cognizancejournal.com Besigomwe Kenneth et al, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.7, July 2024, pg. 142-154 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 4.843 Index Copernicus Value (ICV) = 77.57 ©2024, Cognizance Journal, cognizancejournal.com, All Rights Reserved 142 Teacher Motivation and Job Satisfaction in Private Primary Schools of Kampala District, Uganda Besigomwe Kenneth 1 ; Nasser A. Karim Ssesanga 2 ¹School of Management Sciences, Uganda Management Institute, Uganda ²School of Management Sciences, Uganda Management Institute, Uganda 1 besigomwek@gmail.com; 2 akarim_1234@hotmail.com Corresponding Author: Besigomwe Kenneth, besigomwek@gmail.com DOI: 10.47760/cognizance.2024.v04i07.013 Abstract— A teacher is a key resource in a school and their job satisfaction depends on their level of motivation among other factors. A study was conducted to explore the relationship between teacher motivation and job satisfaction in private primary schools in Kawempe Division, Kampala District in Uganda. The study assessed relationships between (i) extrinsic motivation and teachers’ job satisfaction; (ii) intrinsic motivation and teachers’ job satisfaction; and (iii) personal factors and teachers’ jobs. A cross-sectional survey design was employed to collect data from 88 teachers of 6 private primary schools in Kampala district. SPSS software was used to analyse the data. The study findings showed a strong positive correlation between extrinsic motivation and teacher’s job satisfaction (r=.572**, p<0.01); and intrinsic motivation and teacher’s job satisfaction (r=.694**, p<0.01). Personal factors and teachers’ job satisfaction however had a weak positive correlation (r=.244**, p<0.05). It is therefore concluded that teacher motivation has a statistically significant relationship with job satisfaction. The school administrators are therefore urged to regularly motivate teachers through the provision of teacher houses, classroom expansion, continuous appraisals, regular training, certificate awards at school assemblies and inculcation of religious values to teachers. Keywords— extrinsic motivation, Intrinsic motivation, Job Satisfaction, School, Teacher Motivation I. INTRODUCTION Globally, the concept of job satisfaction began in the early 1930s and was heavily influenced by the economic and employment crises of the Great Depression and by the new developments in attitude measurement [1]. The drastic changes in the economic conditions at that time created the need for scholars to research employee morale and later job satisfaction. One of the biggest breakthroughs in job satisfaction research was the Hawthorne studies [2]. These studies were conducted in the period 1924-1933 by Elton Mayo who was affiliated with the Harvard Business School. He investigated the effects of different factors including illumination on the productivity of employees. The studies revealed that significant improvements in work conditions improve the productivity of employees. This was referred to as the Hawthorne effect. The same studies later revealed that the changes in the productivity of employees were not due to the changes in work conditions but rather the effect of employees being observed. This finding confirmed that employees are motivated to work because of other factors apart from pay. This encouraged other scholars to investigate factors that cause job satisfaction. On the other hand, the history of motivation can be traced from the ancient 3 Greeks, Socrates, Plato and Aristotle between 322 and 470 BC [3]. The ancient Greeks argued that personal motivation has 3 components in a hierarchical arrangement; Body desires, Pleasures; and pains.