Teachers’ Non-Monetary Motivation and Students’ Academic Performance in Public Primary Schools in Rwanda

  • Nibizi Chantal Mount Kenya University, Rwanda
  • Dr. Hesbon Opiyo Andala Mount Kenya University, Rwanda


Most of public primary schools in Rwanda, students performed poorly compared to private primary schools. This academic performance of students in public primary schools may be affected various factors including teachers’ non-monitory motivating factors.  Therefore, the study established the relationship between teacher non-monitary motivating factors and students’ academic performance in public primary schools. This study used descriptive research design with the sample size of 140 people. Teacher non-monitary motivation was used as independent variable while students’ academic performance was used as dependent variable. The collected findings, were analyzed by using correlation research design, to indicate the relationship between teachers’ non-motivating factors and students’ academic performance. The findings indicated free lunch; Free accommodations; Health insurance; Training and development; Recognition were used to be non-monetary motivating factors given to teachers. The study also revealed that, there is a significance high degree of positive correlation between teacher non-monetary motivation and students’ academic performance as it was proved by Karl Pearson coefficient of correlation (r) of + 0.642. However, the highest correlation was given by free lunch given to teachers and students’ completion with r of + 0.715 as indicated by the respondents of the study.

Keywords : Teacher Non-Monetary Motivating Factors, Students’ Academic Performance

Author Biographies

Nibizi Chantal, Mount Kenya University, Rwanda

Postgraduate student, Mount Kenya University, Rwanda

Dr. Hesbon Opiyo Andala, Mount Kenya University, Rwanda

Dean School of education, Mount Kenya University, Rwanda


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How to Cite
Chantal, N., & Andala, D. H. (2020). Teachers’ Non-Monetary Motivation and Students’ Academic Performance in Public Primary Schools in Rwanda. Journal of Education, 3(2), 1 - 18. Retrieved from https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/512