Abstract:
The main purpose of this study was to examine factors influencing students’ academic motivation and its effects on teachers’ classroom management system in Gombora Woreda primary schools. In this study, a descriptive- survey research design was employed. Data was collected from 261 students and teachers through cluster and simple random sampling techniques. In this study, the Likert scale questionnaires were used. After collecting data, descriptive statistics specifically, frequency, percentage, mean, and the inferential statistic Pearson correlation, and independent t-test were employed. The result indicated that the most factors affecting students’ academic motivation in the area are: home environment, school environment, teacher and peer-related factors. Moreover, students’ academic demotivation on teachers’ classroom management system highly challenged the effectiveness of teachers’ teaching-learning activity and leads teachers to ineffective implementation of the annual, semester, and daily lesson plans. There was a positive and significant relationship between academic demotivation with the home environment (r=.831, p<0.05), school environment (r=.984, p<0.05), teacher-related (r=.509, p<0.05), peer-related (r=.178, P<0.05) and teachers’ classroom management system respectively. In addition, there is statistical significant difference between male and female students on home environment (t(229)=.-1.98, p<0.05), school environment (t(229)=.0.23, p<0.05), teacher-related (t(229)=.-0.63, p<0.05), and peer-related (t(229)=.-0.394, p>0.05). The study concluded that the findings justified factors affecting students’ academic motivation and its impact on teachers’ classroom management system and strengthening school-community relationship, providing training opportunities for uncertified teachers, collaborative working among the school stakeholders, and others were recommended. Based on the data analysis finding and recommendations was offered.
