Assessing the Effectiveness of Teachers’ Motivational Strategies on Students’ Academic Achievement in Public Secondary Schools. A Case of Morogoro District Council, Tanzania

This study investigated the effectiveness of teachers’ use of motivational strategies to enhance students’ academic performance in public secondary schools in Morogoro District Council, Tanzania. Employing a mixed methods approach, the research sampled 91 teachers across five purposively selected schools. Quantitative data were collected using questionnaires and analysed using SPSS, while qualitative insights were gathered through interviews. The findings revealed that while most teachers are aware of motivational strategies, their application in classrooms remains inconsistent. Contributing factors include lack of training, inadequate teaching resources, large class sizes, and limited support from educational inspectors. The study concludes that insufficient use of motivational strategies negatively affects students' academic achievement, particularly in national examinations. It recommends regular teacher training, improved school resources, and more frequent school inspections to enhance teaching practices and student performance