AN EVALUATION OF TEACHERS MOTIVATION ON THE QUALITY OF TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Work motivation is the psychological process that influences an individual's behavior in relation to achieving workplace objectives and tasks. As a result, motivation is defined as the process of persuading individuals to do tasks more effectively or quickly while maintaining a feeling of accountability (Analoui, 2000). According to psychologists, salary alone does not enhance motivation; other concerns such as occupational, recruiting, attrition, deployment, and general work satisfaction must also be addressed (Bennell, 2004). Only when fundamental requirements have been addressed can "higher-order" wants, which are the foundation of meaningful work satisfaction, be met. People's actions and behaviors are guided by motivation in order to reach certain objectives (Analoui, 2000). Motivation may be intrinsic or extrinsic, according to Sansone and Harackiewicz (2000). Intrinsic motivation influences behaviors, performance, and well-being by stemming from inside the individual or from the activity itself (Ryan & Dcci, 2000). Extrinsic motivation, on the other hand, is based on obtaining externally administered benefits such as income, material goods, status, and favorable appraisal.

Any state's government should be accountable for ensuring that teachers perform to their full potential. The top concerns highlighted in a research on why teachers quit the field were insufficient pay, poor teacher status, and a lack of opportunity for advancement (Bame, 1991). Recent research has shown inadequate or non-implementation of services, as well as appalling socioeconomic situations in rural regions, where the majority of teachers work, as additional reasons (Cobbold, 2007). Bennel (2004) also said that teacher salaries and other material rewards in underdeveloped nations were insufficient to meet individual and household survival requirements. Teacher motivation is determined by the instructors' attitude toward their jobs. Teacher motivation may therefore be defined as those elements that work inside the educational system that, if not addressed, can slow down a teacher's performance, generate stress, dissatisfaction, and frustration, all of which affect classroom effectiveness and student quality output. This means that elements that create, channel, maintain, and affect teacher conduct are included in teacher motivation.

There are several motivational tactics, all of which are dependent on the business. Intrinsic elements like as compensation, perks, and working conditions are examples of motivating styles, whereas extrinsic variables such as job restructuring, positive reinforcement, high expectations, treating people fairly, and meeting employee requirements are examples of extrinsic factors. According to (Rawd, 2003), motivation and job performance are mutually incompatible. The combination of a person's desire and energy put toward accomplishing a goal is referred to as motivation. Motivation is one of the variables that managers should pay attention to while managing their workers' performance. In reality, to get the most out of people, managers must devote a significant portion of their time on motivating them. It is due to the fact that motivation is the drive that causes people to begin and guide their actions. Motivation has an impact on how workers behave and react to their duties in the workplace, as well as how long they will hold a specific attitude toward them. Managers need long-term techniques and skills to keep employees' passion and commitment high. It's crucial to remember that different individuals behave differently since their needs and objectives differ. As a result, various types and levels of motivation may be required by different persons. Therefore, when considering motivation, it is important for the managers to look forward positively and to take a long-term view for the success.

1.2     Statement of the Problem

Teachers' skill and dedication are often acknowledged as the most significant determinants of learning results. The study's learning outcomes are the instructors' work performance. The research looked at indicators of intrinsic motivation such as work satisfaction, pleasure of teaching, the demanding and competitive nature of teaching, recognition, career progression, and control over others, as well as teaching as a life goal (Rawd, 2003). Extrinsic motivation, on the other hand, comprises externally administered incentives such as a wage, free housing, free meals, weekly duty and additional teaching allowances, advance payments in the event of financial difficulties, leave of absence, and free medical care, among other things. Teachers' motivation has been identified in a number of forums as one of the core causes of administrative issues that obstruct excellent teaching and learning in elementary schools. therefore this research intends to find out the impact of teachers motivation on the improvement of quality teaching and learning in public primary schools.

1.3     Objectives of the Study

The general objective of the study is evaluation of teachers motivation on the quality of teaching and learning in public secondary schools, specifically the study intends to;

i.          To assess the relationship between motivation and teachers quality of teaching.

ii.        To examine the factors that affect teachers’ motivation to teach in public secondary school.

iii.      To investigate the importance of teacher’s motivation in improving the students learning in  schools

iv.      To suggest strategies for improving teachers motivation to enhance teaching and learning in public secondary schools.

1.4     Research Questions

The following questions have been prepared for the study:

i.          Is there a relationship between motivation and teachers quality of teaching?

ii.        What are the factors that affect teachers’ motivation to teach in public secondary school?

iii.      Does teacher’s motivation improve the students learning in  schools?

iv.      What are the strategies for improving teachers motivation to enhance teaching and learning in public secondary schools?

1.5     Significance of the Study

The findings of this study may significantly provide a clear picture on the effects of teachers‟ motivation on teaching and‟ learning in public secondary schools. Second, the research findings may help heads of schools and others educational actors to design motivational packages for teachers in public primary schools. Third, the study findings may provide the necessary information to the education sector about the prevailing teachers‟ motivation challenges that require immediate and special attention. Lastly policymakers may be informed about the ways in which available human resources can be handled to raise the level of productivity in education commensurate to enhancing quality assurance.

1.6     Scope of the Study

This research work will assess the relationship between motivation and teachers quality of teaching. The study will also examine the factors that affect teachers’ motivation to teach in public secondary school. The study will further investigate the importance of teacher’s motivation in improving the students learning in  schools. Lastly, the study will  suggest strategies for improving teachers motivation to enhance teaching and learning in public secondary schools. Hence the study will be delimited Gboko local government area, Benue state.

1.7     Delimitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.

1.8       Definition of Terms

Teacher: a person who teaches, especially in a school.

Motivation: a reason or reasons for acting or behaving in a particular way.

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