ABSTRACT
The study investigated the influence of motivational strategies on teachers’ job performance in public secondary schools in Akwa Ibom State. Seven research questions and seven null hypotheses guided the study. Descriptive survey design was adopted in this study. A sample of 372 teachers which consisted of 192 male and 180 female teachers were sampled from a population of 11,043 secondary school teachers in public secondary schools in three education zones of Akwa Ibom State. The sample was drawn using multi-stage sampling technique. A structured questionnaire containing thirty-five items was used for data collection. Three experts carried out the validation, two from department of Educational Management and one from measurement and evaluation. The reliability coefficient of the instrument was 0.84 after the reliability test. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the null hypothesis at 0.05 level of significance. It was found from the study that the motivational strategies that can influence teachers’ job performances in public secondary schools in Akwa Ibom State include; regular payment of salary, promotion of teachers as at when due, in-service training, involvement of teachers in school administration, Besides, there is no significant difference between the mean ratings of the responses of male and female teachers on the extent motivational strategies influence teachers’ job performances. The results evidenced that regular payment of salary, staff development, in-service training influence teachers’ job performance to very high extent, while further findings depicted that promotion of teachers, participation in decision making in school, and involvement in school administration influence teachers’ job performance to high extent. It was recommended that government and school proprietors should endeavor to ensure regular payment of salary, government and subject-related should organize regular staff development, the issues of delay and denial of teachers’ promotions and increments go by the government and school proprietors should be aborted. Suggestions for further study was also made as follows: impediments for regular payment of salaries of teachers to public secondary schools, strategies for enhancing teachers development in public secondary schools, constraints to teachers’ job performance in public secondary schools and strategies to ensure regular promotion of teachers in secondary schools.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER 1: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 9
1.3 Purpose of the Study 10
1.4 Research Questions 11
1.5 Hypotheses 12
1.6 Significance of the Study 13
1.7 Scope of the Study 14
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 16
2.1.1 Concept of motivation 16
2.1.2 Importance of motivation 19
2.1.3 Types of motivation 22
2.1.4 Concept of motivational strategy 25
2.1.5 Motivational strategies on teachers’ job performance in secondary
schools 32
2.1.5.1 Promotion of teachers’ and job performance 36
2.1.5.2 Payment of salaries and other fringe benefits 37
2.1.5.3 Staff development and teachers’ job performance 39
2.1.5.4 Incentive 40
2.1.5.5 Involvement of teachers in decision making 44
2.1.5.6 In-service training 45
2.1.6 Concept of teacher 47
2.1.7 Job performance 52
2.1.8 Teachers job performance 53
2.1.9 Factors affecting teachers’ motivation 54
2.1.10 Concept of administration 57
2.1.11 Components of teachers’ job performance 61
2.2 Theoretical Framework 63
2.2.1 Abraham Maslow theory 63
2.2.2 The behaviour science theory 64
2.3 Empirical Studies 66
2.4 Summary of Review of Related Literature 70
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 72
3.2 Area of the Study 73
3.3 Population of the Study 74
3.4 Sampling and Sampling Techniques 74
3.5 Instrument for Data Collection 75
3.6 Validation of the Instrument 76
3.7 Reliability of the Instrument 76
3.8 Method for Data Collection 76
3.9 Method of Data Analysis 77
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Research Questions 78
4.2 Discussion of the Findings 89
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 95
5.2 Conclusion 96
5.3 Educational Implication of the Study 97
5.4 Recommendations 98
5.5 Limitations of the Study 99
5.6 Suggestions for Further Study 100
REFERENCES 101
APPENDICES 111
A: Instrument for data collection 111
B: Reliability test 115
C: Presentation of tables 116
LIST
OF TABLES
4.1: Mean and standard deviation on
the motivational strategies
that influence teachers’
job performance 78
4.2: t-test analysis of male and
female teachers on motivational
strategies that
influence teacher’s job performance 79
4.3: Mean of responses on extent
regular payment of salaries influence
teachers’ job
performance 80
4.4: t-test analysis male and
female teachers’ ratings on influence of
regular payment of
salaries and teachers’ job performance 81
4.5: Mean ratings on extent staff
development influence teachers’
job performance 81
4.6: t-test analysis of male and
female teachers’ ratings on extent
staff development
