Teacher negative labeling student motivation and academic performance in secondary schools in Mogadishu Somalia

This study examines the impact of teacher negative labeling on students’ academic performance in secondary schools in the Benadir Region, Mogadishu, Somalia, with a particular focus on the mediating role of student motivation. Drawing on educational and behavioral theories, the study conceptualizes teacher negative labeling as a multidimensional construct comprising verbal negative labeling, behavioral negative labeling, and expectation-based labeling. A quantitative research design was employed using a cross-sectional survey approach. Data were collected from 249 secondary school students through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Descriptive statistics were conducted using SPSS. The findings reveal that behavioral negative labeling (β = 0.482, p < 0.001) and expectation-based labeling (β = 0.427, p < 0.001) have significant effects on student motivation, while verbal negative labeling does not show a significant effect (β = 0.025, p > 0.05). Furthermore, student motivation significantly influences academic performance (β = 0.697, p < 0.001). Mediation analysis indicates that student motivation mediates the relationship between behavioral and expectation-based labeling and academic performance, but not for verbal labeling. The model demonstrates substantial explanatory power, accounting for 66.4% of the variance in student motivation and 48.6% in academic performance. The study highlights the critical role of teacher behavior and expectations in shaping students’ motivation and academic outcomes. The findings provide important implications for teachers, school administrators, and policymakers in improving classroom practices and student achievement.