ACADEMIC RESULTS ATTRIBUTION OF SECONDARY SCHOOL STUDENTS ON TEACHERS’ MOTIVATION IN THE BUEA MUNICIPALITY, SOUTH WEST REGION OF CAMEROON

Njimeleki Anthony Molesy

doi:10.5281/zenodo.14039450

Njimeleki Anthony Molesy Department of Educational Psychology, University of Buea, Cameroon

DOI: https://doi.org/10.5281/zenodo.14039450

Keywords: Attribution, Academic Results, Acknowledgement, Feedback, Motivation

Abstract

The purpose of this study was to determine the effect of attribution on the academic results of lower sixth students and its influence on teacher's motivation in secondary schools in the Buea Municipality, South West Region of Cameroon. Specifically, the study sought out to examine the effect of acknowledgement of the academic results of lower sixth students on teacher's motivation in secondary schools in the Buea Municipality and to determine the effects of negative feedback from the academic results of lower sixth students on teacher's motivation in secondary schools in the Buea Municipality. The study employed the descriptive survey research design where 60 teachers were selected through simple random sampling from 3 schools in Buea Municipality. Based on data gathered it was discovered that, acknowledgement from students on their academic results has a significant influence on teachers’ motivation; also, negative feedback has a detrimental effect on teachers’ motivation and lastly, positive feedback from students on their academic results had positive influence on teachers’ motivation in secondary schools in the Buea Municipality. It was therefore concluded that, students’ attributions of their academic results have a significant influence on teacher's motivation in secondary schools in Buea Municipality. Based on the findings, it was recommended that, school institutions should establish a feedback loop where teachers receive constructive feedback from students about their teaching methods and practices. This can help teachers understand how their efforts are perceived by students and motivate them to adapt their teaching strategies accordingly.

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