influence teachers’ job performance 82
4.7: Mean ratings on extent
teachers’ promotion influence their
job performance 83
4.8 t-test analysis of Male and
female teachers on extent promotion
influence their job
performance 84
4.9: Mean analysis of ratings on
extent teachers’ participation in
decision making influence their job
performance 84
4.10: t-test analysis of male and
female teachers’ ratings on the
extent teachers
participation in decision making influence
their job performance 85
4.11: Mean analysis of ratings on
extent in-service training influence
teachers’ job
performance 86
4.12: t-test analysis of male and
female ratings on extent in-service
training influence teachers’ job
performance 87
4.13: Mean analysis of ratings on
extent teachers’ involvement in
school administration influence teachers’ job
performance 88
4.14: t-test analysis of male and
female teachers’ ratings on the
extent teachers’ involvement in school
administration influence
their job performance 89
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Motivation comes from the Latin word “movers” which
means to move. So motivation can mean the process of arousing the interest of
an individual to take a move towards a certain goal. Mgbodile (2004) defines
motivation as an inducement, incentive, inspiration, encouragement in order to
incite an individual to action. Enyi (2004) also sees motivation to mean to
move someone to action. Motivation involved a number of psychological factors
that start and maintain activities towards the achievement of goals.
Psychologists agree that many aspects of behaviour are determined by
motivation. This is why they conceived motivation as those factors which
energize and give directions to behaviour, Hilgard and Atkinson (2000). Usually,
a motivated person engages in an activity more vigorously and more efficiently
than an unmotivated one, Emenike (2003). Apart from activating a person or
other organisms, motivation tends to direct behaviour and that is why people
behave as they do at a particular time.
Motivation in education can have several effects on how
students learn and their behaviour towards subjects matter, Ormord (2003).
Motivation of teachers and students in teaching and learning process can direct
behaviour towards particular goals, lead to increased effort and energy enhance
cognitive processing, increase initiation of and persistence in activities,
determine what consequences are reinforcing and it can also lead to improved
performance. Orphlims (2002) is of the view that motivated teachers always look
for better ways to do their teaching job; they are more quality oriented and
are more productive. Therefore, it means that motivated teachers are determined
to give their best to achieve the maximum output (qualitative education).
A teacher can be seen as a person who helps others
acquire knowledge, competences or values. To Achumugu (2000) a teacher is
someone who is professionally qualified to impact knowledge and stimulates
learning formally in a classroom situation. Teacher can also be seen as the one
who teaches impact knowledge, inspires, motivates and opens up minds to the
endless possibilities of which one can achieve. The above definitions of
teacher also aligns with ‘teacher’s job’ that refers to how the teachers
respond to duty in terms of punctuality in attending lessons, giving and
marking assignments, syllabus coverage, preparation of professional documents,
supervising school activities and being regular in schools. This is why components
of teacher can also be seen from this perspective as those factors or features
that makes up a teacher, such as; punctuality to classes, regularity to
classes, adequate weekly lesson plan/note, regular class exercise, knowledge of
subject matter, foresight, sense of
judgment, command of language, human relations, sense of responsibility,
reliability under pressure, drive and determination, leadership quality,
effectiveness and efficiency, regularity and punctuality, and
professional/technical knowledge.
As such, teachers are to be rewarded due to selfless
service they rendered for the betterment of quality education with good service
delivery. The performance of teacher is directly linked to process and product
of education. Therefore, the performance of teachers is emphatic for the
improvement of education. According to Okunola (2000) performance may be
described as an act of accomplishing or executing a given task. It could also
be described as the ability to combine skillfully the right behaviour towards
the achievement of organizational goals and objectives (Olaniyan, 2009).
Furthermore, Obilade (2010) states that teachers job performance can be
described as the duties performed by a teacher at a particular period in the
school system in achieving organizational goals. Peretomode (2013) adds that
job performance is determined by the worker’s level of participation in the day
to day running of organization. This implies that teacher’s performance
basically depends upon the level of motivational strategies they receive.
