INFLUENCE OF TEACHERS’ MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES IN SECONDARY SCHOOLS IN KAKAMEGA NORTH SUB-COUNTY, KENYA

Abstract

Teacher motivation is an essential component of the learning process that ultimately influences students’ academic performance. The academic performance of students can be regarded as interplay between the teaching and learning processes. Furthermore, students’ academic performance is closely associated with teachers’ motivation. Teachers’ motivation is pivotal in enhancing classroom excellence that is generally measured through students’ attainment of their learning outcomes. However, the academic performance of students with learning difficulties has been a pertinent issue in the education circle. The purpose of this study was to determine the influence of teachers’ motivation on academic performance of students with learning difficulties in secondary schools in Kakamega North Sub County. In particular ,the study sought to; Determine the influence of teachers’ in-service training on academic performance of students with learning difficulties in Kakamega north subcounty , to investigate the influence of teachers workload on academic performance of students with learning difficulties in Kakamega north subcounty as well as to examine the influence of teachers’ institutional work environment on academic performance of students with learning difficulties in Kakamega north subcounty. A cross sectional survey design was adopted for this study an attempt to achieve the objectives of the study. The target population for this study were students with learning difficulties in form two and form three classes as well as teachers of English and Mathematics spread out in the 55 registered secondary schools in Kakamega North Sub County. A sample of 132 teachers was selected using stratified random sampling method. Yamane’s formulae were used to determine the sample for this study. This study was guided by Herzberg’s two factor and McClelland achievement theories. Self-reported questionnaire was used to collect quantitative data whereas qualitative data was collected by use of structured interview guides. Descriptive statistics through computation of mean, percentages and standard deviation was used to analyse the data collected. Spearman’s rank correlation and Multiple linear Regression analysis was used

analyse quantitative data at 95% confidence interval. The study established that in- service training for teachers had statistically significant moderate positive

influence on academic performance of students with learning difficulties (β=0.267,t=8.713;p<0.001) .The study also revealed that teachers work load had significance statistical influence on academic performance of students with learning difficulties(β=0.456,t=6.531;p<0.001) .It was also established from this study that teachers’ institutional work environment had a significant statistical influence on academic performance of students with learning difficulties (β=0.563,t=11.13;p<0.001) .However, the three variables taken together did not significantly influence the academic performance of students with learning difficulties. This study concluded that all the three predictors of teacher motivation studied demonstrated that there is a significant influence of teachers’ motivation on academic performance of students with learning difficulties in Kakamega north sub county .Therefore the study recommends that there is need to have proper motivation strategies for teachers that will enhance their enthusiasm and morale to provide the extra attention ,support and assistance needed by the students with learning difficulties in order for them to enhance their learning progress . The ministry of education through relevant agencies should ensure proper teachers’ institutional work environment as well as ensure their workload remain within manageable limits to enhance teachers’ individualized attention to students with learning difficulties.