Thesis:

The effects of teacher motivation on academic performance of pupils in public primary schools in Kuresoi south sub county, Nakuru county, Kenya.

The three biggest issues facing Kenya are ignorance, illness, and poverty. The most crucial instrument for eradicating ignorance is education. Teacher motivation is one of the key components used to achieve educational goals in academic performance. Teachers' lack of motivation may be linked to students' subpar academic performance. The study's goals were to ascertain how teacher professional development affected students' academic performance in public primary schools in Kuresoi South Sub County, Nakuru County; how teacher compensation affected students' academic performance in public primary schools in Kuresoi South Sub County, Nakuru County; and how teacher working conditions affected students' academic performance in public primary schools in Kuresoi South Sub County, Nakuru County. The study used an ex-post facto research design in order to accomplish these goals. Attribution theory and affective events theory served as the study's guiding theories. The study sample was chosen using simple random sampling, with 275 participants chosen at random from a target population of 875. Prior to the main study, a pilot study was conducted to test the questionnaire's validity and reliability and address any potential weaknesses. The study collected data using quantitative methods. The Teachers Testing Questionnaire Instrument (TTQI) was one of these. Questionnaires that were self-administered were used to gather primary data. The Statistical Package for Social Sciences (SPSS v 24.0) software was utilized in the study to examine the information gathered. The results of the study were displayed as tables. According to the study, academic performance was positively and significantly impacted by teacher motivation. In order to improve the academic performance of students in public primary schools, it is advised that elements of teacher motivation, such as professional development, compensation, and working conditions, be prioritized and carefully examined. In order to improve the academic performance of primary school students, it is hoped that schools will use the study's findings to establish a supportive environment for teachers to develop better habits. The findings of this study may be of help to the ministry of Education and other stakeholder’s specific educational interventions.