EVALUATION OF MOTIVATIONAL APPROACHES AND TEACHER’S  PERFORMANCE IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The schoolteacher is  one who translates the educational objectives outlined in the National Policy on Education into knowledge and skills that students may apply in the classroom. Furthermore, the government may construct new schools, modify the structure of the curriculum, and suggest and prescribe teaching techniques, but it is ultimately up to the teacher to apply them in order to achieve the purpose of teaching and learning. As a result, Lash and Kirkpatrick (2020) said that the teacher has the primary duty for dealing with schoolchildren. Clearly, despite the leadership responsibilities teachers play in the classroom to achieve educational goals, teacher motivation has remained a major issue in Nigeria. According to Ndu (2018), teachers' motivation has been exceedingly poor, and the position of teachers in the educational system has reached "an unacceptably low point." As a result, the "noble" vocation of teaching has become unappealing in terms of addressing economic, social, and psychological demands.

Teachers' welfare concerns are seldom recognized by many stakeholders in the Nigerian educational system under this situation. However, every parent wants his children to gain information and skills, as well as excellent morals and values, without seriously considering how these would be conveyed in the absence of instructors, and, more crucially, how teachers would function in the absence of motivation. The f the problem of teacher motivation in Nigeria was backed by the findings of Ozigi (2017), who discovered that instructors were dissatisfied, irritated, uninspired, and unmotivated. He therefore came to the conclusion that the nation's educational system was doomed. This study is concerned with how instructors in our educational system might be encouraged to achieve peak performance. Teachers' motivations continue to be crucial in the school administration process. Several studies have been conducted throughout the years to demonstrate how motivation may contribute to optimal teaching effectiveness in the school system. Ellis (2019), who conducted a research on "motivating teachers for greatness," stated that intrinsic incentives such as self-esteem, responsibility, and a sense of success, as well as praise and commendations, were the primary motivators for teachers inside the school system. As a result, via participatory governance, in-service education, and systematic supportive assessment, school administrators may enhance morale and push teachers to thrive. According to Ukpong (2021), motivation as a school management strategy helps administrators to motivate staff to accomplish their full potential productivity by enabling them to succeed and aiding them to grow and be recognized. The study found that the level of motivation of principals has a substantial impact on teachers' attitudes about work.

1.2 STATEMENT OF PROBLEM                                         

It is considered that the Ministry of Education's or the government's resources are insufficient to meet the demands of teachers. As a result, the Nigerian government and the Nigerian Union of Teachers (N.U.T) are always at odds over salary increases, benefits, and improved working conditions for teachers. During the National Council on Education (N.C.E) conference in Kano in 2002, the federal and state governments argued in Nigerian that the country's current economic reality could not sustain the required rise in salary, benefits, and working conditions. They specifically assert that teacher expectations exceed government resources.

According to Adeyemi (2021), the government's view on teacher job performance is that they accuse instructors of neglect, laziness, willful lethargy, and a lack of passion and desire to work. They also claim that teachers' efficiency and effectiveness do not entail the ongoing desire for compensation increases, incentives, and improved working circumstances. While teachers complain that the current compensation structure, perks, and working conditions do not meet their fundamental demands, other sectors of the economy have larger and more appealing salary structures, more motivation, and bad working conditions. They believe Nigeria's economy is unbalanced, and as a result, their needs are hampered, lowering their performance. As a result, this study investigates motivational theories and secondary school teacher performance in the chosen location.

1.3 PURPOSE OF STUDY

The broad objectives of this study is to evaluate motivational approaches and  teacher’s  performance in secondary school. Other specific objectives includes:

i.          To investigate the causes of teachers lack of motivation in secondary schools.

ii.        To ascertain the extent of teachers motivation towards teaching in secondary schools.

iii.      To explore whether job dissatisfaction influences teacher’s ineffectiveness.

iv.      To explain motivational approaches to improve teachers performance in secondary schools.

1.4 RESEARCH QUESTIONS

i.          What are the causes of teachers lack of motivation in secondary schools?

ii.        What is the extent of teachers motivation towards teaching in secondary schools?

iii.      Does  job dissatisfaction influences teacher’s ineffectiveness?

iv.      What are the motivational approaches to improve teachers performance in secondary schools.

1.6 SIGNIFICANCE OF STUDY

The relevance of this research may be seen in how far it supports or refutes prior claims about motivation and teacher performance amongst Nigeria teachers and, if possible, teachers around the world. Prominently, Nigerian teachers referred to in this study are secondary school teachers. Finally, the empirical findings from this study would help in describing or explaining the pivotal role of motivation on the needs satisfaction of Nigerian teachers in line with other theories that are reviewed in this work. The result of this study would also help educationist and policy makers in emphasizing the need for the inclusion of motivational packages for teachers so as to prepare them for better performance.

1.6     SCOPE OF THE STUDY

 The scope of this study borders on the evaluation of motivational approaches and  teacher’s  performance in secondary school.The study was delimited to University of  Benin in Edo State.

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only University of  Benin in Edo State. Thus findings of this study cannot be used for generalization for other universities within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

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