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THE INFLUENCE OF ECD TEACHER MOTIVATION ON THE ACADEMIC ACHIEVEMENT OF CHILDREN IN EARLY CHILDHOOD DEVELOPMENT: A CASE STUDY OF NAKASONGOLA DISTRICT

CHAPTER ONE

INTRODUCTION

This chapter presents the background of the study, problem statement, objectives, research questions, scope, significance, key definitions, and conceptual framework.

Background of the Study

The introduction of compulsory education in Europe in 1870 led governments to recruit and train teachers to meet the growing demand for formal education, which was essential for supplying labor to expanding industries. To enhance teacher motivation and improve children’s academic achievement, governments in countries like Britain and France provided accommodations and teaching resources (Eyles & Machin, 2019).

After World War II, the British government recognized the importance of motivating Early Childhood Development (ECD) teachers by ensuring they had adequate teaching materials, as this directly impacted young children’s learning outcomes (Mertala, 2019).

Abraham Maslow’s (1943) hierarchy of needs theory emphasizes that fulfilling basic physiological needs, such as financial stability, is crucial for employee motivation. This principle applies to teachers, whose performance is influenced by their economic well-being (Maslow, 1943).

In developed nations, teacher motivation in ECD is strengthened through quality training, sufficient teaching resources, and competitive salaries with benefits (Duflo, Hanna, & Ryan, 2012). However, in regions like Africa and South Asia, teacher motivation varies significantly, with countries like Pakistan experiencing low motivation due to insufficient government investment in ECD (Kakar & Pathan, 2017).

In Ghana, teacher motivation is strongly linked to children’s academic success, as quality early education shapes cognitive and social development (Javaid, 2009). Conversely, in Nigeria, many ECD teachers lack motivation, negatively affecting learning outcomes (Abdullahi, Clement, & Sunusi, 2017). Similarly, in Kenya, ECD teacher motivation receives less government attention compared to primary and secondary education (Wangila, 2017).

While some scholars debate the direct correlation between teacher motivation and academic achievement (Isabelo & Silao, 2018), others argue that poor early childhood education leads to weak foundational skills, affecting later academic performance (Olarewaju, 2010).

In Uganda, ECD centers—including daycares, home-based, community-based, and nursery schools—are primarily privately owned (MOES, 2007; ECD Policy, 2005). Although the government supervises these institutions, academic performance remains substandard, raising concerns about teacher motivation and its impact on children’s learning.

Theoretical Framework

Maslow’s (1943) hierarchy of needs theory, as cited by Kasenene (2016), suggests that physiological needs (food, water, shelter) must be met before individuals can pursue higher-level motivations. For ECD teachers in Uganda, the lack of regular salaries raises questions about their ability to sustain motivation and, consequently, their effectiveness in teaching (Kasenene, 2016).

Maslow’s model includes:

1. Physiological needs (basic survival)
2. Safety needs (job security, stability)
3. Social needs (belonging, relationships)
4. Esteem needs (recognition, respect)
5. Self-actualization (fulfilling potential)

This theory is relevant because unmet basic needs among ECD teachers may hinder their performance, ultimately affecting children’s academic achievement (Okumbe, 2012).

Conceptual Background

• Academic Achievement: Refers to learning outcomes, including content mastery and performance standards (Schmidt, 2017). It is measured by examination results and skill acquisition (Faught, 2017).
• Motivation: The internal drive that influences behavior, persistence, and engagement (Reiss, 2014). In education, teacher motivation affects instructional quality and student performance (Robinson, 2012).
• ECD Teacher Motivation: A key factor in fostering children’s cognitive and academic development (Heryanto, 2019).

Statement of the Problem

Despite Uganda’s policy requiring children aged 3–5 to attend preschool, academic achievement remains low. Many ECD centers operate in high-income areas, yet children’s cognitive skills remain underdeveloped (ESSAPR, 2015). With over 433,258 ECD enrollees, performance standards are not met (Black, 2017).

Privately owned ECD centers prioritize profits over teacher welfare and learning outcomes (Mwaura, 2008). This study examines how teacher motivation—through accommodation, salaries, and teaching resources—affects children’s academic achievement in Nakasongola District.

Objectives of the Study

1. To assess the impact of teacher accommodation on children’s academic achievement.
2. To analyze the relationship between teacher salaries and academic performance.
3. To evaluate the effects of teaching resources on learning outcomes.

Research Questions

1. How does teacher accommodation influence academic achievement?
2. What is the relationship between teacher salaries and children’s performance?
3. How do teaching resources affect academic achievement?

Hypothesis

H₀: There is no significant relationship between teacher salaries and children’s academic achievement.

Scope of the Study

• Content: Focuses on teacher motivation (accommodation, salary, resources) and academic achievement (promotion, writing skills, spelling).
• Geographical: Nakasongola District, Uganda.
• Time Frame: Data from 2010–2019.

Significance of the Study

• Policy Makers: Insights to improve ECD policies.
• Ministry of Education: Guidance on teacher welfare and resource allocation.
• Educators: Strategies to enhance teaching quality.
• Future Research: Baseline for further studies on ECD sustainability.

Definition of Key Terms

• Academic Achievement: Performance in school-based intellectual domains.
• Child: A person between birth and puberty.
• ECD: Early Childhood Development (ages 3–5).