The Impact of Teacher Motivation on Elementary Student Academic Achievement

Authors

  • Dr. Mehnaz Fazal
  • Dr. Hameed Khan
  • Dr. Iqbal Amin Khan

Abstract

This study examined the impact of teacher motivation on elementary students’ academic achievement in District Malakand, Pakistan. A quantitative approach with a descriptive survey design was used. Data was collected from 20 teachers and students selected through stratified random sampling using a five-point Likert scale questionnaire. Descriptive statistics and Pearson correlation analysis were applied to analyze the data. The findings revealed that teacher motivation had a mean score of 3.79, while students’ academic achievement had a mean score of 74.7. The correlation analysis showed a strong positive relationship between teacher motivation and student achievement (r = 0.89, p = 0.001). The study concludes that higher teacher motivation significantly contributes to improved academic performance of elementary students. It is recommended that policymakers and school administrators promote strategies to enhance teacher motivation to improve educational outcomes.

Keywords: Teacher Motivation, Student Academic Achievement, Elementary Schools

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Published

2026-02-28

How to Cite

Dr. Mehnaz Fazal, Dr. Hameed Khan, & Dr. Iqbal Amin Khan. (2026). The Impact of Teacher Motivation on Elementary Student Academic Achievement. Policy Journal of Social Science Review, 4(2), 767–772. Retrieved from https://policyjssr.com/index.php/PJSSR/article/view/856

Issue

Vol. 4 No. 2 (2026): Policy Journal of Social Science Review

Section

Articles