Motivational strategies in this study can simply be seen
as techniques, systems or approaches to encourage teachers for effective job
performance. This is in line with the view of Dornyei (2001), who stated that
motivational strategies are methods that encourage the individual’s
goal-oriented behaviour. Simple example of these motivational strategies are;
regular payment of salaries, fringe benefits such as payment of promotion
arrears and leave grant, allowance for in-service job training, promotion of
teachers, provision of good working environment, maintaining high degree of relationship and improving the teachers
general well being. Hence, any teacher that enjoys the above named benefits is
bound to give all his best in discharging his/her duty because he would derive
satisfaction of being a teacher.
Regular payment of salaries is a payment made at regular
times. So, in a process where teachers are not paid their salary as at when due
is not encouraging. In many states of federation, teachers are the least and
last group to get paid, their salaries and other fring benefits, where else do
not have enough money to pay other categories of civil servants and urge
teachers to bear and show maturity and understanding. Salaries in this context however subsumes the monthly instrumental
reward system agreed upon between the management (employer) and the employee,
but also stretches beyond the regular pay to cover the tardiness of the pay,
its adequacy, and ability to purchase goods and services at the time in question.
If these salaries are paid irregularly and cannot effectively purchase goods
and services needed by the employees, they contribute little incentives or
motivation to the workers.
It motivates teachers when promotions are granted at
certain appropriate intervals in the teaching service, as none would be happy
when they are static in a system. Promotion is believed to assume many
dimension, ranging from salary up grading, attaining a higher job group or
simply moved to a higher institutional administrative hierarchy (Adagala, 2011).
Reporting from a study done in the public secondary schools focusing on factors
influencing teachers’ job performance in the rural area, Obigala Village, Emenike
(2011) observed that teachers who obtained regular promotions were motivated to
increase their levels of work performance than those who were static on their
grades.
Also, involvement of teachers in decision making in
schools can motivate teachers on their job performance. Decision is crucial to
the realization of school organization objectives. Decisions can however be
better facilitated when all members of an organization, irrespective of age,
qualification, and experience, participating in their making. Teachers feel
highly motivated when they are consulted about decisions that concern their
work. . But we can notice that a high proportion of educational managers are
highhanded and autocratic in their dealings with teachers. Schools’
administrators should thus involve teachers, including the youngest and the least
experienced in decision making.
Other motivational strategies include in-service
training and staff development programmes. Training is the process by which
knowledge and skills are imparted in individuals for purpose of effectively addressing
the challenges of life (Ramsey, 2005). Offering in-service training to teachers
is crucial in determining the extent to which an institution intends to achieve
its academic goals, since this is motivational for purposes of realizing
increased job performance. Institutions therefore need to embrace regular
training so that defined behavior patterns expected in the accomplishment of specialized
task can be acquired (Ndege, 2006).
According to Sergiovanni (2014), teachers are motivated when they are
able to share a common body of knowledge. This can only happen when teachers
have forums for discussions and training and development programmes. Staff
development programmes are the various means by which all the categories of
teachers are encouraged to improve their capabilities and be more effective in
their areas of assignment. Staff development is an organizational effort aimed
at helping an employee to acquire basic skills required for the efficient
execution of the activities or functions for which he/she is hired (Obioma, 2012).
Motivation refers to the drives, both internal and
external to a person and is given to reinforce behavior. According to Howard
and Erich (2005) motivation is goal oriented. Johnson and Johnson (2003) also
ascertained that motivation may be defined as the degree to which individuals
commit effort to achieve goals that they perceive as being meaningful and
worthwhile, Mayer (2011) also added that motivation is generally considered to
be an internal state that initiates and maintains goal directed behaviour.
Motivation is what causes us to act, makes people to do
things, put real effort and energy in what they do, and is relevant to the
achievement of the educational goals. As such, the relevance of these motivational
strategies on teachers’ job performance is very crucial to the long-term growth
of any educational system around the world. They probably rank alongside
professional knowledge, skills and competences, educational resources and
strategies as the veritable determinants of educational success and performance,
(Felak & Shelon, 2003). In addition, needs, satisfaction and motivation to
work are very essential in the live of teachers because they form the
fundamental reason for working in life. While almost every teacher works in
order to satisfy his or her life needs, he or she constantly agitates for need
and satisfaction. Also, teachers’ job performance according to Obilade (2010) was
described as the duties performed by a teacher at a particular period in the
school system in achieving organizational goals. Teacher’s performance may be
determined by the level of motivation that is provided for them towards the
actualization of the school goals. Motivation therefore, is the ability of the
employer to meet teachers’ needs and this will improve their performance.
