Impact of Teacher Motivational Strategies on student’s Self-confidence and Classroom Performance

Abstract

In this study, the role of motivation and classroom management strategies of teachers to motivate students or used to be engaged in academic success in public and private elementary schools Mianwali have been explored. The study used a causal-comparative research method with quantitative approach analyzing the effectiveness of motivational strategy as well as reward system towards affecting student behavior, classroom discipline, learning outcomes. The findings reveal that teachers are key to students’ academic performance by using diverse motivational techniques which increase 96 % of students’ motivations with that of teacher interventions. Additionally, 100% of teachers claimed to use rewards to increase student engagement, the study also points out, but rewards work because they reinforce positive behavior. Nevertheless, strategic implementation of these rewards is essential to stop rewarding unwanted behaviors. This research reinforces the argument that institutional support, teacher training, and structured policies in general about classroom management and entire teaching efficiency are paramount. The study further suggests that a well-managed classroom environment coupled with teacher motivation strategies improves student participation, discipline and achievement. Based on the findings, recommendations for educational institutions and policymakers are provided, emphasizing professional development, teacher accountability, and structured reward mechanisms. The future researchers are required to use longitudinal design with larger sample size from different regions of the province for better understanding and generalizability of the results.