ABSTRACT
This study examined motivation as correlate of teachers’ work attitude and effectiveness in public secondary schools in Akwa Ibom State using correlational design. Eight objectives, eight research questions and eight hypotheses guided the study. The population of this study comprised all the public secondary school teachers in Akwa Ibom State. A sample of 375 respondents who are teachers in public secondary schools in Akwa Ibom State were purposively selected for the study. The instrument used for this study was a questionnaire titled “Motivation, Teachers’ Work Attitude and Effectiveness Questionnaire” (MCTWAEQ). The instrument were face validated by three expert, two from the Department of Educational Management and one from Measurement and Evaluation from the Department of Science Education all in College of Education, Michael Okpara University of Agriculture, Umudike. The internal consistency of the instruments were established using Cronbach’s alpha statistic, a reliability coefficient of .78, .80,.68,.64for the four clusters respectively with an overall reliability estimate of .73 for the instrument of motivation. However, the reliability for teachers’ attitude to work was .84 and that of teachers’ effectiveness was .78 respectively. The researcher administered the instrument with the help of three briefed research assistants. Person Product Moment Correlation (PPMC) coefficient at a significance level of 0.05 was used in answering research question and hypotheses. The findings showed that there is a strong positive relationship between staff re- training, school administrative pattern, conducive school environment, staff incentive and teacher’s work attitude as well as effectiveness. . Based on the findings of the study, it was recommended that teachers should be sponsored by government or NGOs for development programmes, teachers’ salaries and allowances should be paid as at when due as this would positively reinforce their attitude to work and enhance quality instructional delivery in our public secondary schools in particular and educational system in general.
TABLE
OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgement v
Table of Contents vi
List of Tables ix
Abstract xi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 1
1.3 Purpose of the Study 8
1.4 Research Questions 10
1.5 Hypotheses 11
1.6 Significance of the Study 12
1.7 Scope of the Study 13
CHAPTER 2: REVIEW OF RELATED
LITERATURE
2.1 Conceptual Framework 14
2.1.1 Concept of motivation 1
2.1.2 Concept of teacher motivation 24
2.1.3 Teachers' attitude to work 29
2.1.4 Concept of secondary Schools 29
2.1.5 School management pattern and motivation of
staff 30
2.1.6 Incentives 31
2.1.7 Importance of motivation in education
institutions 36
2.1.8 Concept of job satisfaction 37
2.2 Theoretical Framework 40
2.2.1 Maslow’s hierarchy of needs theory by Abraham
Maslow (1943) 41
2.2.2 Fredrick Herzberg’s theory (1959) 41
2.3 Empirical Study 44
2.4 Summary of Literature Review 48
CHAPTER
3: METHODOLOGY
3.1
Design of the Study 50
3.2 Area
of the Study 50
3.3 Population
of the Study 50
3.4 Sample
and Sampling Techniques 51
3.5 Instrument for Data Collection 52
3.6 Validation
of the Instrument 53
3.7 Reliability
of the Instrument 53
3.8 Method
of Data Collection 54
3.9 Method
of Data Analysis 54
CHAPTER 4: RESULTS AND
DISCUSSION
4.1 Results 55
4.2 Summary of the Findings 62
4.3 Discussion of the Findings 63
CHAPTER
5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1
Summary of the Study 68
5.2 Conclusion 69
5.3 Recommendations 69
5.4 Educational
Implications of the Study 69
5.5 Limitations
of the Study 70
5.6 Suggestions
for further Studies 70
REFERENCES
APPENDICES
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
In recent years there has been growing
concern over the falling standard of education in Nigeria which is premised on
the consistent abysmal performances of students in public examinations. A
number of factors were suggested to be responsible which include poor attitude
of students to learning, lack of infrastructure and teacher’s aids, leadership
issues, and lack of teachers’ motivation among others (Meindinyo, Ibara, &
Tuatongha, 2017). According to Ajayi (2009), motivation cannot be seen but its
presence can only be assumed. In general, motivation of workers from various
organizations continues to remain a challenge to managers over the years,
including the education sector.
