Identification of teachers' motivation on academic performance of elementary school level students in district haveli Kahuta, Azad Jammu and Kashmir

Abstract

This study to explore the impact of teachers’ motivation on the academic performance of students in elementary schools within Tehsil Haveli Kahuta, AJK. The objective of the study is to identify the extent of teachers’ motivation to students. Utilizing a mixed-method research approach, quantitative data were collected from 100 elementary teachers through questionnaires and interviews. The research instrument comprised 25 closed-ended questions and a semi-structured interview protocol. The validity of the instrument was confirmed by a panel of experts, and its reliability was measured using Cronbach's Alpha, yielding a value of 0.895. Data analysis was conducted using SPSS, employing statistical tools such as chi-square and regression analysis. Findings reveal that teacher motivation significantly influences students' academic performance, with personal interest, active engagement, internal satisfaction, and social acknowledgment being key factors. Challenges faced by teachers include lack of student engagement and individual differences. Chi-square analysis further substantiates the strong impact of teacher motivation on various aspects of students' academic performance, rejecting the null hypothesis and confirming a meaningful association between these variables. The findings underscore the importance of fostering both intrinsic and extrinsic motivation among teachers to enhance the educational experience and promote higher academic standards. The study concludes that motivated teachers positively affect students' actively participation, and academic outcomes, emphasizing the importance of a supportive classroom environment. Recommendations include encouraging student engagement in learning and suggesting future research to explore the long-term effects of teacher motivation on academic performance through longitudinal studies.