However, it is assumed that teachers’ agitations and
demands are beyond the resources of the Ministry of Education or government. As
a result, the government and the Nigerian Union of Teachers (NUT) are in a
constant discussion over the increase in salaries, fringe benefits and
improvement in working conditions of teachers. They argued that teachers’
demands are beyond the government resources. Government accuses the teachers of
negligence, laziness, purposeful lethargy and lack of dedication and zeal to
work. They further argued that teacher’s level of efficiency and effectiveness
does not necessitate the constant request conditions, while teachers on their
part argue that the existing salary structure, benefits, development and working
conditions do not motivate teachers’ job performance in secondary schools and
these may lead to academic redundancy.
This present situation has caused teachers in Akwa Ibom
State secondary schools to be uncommitted to their duties and this has attracted
the concern of many people in the society as standard of education in Akwa Ibom
state is poor. Lack of these motivational strategies for teachers has also contributed
serious problems not only in the educational sector but also in the entire
society. The term motivation is therefore used to demonstrate the phenomenon
involved in the operation of drives, incentives and motives. Currently, it has been
observed that the present motivational strategies on secondary school teachers
in Akwa Ibom State are very discouraging. Such as “work without incentives”, “no
promotion” and “other fringe benefits”, “no in-service training and seminar”, “poor
payment of salaries” etc, which is alleged to their poor job performance and it
is very unfortunate that motivation is one of the intertwines to such
performance which has been worked upon by policy maker.
The reasons for the situation in our schools today have
been proffered. Teachers are not motivated by the government, students are
neglected. The teaching/learning environment is jeopardized by lack of interest
from both teachers and learners. The result is that learners cannot pass common
examinations set to them. Yet parents and other stakeholders always shift the
above blame on teachers. Teachers’ negligence on duty is as a results from the
government acts which are through lack of motivation on teachers’ job
performance such as, non-payment of salaries as at when due, lack of in-service
training to teachers, promotion of teachers. These have caused students not
responding to lessons, and lack of seriousness in academic activities.
The researcher have observed that motivation of teachers
in the classroom management will result to student’s greater zeal to learn, which
consequently will make them perform well in the class. While teachers without motivational
strategies have low or no interest in the course of carrying out their
assignment. Moreover, the type of differential interest which have been
examined has been attributed by many people is the lack of concern on the part
of the teachers by ways of creating good working conditions and proper
motivation for learners.
Good job performance could emerge from positive motivational
strategies for teachers hence, lead to student’s interest in their teaching and
learning situation. Presently, it was observed that, Akwa Ibom State secondary
school teachers are not motivated by the government as they have been denied
their promotion and other fringe benefits, prompt payment of salaries and incentives,
in-service training and teacher’s participation in decision making. The
researcher recommended that various incentives ought to be availed to teachers
to motivate them so as to dedicate a lot of time with learners. The researcher
strongly believes that the standard of education revolves mainly around the
teachers who must have right strategies to do their job effectively. It was also
observed that without attempts to put in place different methods to motivate
teachers, improved students performance would be difficult to utilize.
However, many people have carried out researches in this
area, some of which are Oloko (2003), Kayode (2003), Nwachukwu (2004) and Egwudi
(2008) studied on the influence of motivation on employee’s performance; a
study of some selected firms in Anambra State, using survey design with a
sample of 63 management staff from 21 selected manufacturing firms operating in
Anambra State, but no conclusive fact has been made. Lack of motivation on
teachers’ job performance as been a serious problem in Akwa Ibom state. All
these issues call for research efforts. Ogbu, (2014) conducted a study on
principals ‘motivational strategy and teachers job satisfactions in Benue
state, using Ex post facto design with a sample of 228 teachers. Similar
studies has been carried out in different areas, but to the best of the
researcher’s knowledge, none of the study has been done on motivational
strategies on teachers’ job performance in public secondary schools in Akwa
Ibom state, hence the need for the study.