The implementation Committee on the
National Policy on Education in Nigeria may have recognized the teachers’
plight when it recommended that teachers should be treated in such a way that
they have job satisfaction. However, issues of how to motivate teachers to give
them more satisfaction with their jobs continues to engage the attention of the
government, educational administrators and educational policy makers but
without much success. It appears that much has not been done to actually
motivate the teachers and the resultant effect of this is that many people see
teaching profession as a gate-way or stepping-stone to better jobs. Many in the
profession attempt to combine teaching with some other endeavours such as
trading and are thus distracted. Their morale is usually very low. Nwankwo in
Meindinyo and Ikurite (2017), writing on staff motivation in schools pointed
out that “the problem of what to do to make teachers work hard for the interest
of the school and in their own interest is a fundamental one.
Effective staff motivation demands that
teachers be so engineered to devote themselves to achieve the objectives of
education (the school or of the students, and on the other hand, that the
individual teacher’s goal and needs be met).
Several writers have associated staff
motivation with the satisfaction of the needs of a staff. That the more the
needs of the workers are satisfied within the organization, the more they are
motivated to work and thus satisfy the needs of the organization. Productivity
in education which is very crucial to economic productivity, depends primarily
(though not entirely) on teachers’ competence. Whereas an increase in
productivity in manufacturing textiles may be due to many causes, some of which
might be extraneous to the industry, but the general causes of any increase in
educational productivity will probably be by the teachers’ effort. Likewise,
Likert in Meindinyo et al (2017), in
emphasizing leadership style as an aspect of motivation opine that “those
managers who are seen by their workers as unselfish, co-operative and
sympathetic are much more apt to be in-charge of superior agencies than those
seen as the opposite”. Studies of Hackman and Johnson (2009), and Inbar (2009)
arrived at the findings that workers who are free to set their own work pace,
prove to be more productive than workers who lack that sense of freedom.
Hackman and Johnson (2009) further emphasized the importance of staff
motivation. According to him, whichever leadership style being used by
principals of schools should ensure that teachers are motivated towards higher
task productivity.
As seen in the Advanced Learners’ English
dictionary, motivation is the psychological feature that arouses an organism to
action towards a desired goal. It is the reason for the action which gives
purpose and direction to behaviour. A moral force or an incentive that induces
the different motivation triggers actions for actualization. According to
Goldman (2002), motivation has direct implication for the consequences of the
performance and its satisfaction. Duncan in Meindinyo et al (2017) asserted that motivation relates to all aspects of an individual’s
behaviour, when a conscious attempt is made on the part of managers to
influence the direction and rate of that behaviour. In other words, to motivate
staff to a high level of performance, the administrator might need to create
some motivational stimuli or strategy which the worker perceives, and which
therefore influences his behaviour. What we know about motivation helps us to
gain an insight into the individual differences of the workers. It also further
exposes the light on why people behave the way they do and why they prefer to
do things in one way, rather than another. Meindinyo et al argue that motivation has to do with the analysis of the
various factors which incite and direct an individual’s action. For a teacher
to perform in a way that will be successful and productive, his behaviour might
have to be motivated since it is generally agreed among psychologists that
motivated behaviour is often goal oriented. From the few assertions above,
there appears to be an agreement on the fact that to motivate, management
should find out the needs of individuals in an organization and these needs
consequently may tend to influence and stir up or stimulate a high level of
staff performance and they could be motivated intrinsically or extrinsically.
Intrinsic motivation refers to behaviour
that is driven by internal rewards. In other words, the motivation to engage in
a behaviour arises from within the individual because it is naturally satisfying
to the individual. This contrasts with extrinsic motivation which involves
engaging in behaviour in order to earn external rewards or avoid punishment.
