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TEACHERS’
MOTIVATION AS A DETERMINANT OF STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
This study
focuses on teachers’ motivation as a determinant of students’ academic
performance in some selected public secondary schools in Ikorodu Local
Government Area of Lagos State.
The findings
of this essay are based on the data collected from ten public secondary schools
in Ikorodu Local Government Area of Lagos State. The instrument that was used for data
collection was the questionnaire and the results of the data collected were
analyzed using descriptive statistics such as percentage and frequency
distribution to organize, summarize and extrapolate data from respondents.
Spearman’s Rank Order Correlation Coefficient was used to test hypotheses
formulated.
It is
evident from the results obtained that motivation of teachers has a significant
relationship with students’ academic performance.
Some of the
recommendations that were made are; proper social recognition should be
introduced to encourage teachers remain in the teaching profession; principals
and heads of department should know that several factors motivate teachers in
schools such as involvement in school management, teacher supervisory
techniques and good communication systems; government, parents and the society
should recognize and appreciate the efforts of teachers, rather than accuse
them of failures that are the obvious results of unfairness and injustice meted
out to them.
CHAPTER ONE
INTRODUCTION
Background to the Study
Motivation
is not completely a new term. What is interesting about motivation is that it
is commonly assumed to be a good thing that goes in influencing individual’s
behaviour and performance at work. Indeed, motivation determines an
individual’s capacity and performance at work. Motivation brings about job
satisfaction. The relevance of job satisfaction and motivation is very crucial
to the long-term growth of any educational system around the world.
Motivation
ranks alongside professional knowledge and skills, centre competencies,
educational resources and strategies as the veritable determinants of
educational success and performance. Professional knowledge, skills and centre
competencies occur when one feels effective in one’s behaviour. In other words,
professional knowledge, skills and competencies can be seen when one is taking
on and mastering challenging tasks directed at educational success and performance.
In Nigeria
today, motivation is a big issue that cannot be neglected in the school system.
It is not an over-statement to say that teachers’ motivation determines the
performance of their students. Motivation to work is very essential in the lives
of teachers because it forms the fundamental reason for working in life. While
almost every teacher works in order to satisfy his or her needs in life, he or
she constantly agitates for job satisfaction. Job satisfaction in this context
is the ability of the teaching job to meet teachers’ needs and improve their
job and teaching performance.
The teacher
plays a significant role in a student’s life. As one becomes a product of one’s
learning, the student builds himself or herself with the teachings of a teacher.
The teacher’s knowledge, along with the teacher’s feelings, becomes integrated
within the student’s schemata. Should the teacher not like teaching as a result
of not being motivated, the student emerges from the classroom with a dislike
for education, but when a teacher loves his or her profession, the student
learns to love education. There are many dynamics which coalesce into the
person who loves his or her profession, and the major of these dynamics is
motivation. When one understands the components involved in the construct of
motivation, one can better become motivated and remain motivated. When a
teacher remains motivated, loving the teaching profession, the students will
not only learn the content taught by the teacher, they will also be motivated
toward learning. Much has been said about motivation, but little seems to have
been done. What then is motivation?
Tracy (2000)
defined motivation as all those inner striving conditions described as wishes,
desires, and urges to stimulate the interest of a person in an activity. It is
therefore an inner state that stimulates and triggers behaviour. Mitchel (1986)
defined motivation as those psychological processes that cause the arousal,
direction and persistence of voluntary actions that are goal directed. Ukeje
(1991) said the relative incidence of specific behaviours such as teaching and
learning, discipline and control in schools could be undermined if teachers
were not motivated.
In job
performance, an employee’s ability determines what he can do but his level of
motivation invariably determines what he accomplishes after all. Teacher
motivation naturally has to do with teachers’ desire to participate in the
pedagogical processes within the school environment. It has to do with
teachers’ interest in the students’ discipline and control, particularly in the
classroom. Therefore, it could underlie their involvement or non-involvement in
academic and non-academic activities which operate in schools. The teacher is
the one who translates educational philosophy and objective into knowledge and
skill, and transfers them to students in the classroom. Classroom climate is
important in teacher motivation. If a teacher experiences the classroom as a
safe, healthy, conducive, happy place with supportive resources and facilities
for teaching for optimal learning, he or she tends to participate more than
expected in the process of management, administration, and the overall
improvement of the school. The teacher commands and emits the image of one who
improves knowledge and the physical conditions of the classroom through
orderliness, discipline and control. The teacher makes diagnosis of students’
feelings and attitudes inferred by their behaviour and response in the
classroom environment.
