Abstract

This study explored the factors influencing teacher motivation and performance in public primary schools in Malawi, focusing specifically on selected schools in the Zomba rural area, particularly within the Chikala Zone. The research was anchored in Abraham Maslow’s Needs-Based Theory of Motivation and the Expectancy Theory of Motivation. It highlighted critical elements such as rural allowances, teacher rewards, involvement in decision-making, availability of teaching resources, teacher housing, performance appraisals from school authorities, and training opportunities as essential for enhancing teacher motivation and performance. The perspectives analyzed in this study were gathered from various stakeholders in the Chikala Zone, including the Primary Education Advisor, six headteachers from the sampled schools, six deputy headteachers, and twenty-five teachers. A qualitative research approach was employed, utilizing interview guides for data collection. The data were analyzed through thematic analysis, allowing for the identification of patterns and themes that provided insights into the motivational landscape for teachers in the region. The analysis revealed that many teachers in the zone are primarily motivated by their passion for teaching, yet they face significant challenges related to extrinsic motivation. Most schools lack adequate teacher housing, training opportunities, and performance appraisals, and teachers do not receive sufficient hardship or rural allowances. The findings underscore the need for improvements in motivational packages to enhance teacher performance and overall job satisfaction.

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School	: School of Humanities and Social Sciences
Issued Date	: 2025

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