出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：Motivation has been used to encourage teachers as well as students themselves to increase students' academic performance. Although research on motivation is extensive, few researchers have examined teachers' perceptions of teacher motivation and its impact on student achievement. The purpose of this phenomenological study is to analysis how teachers motivation affect the performance of students at the basic level and to perceived the effects of teacher motivation on student achievement over the past five (5) years in the Wa Municipality, job satisfaction influence on teacher motivation, Maslow’s hierarchy of needs and Herzberg et al.’s two factor theory, Serves as the conceptual framework. The sample unit involved twenty – five (25) public basic schools in the Wa Municipality and the personnel from the GES, with views of 100 respondents (teachers) in the sampling unit; the composition of the respondents was sampled from twenty (20) randomly selected schools from the sampled eight (8) circuits in the municipality. All relevant statements were coded, categorized, and grouped into cluster of themes. All participants reported that teacher motivation affected student achievement and they believed it played a role in their student's achievement however, despite this motivation there have being fluctuations in performance of student in the municipality over the past five(5) years. Findings provide Municipal and community stakeholders with an understanding of teacher motivation on student’s performance, the implications for positive social change include improving teacher motivation, which may lead to improved student academic achievement.
