The Impact of Motivation on Teacher Job Performance in Secondary Schools: An Empirical Analysis of Output Planning, Monitoring, and Review in Kasese District, Uganda

Background Teacher motivation is essential for enhancing job performance, instructional quality, and student outcomes. However, it is greatly affected by inadequate financial incentives, poor working conditions, and limited career development opportunities. This study examines the impact of motivation on teacher job performance in secondary schools in Kasese District. Methods A cross-sectional research design was used, integrating quantitative and qualitative approaches. The study targeted 675 participants, and a final sample of 245 respondents was selected using stratified random and purposive sampling. Data were collected through structured questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS version 26, applying descriptive statistics, Pearson correlation, multiple regression, and Bayesian inference. Results Descriptive analysis showed that 40.3% of respondents strongly agreed that financial incentives and professional development enhance motivation, while 18.0% disagreed. Pearson correlation indicated a weak positive relationship between motivation and teacher job output (r = 0.227, p 2 = 0.227) of teacher job performance variance, while output monitoring (R2 = 0.589, F = 14.071, p 2 = 0.715, F = 16.648, p