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This research determines how teacher motivation relates to student achievement in public secondary schools in Gem Sub-county, Kenya, focusing on intrinsic teacher motivation and teacher amotivation. Guided by Self-Determination Theory, it uses correlation and descriptive designs with principals and teachers sampled across schools. Results show intrinsic motivation and amotivation each relate positively and significantly to academic performance, supporting strategies to strengthen motivation and improve outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relationship-between-intrinsic-teacher-motivation-and-teacher-amotivation-and-student-academic-performance-in-public-secondary-schools-in-gem-sub-county-kenya/591152/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relationship-between-intrinsic-teacher-motivation-and-teacher-amotivation-and-student-academic-performance-in-public-secondary-schools-in-gem-sub-county-kenya/591152.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study in Gem Sub-county, Kenya?","Question",{"text":112,"@type":113},"To determine the relationship between teacher motivation and student academic performance in public secondary schools, emphasizing intrinsic teacher motivation and teacher amotivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical framework guides the study?",{"text":117,"@type":113},"The study is guided by a conceptual framework based on Self-Determination Theory.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about intrinsic teacher motivation and student performance?",{"text":121,"@type":113},"Intrinsic teacher motivation has a weak, positive, and significant relationship with student academic performance and explains 9.9% of the variation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591152,1792160867,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 10(2), pp. 134-142, May 2022  \nDOI: 10. 30918/AERJ.102.22.020 ISSN: 2354-2160  \nFull Length Research Paper  \nRelationship between intrinsic teacher motivation and teacher amotivation and student academic performance in public secondary schools in Gem Sub-County, Kenya  \nDickens Odoyo Oluoch and Julius Otieno Gogo*  \nMaseno University, Kenya.  \nAccepted 19 April, 2022  \n\n| ABSTRACT\u003Cbr>Studies on teacher motivation indicate low teacher motivation results in low student academic performance. The purpose of this study was to determine the relationship between teacher motivation and student academic performance in public secondary schools in Gem Sub-county, Kenya. The objective of the study was to establish the relationship between intrinsic teacher motivation and teacher amotivation on student academic performance. The study was guided by the Conceptual Framework based on SelfDetermination Theory and adopted correlation and descriptive research designs. The study population was 41 principals and 180 teachers from 41 public secondary schools. A sample of 36 principals from 36 schools was picked through a saturated sampling technique given that 5 schools were used for the pilot study. The purposive sampling technique was used to select 110 teachers who had taught the same class from form three to form four between 2013-2014. Work Self-Determination Index was used to measure teacher motivation. The reliability of the instruments was established by the test-retest method and a coefficient index of 0.791 was accepted. The study showed that intrinsic teacher motivation had a weak, positive and significant relationship with student academic performance (r = .327; N=110; p \u003C .05) and accounted for a 9.9% variation in student academic performance. Teacher amotivation had a weak, positive and significant relationship with student academic performance (r = .218; N=110; p\u003C .05) and accounted for a 3.9% variation in student academic performance. The study noted that increased teacher motivation enhances student academic performance. The findings of this study would inform the stakeholders in education in coming up with strategies to enhance teacher motivation to improve student academic performance.\u003Cbr>Keywords: Intrinsic motivation, amotivation, academic performance, relationship, teacher, student. |\n| --- |\n| *Corresponding [author. E-mail: jotieno2009@gmail.com. Tel:](author. E-mail: jotieno2009@gmail.com. Tel:) 0723681627. |\n\nIntroduction  \nBackground of the study  \nMotivation is a psychological process that influences individual behaviour with respect to the attainment of workplace goals and tasks (Bennell , 2004) . A review of empirical studies on teacher motivation in Bangladesh, India and Pakistan indicates a widespread low or decreasing level of teacher motivation resulting in lower quality of education (Bennell and Akyeampong, 2007) . Similarly, a study conducted across Zambia, Papua New Guinea and Malawi found that teachers’ motivation was  \nboth fragile and declining leading to low student academic performance. Teachers reported having low self-esteem in their roles and felt they were not respected by the community (Voluntary Service Overseas (VSO) , 2002) .  \nJemila (2013) in a case study of public secondary schools in Nyamagana Sub-County, Mwanza indicated the effects of motivation factors on teachers’ performance in Tanzanian education institutions. There was an inadequate motivation of teachers and consequently low performance in public secondary schools.  \nOluoch and Gogo 135  \nCorrespondingly, Onyambu (2009) stated low teacher motivation in Masimba Division, Masaba South SubCounty in Kenya. The study also resulted in low student academic performance in public secondary schools.  \nThe sources of motivation can be either extrinsic or intrinsic. In extrinsically motivated behaviors, actions are performed to achieve some results, such as earning rewards or avoiding a negative consequence ","cbCailDMS9TepQQh","https://ap.wps.com/l/cbCailDMS9TepQQh","pdf",100732,"English","# Introduction\n## Background of the study","[{\"question\":\"What is the main purpose of the study in Gem Sub-county, Kenya?\",\"answer\":\"To determine the relationship between teacher motivation and student academic performance in public secondary schools, emphasizing intrinsic teacher motivation and teacher amotivation.\"},{\"question\":\"Which theoretical framework guides the study?\",\"answer\":\"The study is guided by a conceptual framework based on Self-Determination Theory.\"},{\"question\":\"What do the results show about intrinsic teacher motivation and student performance?\",\"answer\":\"Intrinsic teacher motivation has a weak, positive, and significant relationship with student academic performance and explains 9.9% of the variation.\"}]","Relationship between intrinsic teacher motivation and teacher amotivation and student academic performance in public secondary schools in Gem Sub-County, Kenya | PDF",1792071231,23]