DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1 Introduction

This chapter presents the analysis and the discussion on the impact of motivation on teacher

performance in Half Assini Senior High School (HASCO), Western Region-Jomoro.

Frequencies, percentages, mean score, standard deviations and independent samples -test were

used in making meaning of the data gathered. Results were presented according to the objectives

of this study.

4.2 Demographic Characteristics

Table 4.1.1 shows the demographic distribution of respondents for the study, a total respondent

representation of 37 were used for the analysis of which all were teachers at Half Assini Senior

High School (HASCO). For the purpose of the study and to clearly understand the impact of

motivation on teacher performance at Half Assini Senior High School (HASCO), the analysis

was run separately therefore the demographic of teachers was presented. The description of

respondents in this section was based on their Age, Gender, Qualification and how long one has

worked in the school.

Out of the total sample of teachers, 26 representing 70.3% were males whereas 11

representing 29.7% were females. 6 respondents representing 16.2% were aged between 18-25,

22 respondents representing 59.5% were aged between 26-35, 8 respondents representing 21.6%

were aged between 36-40, 6 respondents representing 16.2% were aged between 18-25, and 1

respondent representing 2.7% was aged between 41-50. 30 respondents representing 81.1% were

holding a qualification of Degree, 7 respondents representing 18.9% were holding a qualification

of Diploma. 13 respondents representing 35.1% have worked in the school between 1-3 years, 22
respondents representing 59.5% have worked in the school between 4-6 years, and 2 respondents

representing 5.4% have worked in the school between 7 years and above.

Table 4.2 Demographic Features- of Respondents for Teachers in Half Assini Senior High

School

Variable Category Frequency (N) Percentage (%)

Gender Male 26 70.3

Female 11 29.7
Totals 37 100.0
Age 18-25 6 16.2
26-35 22 59.5
36-40 8 21.6
41-50 1 2.7
Totals 37 100.0
Qualification Degree 30 81.1
Diploma 7 18.9
PhD 0 0
Others 0 0
Totals 37 100.0
Duration 1-3 years 13 35.1
4-6 years 22 59.5
7 years and above 2 5.4
Totals 37 100.0

Source: Field Work (2022)

4.3 The factors that motivate employees (teachers)

This section presents the factors that motivate employees (teachers) of Half Assini Senior High

School. Respondents were asked to respond to the items that will show factors that motivate

them as teachers, using a Likert scale of 1- strongly disagree, 2- disagree 3-neutral, 4- agree, and

5- strongly agree. The items were recognized in descending mean scores; as higher mean scores
indicate higher level of agreement to the item. Regarding the interpretation of the mean scores,

mean scores less than 3 were considered as negative response (i.e., disagree range), and mean

scores greater than 3 were considered as positive response (i.e., agree range). From Table 4.2

presented, after the analysis, it is realized that all mean score was greater than 3, indicating

respondents agreeing to all the statements under the factors that motivate employees (teachers).

The analysis indicated that, HASCO Teachers have a positive attitude toward factors that

motivate employees (teachers) by agreeing to the following statement that, I am satisfied with

the training opportunities I receive in my job, considering my efforts, marking allowance are

adequate, Payment of salary is given on a regular basis, my job promotion prospects are good,

Good working measure and security are put in correct safety.

Table 4.3 The factors that motivate employees (teachers)

Std. Ranking
Mean Deviation
I am satisfied with the training opportunities I receive in my job. 3.97 0.600 1st

Considering my effort, marking allowance are adequate 3.83 0.861 2nd

Payment of salary is given on regular basis 3.27 0.652 3rd

My job promotion prospects are good 3.16 0.843 4th

Good working measures and security are put in correct safety. 3.00 0.707 5th

Totals 17.23 3.663

Source: Field Work (2022)

4.4 Impact of motivation on teacher performance

This section presents the impact of motivation on teacher performance. Respondents were asked

to respond to the items that will show the impact of motivation on teacher performance, using a
Likert scale of 1- strongly dis agree, 2- disagree 3-neutral, 4- agree, and 5- strongly agree. The

items were recognized in descending mean scores; as higher mean scores indicate higher level of

agreement to the item. Regarding the interpretation of the mean scores, mean scores less than 3

were considered as negative response (i.e., disagree range), and mean scores greater than 3 were

considered as positive response (i.e., agree range). From Table 4.3 presented, after the analysis, it

is realized that all mean score was greater than 3, indicating respondents agreeing to all the

statements under the impact of motivation on teachers. The analysis indicated that, HASCO

Teachers have a positive impact of motivation on the teacher performance by agreeing to the

following statement that, High performance of pupils in exams, regular marking of pupils

exercises and examination, Arrival on time during class hours, Regular teaching hours.

