Vol. 7, Issue 2, Part K (2025)

Teacher motivation is widely recognized as a crucial factor influencing the effectiveness of teaching and the academic achievement of school students. Motivated teachers demonstrate higher levels of commitment, enthusiasm, and responsibility toward their profession, which significantly enhances classroom interaction and learning outcomes. The present study examines the role of teacher motivation in enhancing the academic achievement of school students at the secondary level. The study aims to explore how intrinsic and extrinsic motivational factors among teachers affect students’ engagement, interest in learning, and overall academic performance. A descriptive survey method is employed, using standardized teacher motivation scales and student achievement records as tools for data collection. The sample comprises teachers and students from selected secondary schools. Statistical techniques such as mean, standard deviation, and correlation analysis are used to analyze the data. The findings of the study reveal a positive and significant relationship between teacher motivation and students’ academic achievement. Teachers with high levels of motivation create a supportive learning environment, adopt effective teaching strategies, and encourage active participation among students, which leads to better academic results. The study highlights the importance of institutional support, professional development opportunities, and recognition systems in enhancing teacher motivation. The findings suggest that improving teacher motivation can serve as an effective strategy for improving the quality of education and student achievement. The study has important implications for educational administrators, policymakers, and teacher education programs in strengthening motivational practices within schools.