Intrinsic motivation distinguishes between internal and external rewards.
Intrinsic motivation occurs when we act without any obvious external rewards.
We simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our potentials https://www.verywellmind.com/what-is-intrinsic-motivation-2795385.
When you're extrinsically motivated, your
behaviour is motivated by an external factor pushing you to do something in
hopes of earning a reward or avoiding a less-than-positive outcome. Examples of
extrinsic motivation could include: Reading a book to prepare for a test,
exercising to lose weight and cleaning your home to prepare for visitors coming
over.
Today’s reality in the global world is
that organizations influence several important aspects of employees’ attitude
to work in a multitude of ways they conceive and implement strategies while the
employees and reward systems determine the organizations’ capabilities.
Competencies are required to execute the strategy and these competencies are
primarily a function of the skills and knowledge of an organization’s human
capital. Therefore, if an organization is to treat its employees as its most
important asset, it has to be knowledgeable about what motivates people to
reach their full potentials (Lawler in Jamila, 2013). It is not easy to know
all the things that motivate people in life or at work but an effort has to be
made in each case. Traditionally, individual attitude to work in organizations
has centred on the evaluation of performance and the allocation of reward
systems. Organizations are starting to acknowledge planning and enabling
individual performance as a critical approach towards organizational
performance.
Secondary schools are established to
educate students to enable them contribute to economic, political and social
cultural wellbeing of their country. In Akwa Ibom State, there appears to be
hindrances in the realization of the objectives of secondary schools. Secondary
school teachers are different in sex and status. However sufficient
efforts are not made by the government to motivate the secondary schools
teachers in Akwa Ibom State to teach the students. Bulya in Meindinyo et al, (2017) assented that, government
is not left out in making the teachers feel inferior. One of this is
economic depression; the first group to bear the brunt is the teacher.
Bulya said “I for see the year 2000AD as the year teacher will go home with no
pay if the economy continues to deteriorate as if there is no change of
altitude on the part of administrations of teachers’ welfare”. In the
1989 Budget, the government of Nigeria had decreed that car refurbishing loan
be given to desiring officers. Deserving education officers teaching in
secondary schools also filled the forms but none benefited from the loan.
This game added to the teachers’ frustration. Thus, the Nigeria teachers
continue to render essential services to the nation without adequate
compensation by the government. Thus, there is need to motivate teachers in
Akwa Ibom State to enable them to teach their students very well knowing that
secondary education is the foundation of all other education. The
teachers should be paid their salaries on time. The parents should not snub
teachers and the government should give meal subsidy.
Furthermore, Bulya in Meindinyo et al, (2017) observes that the delay in
the payment of teacher’s salaries is responsible for the poor image of the
teacher. He added that in 1993, secondary school teachers’ salaries were
delayed in Gongola for months. In the same year teachers in Bauchi Local
Government Area appealed to their State Government to do everything possible to
ensure that they were paid arrears of their two months salaries. Non-payment of
secondary school teachers’ salaries on time makes it difficult for them to meet
their families’ financial obligations. Some of the teachers dress shabbily and
some feel shy to introduce themselves as teachers while some families are no
longer proud of their relatives taking up teaching profession, they see it
as a last resort.
Teachers need to be motivated by the
government, administrators, all and sundry to enable them perform credibly well
in the secondary schools. Ogonor cited in Iproject (2019) stated that the
Nigerian educational system has suffered great neglect during the era of
successive governments. In the period of financial downturn, the education
system bears the brunt. At a certain period, teachers’ salaries were not paid
for a period of months. Teachers freely engaged in other activities unchecked
while schools were not in session because there was no moral justification to
call the neglected and hungry teachers to order.
