RELATIONSHIP BETWEEN OPPORTUNITIES FOR ADVANCEMENT AND TEACHER MOTIVATION IN PRIVATE PRIMARY SCHOOL IN MUKUNGWE SUB-COUNTY, MASAKA DISTRICT. A CROSS-SECTIONAL STUDY.

Abstract

Background The availability of opportunities for advancement motivates teachers to invest in their professional growth and development, leading to increased job satisfaction and commitment. The study aims to assess the relationship between opportunities for advancement and teacher motivation.  Methodology A descriptive, cross-sectional, and correlational survey design. A qualitative approach was employed in examining the non-numerical findings of the study such as gender and attitudes of the respondents on the study variables were coded and summarized to produce descriptive findings. The quantitative approach was used to analyze and interpret numerical data for meaningful findings.  Results Most respondents (51%) were in the age range of 20-35 years, followed by 37% in the age range of 36-50 years, and 12% aged 51 years and above. There was a moderately strong positive correlation between opportunities for advancement and teacher commitment (Pearson Correlation = 0.629, p = 0.002). This implies that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher.  Conclusions There was a moderately strong positive relationship between opportunities for advancement and teacher commitment implying that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher.  Recommendations Private primary schools should provide more opportunities for leadership roles, teaching specialized subjects, and bonuses for advancement to address perceived deficiencies in these areas.