Bridging Motivational Gaps: A Framework Tailored to Teacher Training Institutions in Eastern Uganda
| dc.contributor.author | Nafuna, Margaret Sarah | |
| dc.contributor.author | Masagazi, Joel Yawe | |
| dc.contributor.author | Omona, David Andrew | |
| dc.date.accessioned | 2025-04-16T12:33:22Z | |
| dc.date.available | 2025-04-16T12:33:22Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | This study, entitled "Bridging Motivational Gaps: A Motivational Framework Tailored to Teacher Training Institutions in Eastern Uganda," explores the pressing issue of tutor motivation within Teacher Training Institutions (TTIs) in the region. The objective of this study is to ex-amine the motivational strategies employed in Teacher Training Institutions (TTIs) in Eastern Uganda and develop an integrated framework that aligns tutor needs with institutional objectives to enhance professional growth and tutor satisfaction. Utilizing a qualitative research methodology, the study adopts a case study design, drawing on data collected through semi-structured interviews, focus group discussions, and document analysis. Participants included tutors, principals, members of Boards of Governors, and Parent-Teacher Association representatives, whose diverse perspectives provided comprehensive insights into the motivational dynamics at play. The findings indicate that existing motivational strategies in TTIs are predominantly financial, such as allowances for supervision and school practice. However, tutors underscored the critical value of non-financial incentives, including recognition, leadership opportunities, and avenues for career development. The study underscores the need for a holistic approach to motivation, integrating both intrinsic and extrinsic factors alongside structured feedback mechanisms and enhanced institutional support. As an original contribution, this research introduces the Integrated Motivational Framework for Teacher Training Institutions (IMFTTI), a conceptual model aimed at aligning tutor needs with institutional objectives, fostering professional growth, and enhancing overall tutor satisfaction. The study recommends institutional adoption of the IMF-TTI framework to systematize balanced motivational strategies and address existing challenges, thereby advancing tutor performance and educational outcomes in Eastern Uganda. Directions for future research are also provided, emphasizing the need for continued exploration of motivation in educational contexts. | |
| dc.identifier.citation | Nafuna, M. S., Masagazi, J. Y. & Omona, D. A. (2025). Bridging Motivational Gaps: A Framework Tailored to Teacher Training Institutions in Eastern Uganda. East African Journal of Education Studies, 8(2), 13-28. https://doi.org/10.37284/eajes.8.2.2823 | |
| dc.identifier.uri | https://doi.org/10.37284/eajes.8.2.2823 | |
| dc.identifier.uri | https://nru.uncst.go.ug/handle/123456789/10818 | |
| dc.language.iso | en | |
| dc.publisher | East African Journal of Education Studies | |
| dc.title | Bridging Motivational Gaps: A Framework Tailored to Teacher Training Institutions in Eastern Uganda | |
| dc.type | Article |