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Abstract
This mixed-methods study examined the influence of motivation on teaching effectiveness in Presbyterian Education Authority [PEA] secondary schools in Cameroon. Grounded in the reality of declining enrolment, delayed salaries, and low teacher morale in Anglophone Cameroon, the study sought to determine the extent to which financial and non-financial motivation contribute to educational productivity. Using a cross-sectional research design, data were collected from 158 participants comprising teachers, administrators, and Form Five/Upper Sixth students across 11 PEA secondary schools in the South West and North West Regions. Instruments included closed and open-ended questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using SPSS Version 21.0 with descriptive statistics and mean scores against a critical value of 2.00. Qualitative data were subjected to thematic analysis. Results indicate that motivation influences student performance, but only to a limited extent [M = 2.37]. A majority of PEA teachers reported low job satisfaction [M = 1.85], citing inadequate salaries, poor working conditions, and limited professional growth as primary concerns. While non-financial motivators such as recognition [M = 2.77] and conducive classroom environments [M = 2.58] received higher ratings, financial factors remained the greatest source of dissatisfaction [M = 1.96]. Analysis of GCE Ordinary and Advanced Level results from 2011–2015 revealed that a significant proportion of students scored at the lower grade bands, suggesting suboptimal academic productivity. The study concludes that although motivation is a necessary ingredient for effectiveness and efficiency, its impact in PEA schools is constrained by structural and financial deficits. It recommends a dual approach: improvement of financial remuneration through bi-annual salary reviews, profit-sharing, and tuition waivers for teachers’ children; and strengthening of non-financial strategies through recognition, reduced workload, training, and infrastructure upgrades. The findings contribute to educational policy discourse in Cameroon by highlighting the need for context-specific motivation frameworks in faith-based educational institutions.
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