_____________________________________________________________________________________________________ *Corresponding author: E-mail: tichmap@gmail.com, murandaa@gmail.com; British Journal of Education, Society & Behavioural Science 7(3): 202-210, 2015, Article no.BJESBS.2015.084 ISSN: 2278-0998 SCIENCEDOMAIN international www.sciencedomain.org The Impact of Teacher Motivation on Teacher Effectiveness in Bubi District of Zimbabwe Augustine Zano Muranda 1 , Alfred Champion Ncube 2 , Tichaona Mapolisa 3* and Thembinkosi Tshabalala 3 1 Department of Teacher Development, Faculty of Arts and Education, Zimbabwe Open University, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe. 2 Academic Affairs Unit, Faculty of Applied Social Sciences, Zimbabwe Open University, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe 3 Department of Educational Studies, Faculty of Arts and Education, P.O.Box MP1119 Mount Pleasant, Harare, Zimbabwe. Authors’ contributions This work was carried out in collaboration between all authors. Author AZM designed the study wrote the protocol and supervised the work. Authors ACN and TM carried out all laboratories work and performed the statistical analysis. Author TT managed the analyses of the study. Author AZM wrote the first draft of the manuscript. Author ACN managed the literature searches and edited the manuscript. All authors read and approved the final manuscript. Article Information DOI: 10.9734/BJESBS/2015/14555 Editor(s): (1) James P. Concannon, Westminster College, Fulton, Missouri, USA. Reviewers: (1) Anonymous, Cyprus. (2) Anonymous, Botswana. (3) Anonymous, Malaysia. Complete Peer review History: http://www.sciencedomain.org/review-history.php?iid=1025&id=21&aid=8484 Received 5 th October 2014 Accepted 10 th January 2015 Published 16 th March 2015 ABSTRACT This study investigated the impact of teacher motivation on teacher effectiveness in ten schools in Bubi District in Matabeleland North Province in Zimbabwe. The study draws on a quantitative inquiry on the relationship between teacher motivation and teacher effectiveness. The population consisted of all the primary schools in Bubi District. The sample consisted of 100 respondents purposively sampled. The sample was composed of 48 males and 52 females. The study adopted the descriptive survey design and all the information was collected through a questionnaire which largely had close-ended questions and one open-ended question. The findings of the study Original Research Article