. A pilot study was carried out to confirm the research instruments’ validity and reliability. Inferential statistics such as Pearson r, independent sample t-test, linear regression, and one-way ANOVA were used to examine the data. The findings of the study demonstrated that motivation was positively correlated with teachers’ performance. The study’s findings revealed that teachers’ motivation and performance differed based on their teaching experience. The findings also demonstrated that motivation had a positive significant influence on their primary teachers’ performance. Teachers advised that a substantial paradigm shift in Pakistani education policy on factors such as school governance, remuneration, safety and security, as well as assessments and evaluations, be implemented in order to enhance performance. Additionally, school administrations should give enough resources such as incentives, prizes, excellent Communication, moral assistance, psychological encouragement, and compensation increases are all used to ensure that the instructional staff provides outstanding educational experiences and high performance in order to develop the relevant system of education.