Influence of Motivational Strategies on Tutors’ Performance: A Case of Teacher Training Institutions in Eastern Uganda

Abstract

The purpose of this study was to examine the effect of motivational strategies on the performance
of tutors among Teacher Training Institutions (TTIs) in Eastern Uganda. A multiple-case study
design was adopted to explore both intrinsic and extrinsic motivational efforts. The study
population comprised tutors, principals, deputy principals and members of Boards of Governors
from three Core Primary Teacher Colleges. Using a purposive sampling procedure, 66 participants
were selected, including 45 tutors, 3 principals, 6 deputy principals, and 12 Board members,
based on their direct involvement in teacher education and institutional management. Data was
collected through semi-structured interviews and focus group discussions. Thematic analysis
identified key patterns and relationships between motivation and tutor performance. The findings
show that motivation influences autonomy, engagement, job satisfaction and teaching
effectiveness. Professional growth opportunities, recognition and structured feedback systems
were critical in sustaining the motivation. The study concludes that a multifaceted motivational
framework grounded in selected theoretical frameworks enhances the performance of tutors and
institutional productivity. It recommends that TTIs institutionalize transparent goal-setting, equitable
reward systems, continuous professional development and supportive feedback mechanisms to
strengthen motivation and overall educational outcomes.