Determining the Influence of Teacher Motivation on Academic Performance in Public Secondary Schools in Masinga Sub- County, Kenya

Purpose: This research examined how teacher motivation affects academic performance in public secondary schools within Masinga Sub-County, Kenya. The study developed a theoretical model to explain differences in stakeholder perceptions regarding motivation effectiveness. Methodology: The research utilized a convergent parallel mixed-methods approach involving 364 participants comprising 7 principals, 83 teachers, and 274 students from 25 public secondary schools. Stratified purposive sampling-maintained representation across different school categories. Data gathering employed validated questionnaires demonstrating strong reliability (Cronbach’s α = 0.903-0.907) alongside semi-structured interviews. Power analysis verified sample adequacy for detecting medium effect sizes (d = 0.5) with 80% statistical power. Data analysis incorporated descriptive statistics, Independent Samples t-tests with effect size calculations, multiple regression modeling, and thematic analysis achieving high inter-rater reliability (κ = 0.85). Results: Professional development demonstrated universal acceptance (73.5% teacher, 56.2% student consensus), whereas considerable perception disparities emerged for reward mechanisms and welfare initiatives. Teacher welfare exhibited the most substantial perception differences (teachers: M = 4.56, students: M = 3.92; t(91) = 4.54, p