THE EFFECT OF TEACHER MOTIVATION ON STUDENTS ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is primarily a process of learning that requires contact between the instructor and the student. When this procedure is successful, genuine learning occurs. Academic success was frequently judged more by ear in the past than it is today (Coleman, 2012). Teachers' observations comprised the majority of the assessment, and the current summing, or numerical, way of measuring a student's performance is a relatively new idea (Lion, 2017). Grading systems originated in the late Victorian era in the United States and were first criticized for their high degree of subjectivity. Different teachers placed a higher premium on certain parts of learning than others, and despite attempts at standardization to make the system more equitable, the problem persisted. Today, modifications have been made to account for individual students' capacities, and research into other methods of assessing achievement is continuing.

According to Eze (2014), academic achievement monitoring serves a variety of reasons. A student's academic career should be reviewed in order to stimulate progress and maximize the learning process. The results give a foundation for discussing how pupils do in school and provide a uniform benchmark for all students. Additionally, performance data enables pupils to be graded and classified numerically, reducing complaints by holding instructors and institutions accountable for the components of each grade. School performance is evaluated in a variety of ways. Students exhibit their knowledge through written and spoken assessments, presentations, the completion of assigned work, and participation in class activities and debates. Teachers use letter or number grades, as well as side remarks, to reflect a student's performance. At the state level, pupils are evaluated based on their performance on age-appropriate standardized examinations (Eze 2014). Numerous individuals highlight the value of competent teachers, and some initiatives are aimed at improving teacher quality. Research based on students test scores confirms the widely held belief that some teachers are more effective than others and also demonstrates that being taught by an effective teacher has significant consequences for student achievement and is based on a set of expectations for students in each age group. Numerous factors influence a student's academic achievement, including personal qualities, family and community experiences, and school experiences. However, research indicates that instructors are the most important influence in school-related aspects. When it comes to student test performance, it is believed that a teacher has a two-to-threefold influence on student achievement compared to any other school aspect, including services, facilities, and even leadership. Teachers at all levels of education should be sufficiently prepared, valued, compensated, and empowered to participate in choices impacting their professional life and teaching environments. When instructors are equipped to accomplish their jobs successfully, their pupils benefit from effective instruction. A motivated teacher constantly completes the tasks assigned to him, even when they are tough or appear dull (Akpan 2015).

Motivation is a collection of psychological elements that initiate and sustain behaviors aimed at achieving personal objectives. It refers to the motives that underpin voluntary and volitional behavior. Motivation in education may have a variety of consequences on how students learn and their attitudes toward certain courses, (Ormord, 2003).

Motivation of teachers and students during the teaching and learning process can be used to direct behavior toward specific goals, increase effort and energy, improve cognitive processing, increase imitation and persistence in activities, determine which consequences are reinforcing, and can also result in improved performance.

Orphlims (2002) asserts that motivated instructors are constantly on the lookout for more efficient ways to carry out their teaching duties, which results in increased productivity. As a result, motivated teachers are committed to providing the highest possible product (qualitative education).

1.2 STATEMENT OF THE PROBLEM

For any educational system to succeed, teachers are very important and play a crucial role in the success of the educational sector. Researches have shown that the quality and well being of teachers directly impact the academic achievement of students and also impact on their lifetime career choices (Ikott, 2022). However, most teachers are not motivated to do their duties. Some teachers salaries have not been paid, some have not been promoted as at when due, and many others feel unhappy in their profession and do not feel motivated. This affects the students they teach thereby affecting the whole educational system.

1.3 OBJECTIVES OF THE STUDY

The  main objective of this study is to analyze the effect of teacher motivation on students academic achievement. Specifically but not limited to, other objectives of this study are:

i.          To determine the types of motivation teachers can be given.

ii.        To examine the extent of teachers motivation in Nigeria.

iii.      To determine the effects of motivation on teachers.

iv.      To examine the extent teachers motivation can affect students academic achievement.

1.4 RESEARCH QUESTIONS

The following research questions will guide this study:

i.          What are the types of motivation teachers can be given?

ii.        To what extent are teachers motivated in Nigeria?

iii.      What are the effects of motivation on teachers?

iv.      To what extent can teachers motivation affect students academic achievement?

1.5 SIGNIFICANCE OF THE STUDY

It is hoped that the findings of this research would aid in identifying probable mechanisms through which motivation might impact productivity/performance in the teaching and learning process, as well as increase student learning. It is critical for the researcher to investigate the relationship between instructor motivation and student academic success.

This research, on the other hand, will be significant in the following ways:

A. When instructors are motivated, the society/government benefits enormously since the teachers give their all and the pupils contribute appropriately to the nation's economic growth and development, as well as the welfare of its citizens.

B. Parents profit as well when instructors are motivated because children will be accountable to their parents and the money spent on them will not be wasted since they will assist in carrying out household chores.

C. Students gain equally from motivated professors since the research enables them to enhance and improve their performance.

D. Teachers also profit significantly when positive incentives are provided in the form of promotion, fringe benefits, and timely payment of salary; they will give their all during the teaching process. Furthermore, their level of living will rise.

1.6 SCOPE OF THE STUDY

This study will be focused on analyzing the effect of teacher motivation on students academic achievement. Specifically, it will focus on determining the types of motivation teachers can be given, examining the extent of teachers motivation in Nigeria, determining the effects of motivation on teachers and examining the extent teachers motivation can affect students academic achievement.

Teachers and students of selected secondary schools in Jalingo, Taraba State will serve as enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

 The researcher encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 DEFINITION OF TERMS

Effect: A change which is a result or consequence of an action or other cause.

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

Motivation: Motivation is what explains why people or animals initiate, continue or terminate a certain behavior at a particular time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior.

Academic achievement: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

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