A CRITICAL EVALUATION OF TEACHER’S MOTIVATION AND ITS EFFECTS ON STUDENTS’ PERFORMANCE IN ENUGU EDUCATION ZONE OF ENUGU STATE
- Project Research
- 1-5 Chapters
- Quantitative
- Regression
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the Study
Physical, financial, and human resources are the three categories of essential resources that every firm has. Without a question, the most important is an organization's people resource. These are the individuals who have the ability to either accelerate or halt the development of an organization (Aghenta, 2000). Another reality is that, because human resources are the center of an organization's resources, motivation is a crucial and important component that contributes to an employee's work satisfaction. Employee motivation has become one of the most important and difficult tasks for human resource management in every firm (Aghenta, 2000). There's no denying that if employees aren't motivated, productivity suffers. Organizations engage in effective techniques to encourage their employees so that they can compete in the market. Salary alone does not seem to be a powerful motivation for all employees in a company. Depending on the structure of a company and its primary contributors in building a learning environment, different elements inspire employees in different ways (Aghenta, 2000).
In Nigeria, education is a tool for achieving national development. The National Policy on Education lays forth the country's educational objectives in terms of their relevance to individual and societal requirements (FGN, 2004). To this purpose, the National Policy on Education established a set of goals and objectives aimed at facilitating the country's educational progress. School principals play an important role in promoting these goals and objectives. Providing good leadership in secondary schools is one of these jobs, as it improves teacher job performance. Many educators have expressed worry about how successful the Principal is in carrying out these responsibilities (Aghenta, 2000; Ige, 2001).
Teachers are the most valuable human resource in the education industry. Teachers, as the most important resource in schools, are vital to raising educational standards. Improving the efficiency and equality of education is largely dependent on ensuring that teachers are well-trained, well-equipped, and motivated to do their best work.
The proper monitoring and assessment of teaching, on the other hand, is critical to the continuing improvement of a school's teacher effectiveness. It's critical to understand instructors' strengths as well as the elements of their profession that may be improved. In this light, the establishment of teacher assessment is a critical step in the effort to enhance teacher effectiveness and learning in order to boost educational standards (Aghenta, 2000).
According to the research, these factors are to blame for low teacher morale as well as the difficulties in attracting and maintaining qualified teachers. It hasn't always been this this. Prior to independence, practically all parts of society regarded teaching as a highly esteemed vocation. Teachers functioned as role models and performed major leadership roles in their communities. However, since the demand for educated labor rose fast following independence, many instructors left the field to work in the public and commercial sectors. According to Obanya (1999), this was the start of the Nigerian teacher motivation dilemma, as the public began to see teachers who remained in the classroom as second-class citizens. The rising trend of school leavers choosing teaching solely as a last resort if they are unable to obtain other more lucrative public or private sector jobs exacerbated the problem of diminished professional stature (Lawal, 2000).
1.2 Statement of the Problem
Every country strives for economic progress. This is no longer news. The technique taken to target this development is crucial. The fact that development thought has expanded beyond economic growth is noteworthy. As a result, a paradigm shift toward sustainable development has occurred. Economic development, on the other hand, is aided by growth. Effective resource allocation can lead to self-sustaining and perpetuating development (Soubbotina, 2004). The Human Development Index (HDI) of the United Nations Development Programme (UNDP) and, more recently, the new Human Development Index (HDI) support the importance of education to development (NHDI). The education sector's progress is prioritized by these two development indicators (HDI and NHDI). Adult literacy is important for development in the HDI, just as access to all levels of schooling is important for growth in the NHDI. As a result, it is reasonable to conclude that any country seeking long-term growth should prioritize education.
Nigeria as a country continues to have a low level of education due to a lack of attention devoted to education. This is reflected in insufficient budgetary allocation, which leads to a lack of investment in education. Total investments in social services (including health and education) have been below 40% of capital spending in the previous ten years. Nigeria's capital spending accounted for 28% of the country's total budget in 2010. (CBN, 2011).
In general, research into teacher motivation in Nigeria reveals that instructors are under-motivated and unhappy with their living and working conditions. The following are the main causes behind this: Low earnings in comparison to other professionals, low social status Teachers are not being promoted when they should be. Career progression chances are limited, there is a high teacher-to-student ratio, the work climate is poor, there are insufficient fringe benefits, and teacher wages are paid irregularly. Involvement of unqualified instructors in the system.
