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This study examined the existing level of primary school teachers‟ perceived intrinsic and extrinsic motivation and their performance assessed through respective head-teachers. Data was collected through adapted teachers‟ and head-teachers‟ questionnaires having both Likert-scale items and open-ended questions. Teachers‟ questionnaire involved 28 (11=intrinsic motivation, 14 =extrinsic motivation) and three open ended questions within the same questionnaire used for obtaining qualitative data. They asked for teachers‟ insights into existing problems and the measures to improving teachers‟ motivation and performance; whereas, head-teachers‟ questionnaire implicated 13 Likert-scale items asking for respective performance of the teachers. Overall internal consistency of the tool was measured through Cronbach‟s alpha which stood good (.822). The alpha values stood at .892, .745 and .851 for intrinsic motivation, extrinsic motivation; and teachers‟ performance respectively. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Data was analyzed through SPSS package version 16.00 for descriptive statistical analyses at 0.05 level of confidence. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items).Teachers‟ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means).

LEVEL OF PRIMARY SCHOOL TEACHERS’ EXTRINSIC AND INTRINSIC MOTIVATION AND PERFORMANCE IN SINDH