The Impact of Teacher Motivation on Teacher Effectiveness in Bubi District of Zimbabwe
Augustine Zano Muranda
Department of Teacher Development, Faculty of Arts and Education, Zimbabwe Open University, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe.
Alfred Champion Ncube
Academic Affairs Unit, Faculty of Applied Social Sciences, Zimbabwe Open University, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe
Tichaona Mapolisa *
Department of Educational Studies, Faculty of Arts and Education, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe.
Thembinkosi Tshabalala
Department of Educational Studies, Faculty of Arts and Education, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe.
*Author to whom correspondence should be addressed.
Abstract
This study investigated the impact of teacher motivation on teacher effectiveness in ten schools in Bubi District in Matabeleland North Province in Zimbabwe. The study draws on a quantitative inquiry on the relationship between teacher motivation and teacher effectiveness. The population consisted of all the primary schools in Bubi District. The sample consisted of 100 respondents purposively sampled. The sample was composed of 48 males and 52 females. The study adopted the descriptive survey design and all the information was collected through a questionnaire which largely had close-ended questions and one open-ended question. The findings of the study revealed that teacher motivation is not given top priority by schools in Bubi District. It was also found that monetory incentives among other forms of incentives were highly valued by teachers in the District. The study recommends that teacher motivation should be given top priority by schools in order to enhance teacher effectiveness.
Keywords: Impact, teacher, primary school, effectiveness, district, motivation