Teacher Motivation and Teacher Job Performance: The Case of Private Primary Schools in Gasabo District, Rwanda

This study examines the impact of teacher motivation on teacher job performance in private primary schools in Gasabo District, Rwanda. The research is guided by the expected values and principles of self-determination. The objective is to assess the state of teachers' motivation and its relationship to performance. A descriptive survey design was used, targeting 18 head teachers and 115 teachers in 42 schools, resulting in a sample size of 133 respondents selected through stratified sampling. Data collection involved questionnaires, with analysis using descriptive and inferential data presented in tables. The findings also established a clear positive correlation between incentives and job performance, reinforcing the idea that rewards effectively motivate teachers. Analysis revealed that older teachers often performed better, highlighting the value of experience in improving teaching quality. Additionally, adequate salaries were found to boost job performance, stressing the necessity of fair compensation to maintain teacher motivation. Conversely, the study uncovered a concerning trend: bonuses may negatively influence performance under specific circumstances. In summary, this study emphasizes the unique motivational needs of teachers and recommends creating a supportive work culture that recognizes the participation of teachers and empowers them to make decisions to increase motivation and performance in private primary schools.