Teacher Motivation and Its Impact on Student Performance: A Study of Public Schools in Peshawar

• Sharif Ullah

  Author

This study investigates the impact of teacher motivation on the academic performance of students in public schools within the Peshawar division of Pakistan. Amid ongoing educational challenges, such as underfunding, overcrowded classrooms, and limited professional development, this research focuses on the crucial role of teacher morale in shaping classroom dynamics and enhancing student success. A stratified random sample of 30–40 public schools across urban and rural areas was selected for this cross-sectional, quantitative study. Motivation questionnaires were designed to gather data on teacher motivation and student academic performance. The findings reveal a positive correlation between teacher motivation levels and student achievement, with higher motivation linked to better student outcomes. Specifically, intrinsic motivation, recognition, and professional autonomy were strongly associated with improved academic performance. The study uses Self-Determination Theory and Herzberg’s Two-Factor Theory to interpret the psychological and organizational factors influencing teacher performance. Further analysis identified key motivators such as work autonomy, peer appreciation, and career mobility, as well as demotivating factors like low wages, lack of decision-making influence, and insufficient administrative support. To address these issues, the paper proposes policy recommendations at both the school and system levels, including career development opportunities, leadership training, participatory decision-making, and incentive-based strategies. The study concludes that prioritizing teacher motivation is essential for Pakistan’s educational reform, aiming to improve the quality, equity, and long-term success of students. Investment in teacher well-being will foster an environment that is not only academically effective but also emotionally and socially enriching for students.

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