Table 4.4 The impact of motivation on teacher performance

Std. Ranking
Mean Deviation
High performance of pupils in exams. 3.84 0.764 1st

Regular marking of pupils exercises and examination 3.78 0.672 2nd

Arrival on time during class hours 3.73 0.652 3rd

Regular teaching hours 3.62 0.639 4th

Totals 14.97 2.727

Source: Field Work (2022)

4.5 The Relationship Between factors that motivate employees (teachers) and motivation on

teacher performance

4.5.1 Correlation
The correlation was run to know if there is a relationship between the independent variable and

the dependent variable. To do this, the control variables were added to check the relationship

between motivation on teachers and the impact of motivation on teachers

It can be found that after the analysis any variable that correlated with itself has a correlation

coefficient of 1. The relationship between gender and age were negative with a correlation of

-0.102, Meaning gender will increase whiles age decrease with a perfect negative correlation and

it relation of p-value statistically insignificant of 0.548>0.05. Also, the relationship between

gender and qualification was negative and also insignificant with correlation coefficient of -

0.139 p-value of 0.413>0.05. Also, the relationship between how long have been working in

school and age have positive correlation coefficient 0.710 and significant p-value of 0.000<0.01.

Also, the relationship between age and performance show that, there is a positive coefficient

correlation of 0.072 with a p-value of 0.670> 0.05. The relationship between qualification and

motivation show that, the variables have a negative correlation of -0.048 with a p-value of

0.780> 0.05 which is statistically insignificant, the relationship between motivation and age is

0.105 which indicate a perfect positive correlation with a p-value of 0.537> 0.05
 Correlations
How long
Which age What have you
group do qualification been
Indicate your you fall do you working in motivatio performanc
Gender under hold? the school n e
Indicate your Gender Pearson 1 -.102 -.139 -.077 -.205 -.270
Correlation
Sig. (2-tailed) .548 .413 .652 .223 .106

N 37 37 37 37 37 37

Which age group do Pearson -.102 1 .176 .710** .105 .072

you fall under Correlation
Sig. (2-tailed) .548 .298 .000 .537 .670

N 37 37 37 37 37 37

What qualification do Pearson -.139 .176 1 -.132 -.048 -.090

you hold? Correlation
Sig. (2-tailed) .413 .298 .434 .780 .598

N 37 37 37 37 37 37

How long have you Pearson -.077 .710** -.132 1 .167 -.008
been working in the Correlation
school Sig. (2-tailed) .652 .000 .434 .324 .960

N 37 37 37 37 37 37

Motivation Pearson -.205 .105 -.048 .167 1 .145

Correlation
Sig. (2-tailed) .223 .537 .780 .324 .393

N 37 37 37 37 37 37
performance Pearson -.270 .072 -.090 -.008 .145 1
Correlation
Sig. (2-tailed) .106 .670 .598 .960 .393

N 37 37 37 37 37 37

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

4.5.2 Regression

In order to estimate the impact of motivation on teacher performance, the researcher run a regression

analysis on the factors of motivation on the impact of teacher performance by constructing it with

gender, age, qualification and duration as the control variables. From the regression result, the estimated

F-statistic was 0.883 with p-value of 0.001 < 0.01 this shows that, at least one of the explanatory

variables influences teacher performance significantly. The estimated adjusted coefficient of the factors

of motivation on teacher performance was -0.17 this shows that, the explanatory variables explained

about -17% of the variation of teacher performance.

Also, the effect of the control variables was estimated. The estimated effect of teacher performance on

gender was -1.004 with a p- value of 0.128 > 0.05 therefore, gender (male) will increase by -1.004 and

female will decrease, which makes the coefficient insignificant. The estimated effect of age was with a

p-value of 0.359 > 0.05. This means that male and female age will increase by 0.592, which makes the

coefficient significant. The estimated effect of teacher qualification on teacher performance was -0.851

with p-value of 0.295> 0.05. This shows that, teacher’s qualification negatively and insignificantly

affects teacher performance. Moreover, teacher’s duration in the school estimated effect of -0.727 with

p-value of 0.355>0.05. This means that, teacher’s duration fail to influence performance and it
statistically insignificant. The estimated effect of teacher performance was 0.072 with p-value of 0.591>

0.05. Hence, the factors of motivation positively and significantly affects teacher performance 7.2％

Table 4.5.2 Regression

Coefficients Standard Error T P-value

Constant 9.025 2.557 3.529 0.001

Gender -1.004 0.642 -1.565 0.128

Age 0.592 0.632 0.935 0.357

Qualification -0.851 0.799 -1.065 0.295

Duration -0.727 0.744 -0.939 0.355

Performance 0. 072 0. 134 0.542 0.591

F(Change) 0.883

P-value 0.001
 R-Squared 0.125

Adj. R-Squared -0.17

Source: Field Work (2022)