Key participants must work at their best in order for education to reach its full potential. The importance of teachers in educational progress cannot be overstated at this time. Teachers are the most important stakeholders at all stages of education (nursery, primary, secondary, and tertiary). Teachers are the ones who can ensure better academic success since they are the ones who teach. Teachers, as a result, are crucial to boosting educational standards. As a result, it is critical that they do their jobs effectively. Regrettably, this cannot be stated to be true. Strikes by teachers at all levels are wreaking havoc on the educational system. The performance of pupils is an instant assessment of their production. The West African Examination Council (WAEC) statistics reflect an overall poor level of performance at the national level. According to a research by Musa and Dauda, performance in mathematics and English language has declined dramatically in recent years (2014). Since 2003, Nassarawa State's performance in mathematics in the May-June WAEC SSCE test has been dismal. Maliki, Ngban, and Ibu (2009,) found low mathematics performance in the 2006 WAEC test in Bayelsa State.
"What is their degree of motivation?" one would wonder, given the establishment's difficulties with teachers' frequent strike action. Their motivation is critical since they are the most essential resource in the educational industry. Ahiauzu, Deprieye, and Onwuchekwa discovered that (2011). There is a link between motivating variables and teacher performance. IKenyiri and Ihua-Maduenyi, (2012), agreed, stating that "motivation for teacher effectiveness is highly important." Teachers in Nigeria's educational system, on the other hand, cannot be considered to be satisfied. According to Afolabi (2009), teacher discontent is thought to be a primary factor for a drop in job commitment, which leads to low student performance. As a result, he discovered that the majority of instructors would like to work in other fields, as many have left teaching. However, the number of unprofessional instructors in the system is already significant, with the majority of them using the job opportunity as a last alternative to make a living after failing to find suitable employment elsewhere. Regardless of whatever measure of motivation that might be applied to them, these teachers, rather than affecting knowledge, lack the passion and dedication to educate. Against this backdrop, the researcher conducted this investigation.
1.3 Objectives of the Study
The broad objective of this study is to investigate the level of motivation of teachers in Enugu educational zone and how this affects the sustainability of education in the state. Specifically, the study will:
- To analyse the contribution of motivation to teacher’s productivity
- To examine the extent of teacher motivation in Enugu educational zone.
- To analyse the effect of teachers’ motivation on the performance of students.
1.4 Research Questions
Based on the issues raised in the statement of problem, the researcher will seek to answer the following questions,
- Are teachers in Enugu educational zone motivated?
- What is the extent to this motivation?
(c) How has teachers’ motivation impacted on the performance of students in Enugu educational zone?
1.5 Hypotheses of the Study
The following hypotheses will guide this study.
H01: Teachers in Enugu educational zone are not motivated in their job.
H02: Motivation of teachers does not affect their productivity and efficiency
H03: Motivation of teachers does not have effect on the performance of students in Enugu educational zone
1.6 Significance of the Study
Given the important role played by education in human development, a research in this area is very important. This study will benefit the following group of persons: Ministry of education officials, teachers, policy makers, and post primary educational board and development experts.
Firstly, the Ministries of Education officials, Post Primary School Management Board (PPSMB) and Zonal Education Board will find this work useful as at it will provide them with information on ways of making teachers more productive. Hence as the agency saddled with the responsibility of managing educational standards, the knowledge gained here serves as a guide towards the improvement of the efficiency of teachers.
Also, stakeholders in the educational sector, policy makers and teachers will in like manner benefit from this research as they will understand how every of their action or inaction impacts on the performance students of in Enugu educational zone.
More so, the government of Nigeria at all level will find this very relevant as a solution to the incessant problems in the education sector in Nigeria. As such, the right policy will be fashioned from the knowledge gained from this research for positive performance of students.
Finally, this research will serve as a reference point for further research. It will also add to existing body of knowledge in this area.
1.7 Scope of the Study
Area of interest in this research is teacher’s motivation on student’s performance in Enugu Educational Zone in Enugu State. Hence the study covered teachers’ motivation, students’ performance secondary schools in Enugu Education in Enugu State and their productivity level. This study also looked into the concept and some theories of motivation, principles of motivation and ways through which staff can be motivated. Educational implication of motivation is discussed in this work.
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