In the same vein, Ogonor (2003) added that
apart from irregular payment of salaries, many teachers never had the opportunity
of being sent on in-service training to update their professional competencies
for an upward period of about ten years. Hence many teachers are unable to
respond to current changes in curriculum and pedagogy. In Nigeria like most
developing countries, the teachers are very important. This is because of the
role they play in educating the students and in the political, social,
educational and economic development of the country. Regrettably, however while
the teachers continue to increase in size and importance, its effectiveness and
efficiency have been on a serious decline due to lack of motivation.
The delay in the payment of salaries of
teachers and other fringe benefits are sufficient evidence for this
non-challant attitude of teachers. The non-payment of teachers’ salaries has
far reaching consequences on our educational system and its products.
Outstanding among these consequences is the falling standard of education Musa in
project (2019). When teachers go on strike the effect is not felt immediately,
so the government does not care, the parent do not care and the children
rejoice that they are idle and free, the effects are however felt later.
On occasions when the economy is buoyant,
one still discovers that teachers continue to constitute the least paid workers,
beast of burden, invariably, therefore, teachers are unwilling to teach or
remain in the profession due to lack of motivation by the government, school
administrators and the society at large (Gross archive, 2018). This situation
is not different in Akwa Ibom Sate, as arrears of promotions since 2010 is yet
to be paid and leave grants from 2013 till date are also not paid. Hence it
becomes clear that there is low percentage of teachers who could be said to be
actually teaching effectively at any given time. Thus, Kayode in Grossarchive
(2018) remarks that if you feed teachers with peanuts, you should expect
nothing but monkeys.
Effectiveness is the capability of producing
a desired result or the ability to produce desired output. When something is
deemed effective, it means it has an intended or expected outcome, or produces
a deep, vivid impression. Effectiveness is the degree to which objectives are
achieved and the extent to which targeted problems are solved. In contrast to
efficiency, effectiveness is determined without reference to costs and, whereas
efficiency means doing the thing right, effectiveness means doing the right
thing (Grossarchive, 2018).
According to Hornby, attitude is said to
be affection, mannerism, human action or activity. Having a good positive
attitude at work will reflect on what you do and make the employee more
productive and become loyal to the work. In researcher’s own words, motivation
are attitude are interwoven. A child that is eager to go on errand does so on
the basis of what he or she gets from it in return. Job loyalty is the
willingness among employees to make an investment or personal sacrifice for the
good of the organisation. For a staff to be loyal to his job, such a staff
should be motivated. Teachers need not to be blamed if they develop a
non-challant attitude towards their job or duty, for frustration due to lack of
incentives could cause the negative attitude of secondary school teachers in
Akwa Ibom State. In this regard, the
researcher therefore attempted to assess motivation as correlate of teachers’
work attitude and effectiveness in public secondary schools in Akwa Ibom State.
1.2 STATEMENT
OF THE PROBLEM
Motivated teachers can give in their best,
for an effective and functional secondary education to be achieved therefore,
the need to take cognizance of the performance of the inputs is very
essential. However, in view of the unhealthy government and school
administrators attitude towards making much impact to motivate teachers to
perform in secondary schools, it could be rightly asserted that delay in
payment of teachers’ salaries, poor condition of service, lack of job security,
non-payment of allowances and meal subsidy, grant of car loans, unpaid
gratuity/ pension to retired officers could be responsible for the lack of
motivation of teachers and their kind of poor attitude towards work.
Meanwhile, the teaching profession in
Nigeria has lost its glamour, social status and respect due to lack of
incentive for the teachers” Thus, the teaching profession has never been a
lucrative one since teachers neither had
the appropriate social status nor the money. .
In addition, so many school classes are
being merged due to lack of space resulting from dilapidated buildings, staff
are not encouraged through staff development and training to update their
knowledge, promotion arrears and leave grants are owed, pension and gratuity
are not paid to retired officers. It is so demoralizing seeing other workers
from other sectors who were taught by teachers well paid and adequately
motivated where as teachers who are regarded asnation builders are left
unattended to, thereby making teachers becoming frustrated and unhappy. This
situation has become imperative for the researcher to examine the place of
motivation in relation to teachers’ attitude to work and job
effectiveness. Thus, the thrust of this
study is to examine motivation as correlate of teachers’ work attitude and
effectiveness in public Secondary schools in Akwa Ibom State.