Hence, Lash
and Kirkpatrick (1990) concluded that in the absence of school programmes, the
major responsibility of working with children in the school rests with the
teacher. However, it should be noted that a teacher who is not motivated will
find it difficult to work with children in the school. Likewise, Maehr and
Midgley (1991) affirm that what takes place in the classroom, even though the
classroom itself is not an island, is critical. Therefore, depending on the
degree of congruence with classroom practices and school environment, teachers’
teaching activities and motivation may dilute or enhance students’ academic
performance.
It is
therefore noteworthy that if excessive research could be carried out, it will
not only help the teachers who are directly faced with the challenge of
motivation, but also help the students, parents, school administrators and
others who are directly linked with the children’s welfare.
Statement of
the Problem
Teachers’
motivation for efficient performance in our educational system has not always
received due attention despite the obvious leading roles teachers play in the
classroom towards attaining educational objectives. This has remained a very
serious problem. Generally, teachers’ motivation has therefore been very low.
The ill treatment and neglect of teachers breed dissatisfaction and hamper
classroom effectiveness efficiency and productivity. In the face of
frustration, low morale, harassment, condemnation and job dissatisfaction,
teachers have been accused of being responsible for the poor performance of
students in external examinations, their involvement in examination
malpractice, cultism and other negative vices. Teachers’ motivation can have
several effects on how students learn and how they behave, because students are
not always internally motivated; they sometimes need situated motivation which
is found in environmental conditions that teachers create. Nwadiani (1998)
acknowledged that schools in Nigeria are fast decaying. This can be linked to
the fact that most teachers are not motivated, and when teachers are not
motivated, it tells on their job, thereby affecting students’ academic
performance negatively. Teachers need to be properly motivated. Ozigi (1992)
pointed out that teachers in Nigeria were unhappy, frustrated, uninspired and
unmotivated. The school environment is dotted with dilapidated buildings
equipped with outdated laboratory facilities and equipment.
In Nigeria
today, teachers at times have to work under the most unsafe and unhealthy
conditions. It is not unusual to find teachers and students interacting
academically under collapsed school buildings. Likewise, students are sometimes
left with no option but to receive lessons under shades and open roofs while
teachers make do with the little available outdated materials at their disposal
to teach. This has no doubt translated into teachers’ low morale which in turn
translated into students’ poor academic performance in external examinations,
their involvement in examination malpractice, cultism and other negative dispositions.
There are some states in Nigeria where their teachers have not been paid salary
for months, yet every parent wants his or her child to acquire education and
skills through teachers but apparently, none of them seems to worry whether
teachers can cater for their families, educate their children, settle health
bills and contribute meaningfully to community development.
This study
is out to delve into the main factors that are responsible for teachers’ lack
of motivation and its effects on students’ academic performance in public
secondary schools in Ikorodu Area of Lagos State.
Purpose of
the Study
The
continual effect of teachers’ motivation on the academic performance of
students in Nigerian public secondary schools which has generated a lot of
controversy in the school system, and lack of awareness of its implications,
inspired this study.
The purpose
of this study therefore is to:
1) investigate into the different sources of
teachers’ motivation
2) assess the present level of teachers’
motivation
3) determine the relationship that exists
between teachers’ motivation and students’ academic performance
4) to make recommendations on solutions to the
problems of motivation.
Significance
of the Study
At virtually
every point in the growth and development of education in Nigeria, we are ever
reminded that the quality of education depends to a large extent on the quality
of its teachers (Afe 2002, FGN, 1998). We are ever reminded of the magical
feats of teachers as they transform educational objectives into knowledge,
skill and educated human labour. With the rapid changes in the population which
is affecting the demographics of the schools in Nigeria, one is also reminded
of the need to motivate teachers in order to produce the desired educational
results. This is even more urgently necessary in this era of materialism and
display of wealth in the face of wide spread poverty and decay in the country.
The assumption is that motivation will ensure high level of teacher effort
towards meeting school objectives and improvement in all its ramifications.
In view of
this, the significance of the study is not only to find out what motivates
teachers and its effects on the academic performance of students, but also to
propose concrete and achievable practicable steps through which there can be
total eradication of poor motivation of teachers in secondary schools.
The findings
of this study will help government to find solution to the increasing problem
of teachers’ motivation in secondary schools. The findings of this study will
also afford teachers, parents and school administrators the opportunity of
taking positive steps which would maximize teachers’ motivation in secondary
schools.
Scope of the
Study
The study
was carried out in ten selected public secondary schools in Ikorodu Area of
Lagos State. The subjects were principals, vice principals and other teaching
staff of the selected schools.
Research
Questions
1) What are the sources of teachers’ motivation?
2) What is the present level of teachers'
motivation?
3) What relationship exists between the level of
teachers’ motivation and students’
academic performance?
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