Motivation and Teacher Commitment to Teaching in Private Secondary Schools in Ibanda District, Uganda

This study examined the impact of intrinsic motivation on teacher commitment to teaching in private secondary schools in Ibanda District, Uganda. The study adopted a cross-sectional mixed-methods research design, integrating both quantitative and qualitative approaches. Primary data were collected from 94 respondents (teachers and headteachers) using questionnaires and interviews, while secondary data were obtained from school reports and related academic documents. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analysis, whereas qualitative data were analyzed thematically. The findings from correlation analysis revealed strong and statistically significant positive relationships between intrinsic motivation and teacher commitment dimensions, including punctuality and regular attendance (r = 0.742, p < 0.01), lesson preparation (r = 0.768, p < 0.01), instructional delivery (r = 0.791, p < 0.01), and overall teacher commitment (r = 0.773, p < 0.01). Regression analysis further showed that intrinsic motivation explains 59.8% of the variation in teacher commitment (R² = 0.598), with a statistically significant model fit (F = 251.764, p < 0.001), and that intrinsic motivation is a strong positive predictor of teacher commitment (B = 0.702, β = 0.773, p < 0.001). Qualitative findings corroborated these results, indicating that teachers who experience internal satisfaction, passion for teaching, and professional fulfillment demonstrate stronger dedication to lesson preparation, classroom management, learner support, and participation in school activities, as well as improved consistency in attendance and instructional effectiveness. The study concluded that intrinsic motivation is a critical determinant of teacher commitment in private secondary schools in Ibanda District and recommends that school administrators strengthen supportive work environments, recognize teachers’ efforts, and promote professional autonomy to enhance intrinsic motivation and teacher commitment.

Intrinsic motivation, teacher commitment, teaching

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