1.3 PURPOSE OF THE STUDY
The purpose of this study was to examine
the influence of motivation as correlate of teachers’ work attitude and
effectiveness in public secondary schools in Akwa Ibom State. Specifically, the
study sought to:
1. ascertain
the extent staff re- training relates to teachers’ attitude to work
2. find
out the extent school administrative pattern relates to teachers’ attitude to
work
3. determine
the extent conducive school environment relates to teachers’ attitude to work
4. determine
the extent staff incentive relates to teachers’ attitude to work
5. ascertain
the extent staff re-training relates to teachers’ effectiveness
6. find
out the extent school administrative pattern relates to teachers’ effectiveness
7. determine
the extent school environment relates to teachers’ effectiveness
8. determine
the extent staff incentive relates to teachers’ effectiveness
1.4 RESEARCH QUESTIONS
1. To
what extent does staff re-training relate to teachers’ attitude to work?
2. To
what extent does school administrative pattern relate to teachers’ attitude to
work?
3. To
what extent does conducive school environment relates to teachers’ attitude to
work?
4. To
what extent does staff incentive relates to teachers’ attitude to work?
5. To
what extent does re- staff training relates to teachers’ effectiveness?
6. To
what extent does school administrative pattern relates to teachers’
effectiveness?
7. To
what extent does school environment relates to teachers’ effectiveness?
8. To
what extent does staff incentive relates to teachers’ effectiveness?
1.5 HYPOTHESES
The following hypotheses were formulated
to guide study.
H01: There
is no significant relationship between staff re- training and teachers’ attitude
to work.
H02: There
is no significant relationship between administrative pattern and teachers’ attitude
to work.
H03: There
is no significant relationship between conducive school environment and
teachers’ attitude to work.
H04: There
is no significant relationship between staff incentive and teachers- attitude
to work
H05: There
is no significant relationship between staff re-training and teachers’ effectiveness.
H06: There
is no significant relationship between administrative pattern and teachers’ effectiveness.
H07: There
is no significant relationship between conducive school environment and
teachers’ effectiveness.
H08: There
is no significant relationship between staff incentive and teachers’
effectiveness
1.6 SIGNIFICANCE
OF THE STUDY
The findings of this study would be of
immense benefit to secondary school teachers, principals, Government, Policy
makers and Researchers.
To the secondary school teachers, the
findings of the study would be of immense benefit to them because through the
findings of the study, government and policy makers will be able to know that
if the teachers are not motivated, they cannot deliver effectively thereby
making them to produce half-baked graduates.
The findings of the study will also help
principals, school administrators and relevant stakeholders to know if they
have given their best in the areas of teachers’ motivation.
The findings of the study could help
government and policy makers to know the ways teachers can be motivated to work
efficiently and effectively.
The findings of the study will help future
researchers as the findings of the study would add to the existing body of
knowledge.
1.7 SCOPE
OF THE STUDY
The study was delimited motivation as
correlates teachers’ work attitude and effectiveness in public secondary
schools in Akwa Ibom state. The study was further delimited to twenty schools
selected from the thirty-one local government areas in Akwa Ibom State in
the three education zones.
The content scope was restricted to ascertained
the extent staff retraining relates to teachers’ attitude to work, the extent staff
re-training relates to teachers’ effectiveness, the extent school administrative patterns relates to
teachers’ attitude to work, the extent school administrative patterns relates to teachers’ effectiveness, the extent
conducive school environment relates to teachers’ attitude to work, the extent
conducive school environment relates to teachers’ effectiveness, the extent
staff incentive relates to teachers’ attitude to work and the extent staff
incentive relates to teachers’ effectiveness using teachers as the respondents.
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