Impact of Teacher Motivation on Student Performance: A Cross-Sectional Study in Public Schools in Peshawar

Authors

  • Dr. Najma Begum Assistant Professor, Government Girls Degree College Charsadda
  • Dr. Israr Ullah (Corresponding Author) Institute of Education and Research (IER), University of Peshawar, Pakistan

Abstract

This paper examines the influence of teacher motivation on academic performance of students in government schools in Peshawar division of Pakistan. In the context of the current educational dilemmas, such as underfunding of educational institutions, overpopulation of classes, and inadequate professional growth, the study focuses on the influence of teacher morale as a key interest in the overall performance of the classroom environment and the success of the learners. The study applied a stratified random sample of public schools (30-40) representing different urban and rural areas using a cross-sectional design, which was quantitative. The motivation questionnaires were structured to extract information in form of motivation by teachers and the academic performance records of the students. As the results show, there is a positive correlation between the motivation levels of teachers and the academic results of students, as the higher the motivation, the higher the attainment of the student. In particular, the higher the intrinsic motivation, recognition and professional autonomy, the higher the academic results. The results are explained with Self-Determination Theory and Two-Factor Theory created by Herzberg that gives a two-fold prism through which the psychological and organizational factors influencing the performance of the teachers can be interpreted. On further examination, other sources of motivation like autonomy at work, peer appreciation and mobility opportunities and demotivate like poor wages, insufficient decision making input and administrative support were singled out. To overcome the mentioned gaps, policy and school-level recommendations should be offered, such as career advancement structures, leadership training, and participatory decision-making, and incentive-based interventions. The paper comes up with the conclusion that, teacher motivation should become a major agenda of educational reform in Pakistan, in case quality, equity and long run student prosperity are to be met. Investments in the professional well-being of teachers can lead to the development of an environment not only effective academically but also emotionally and socially rich to the learners in the system of education.

Keywords: Motivation Of Teachers, Students Performance, Public Schools, Peshawar, Educational Reform, Intrinsic Motivation, Self-Determination Theory, Herzberg Two-Factor Theory, Pakistani Education, Academic Achievement

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Published

2025-05-16

How to Cite

Dr. Najma Begum, & Dr. Israr Ullah (Corresponding Author). (2025). Impact of Teacher Motivation on Student Performance: A Cross-Sectional Study in Public Schools in Peshawar. Sociology &Amp; Cultural Research Review, 3(02), 559–570. Retrieved from https://scrrjournal.com/index.php/14/article/view/311