1.2 STATEMENT OF THE PROBLEM
Teachers generally seem to be discontented with their
teaching jobs and this invariably affects the entire educational system
especially secondary schools that provide inputs to higher institutions. The poor
standard of education in Akwa Ibom state secondary schools is as the result of
lack of motivation by government towards teacher’s job performance. Akwa Ibom
State secondary school teachers seem not be motivated by the government as they
are often explain to be denial of a lot of benefits including: delayed in their
salary, promotion of teachers and arrears, in-service training, participation
of teachers in decision making in school, staff development as well as various
incentives and fringe benefits. These among others seem to reduce their job performance.
Inadequate motivation of teachers in the state on their
job performance makes them less committed to their work. Consequently, they are
not well motivated and do not dedicate their time to proper teaching of
students nor prepare their lessons well enough to inculcate all necessary
skills using adequate methods. Thus, their contributions to the accomplishment
of school goals are not very positive. However, it is pertinent that teachers’
activities must be compensated or rewarded as an encouragement as well as
enabling them to work harder in order to achieve the main objective of teaching
and learning.
Lack of motivational strategies on teachers’ job
performance in secondary schools in Akwa Ibom State has been a problem over the
past years and remains worrisome. Apparently, absence of motivation seem to
have a negative effect in the standard of education in the state as the
students are being deprived of the needed knowledge because the teachers are
not adequately motivated in order to impact the needed knowledge. Hence, the
problems associated with this negative attitude towards motivation may be
responsible for the continuous deterioration in the state educational standard
noted among other factors.
However, Boamah Richard researched on effect of motivation
on employee performance and found that promotion in the organization, salary,
working relationship with staff, management style, and regular job training has
a significance influence on teacher’s job performance. Ombuya Hesborne Nyakongo
also researched on influence of motivation on teachers’ job performance in
public secondary schools in Rachuonyio South Sub-County, Homa-bay County, Kenya
and found that influence of in-service training, promotion of teachers and
working conditions significantly influence teachers’ job performance. Yet no
conclusive change has been effected, as none of the studies dealt on
motivational strategies on teachers’ job performance in secondary schools in
Akwa Ibom State.
Therefore, this study sought to investigate the motivational
strategies on teachers’ job performance in public secondary schools in Akwa
Ibom State such as; regular payment of salary, staff development, promotion of
teachers, teacher’s participation in decision making in school, in-service
training and teachers involvement in school administration as it influence
teacher’s job performance.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to investigate the
influence of motivational strategies on teachers’ job performance in public
secondary schools in Akwa Ibom State. Specifically, the study seeks to;
- Identify motivational
strategies that can influence teachers’ job performance.
- Find out the extent regular
payment of salaries influences teachers’ job performance.
- Examine the extent to which
staff development influences teachers’ job performance.
- Determine the extent
teachers’ promotion influences their job performance.
- Ascertain the extent
teachers’ participation in decision making influences their job
performance.
- Assess the extent to which
in-service training influences teachers’ job performance.
- Find out the extent to
which teachers’ involvement in school administration influences their job
performance.
1.4 RESEARCH QUESTIONS
The following research questions are formulated to guide
the study.
- What are the motivational
strategies that can influence teachers’ job performance in public
secondary schools?
- To what extent does regular
payment of salaries influence teachers’ job performance in public
secondary schools?
- To what extent does staff
development influence teachers’ job performance in public secondary
schools?
- To what extent does
teachers’ promotion influence their job performance in public secondary
schools?
- To what extent does
teachers’ participation in decision making in schools influence their job performance
in public secondary schools?
- To what extent does
in-service training influence teachers’ job performance in public
secondary schools?
- Find out the extent does
teachers’ involvement in school administration influences their job performance
in public secondary schools
1.5 RESEARCH HYPOTHESES
To facilitate the execution of this study, the following
null hypotheses will be tested at 0.05 significant levels.
H01: There is no significant
difference between the mean ratings of male and female teachers on the extent motivational strategies
that can influence teachers’ job performance.
H02: There is no significant
difference between the mean ratings of male and female teachers on the extent regular
payments of salaries influence teachers’ job performance.
H03: There is no significant
difference between the mean ratings of male and female teachers on the extent staff development influences teachers’ job
performance.
H04: There is no significant
difference between the mean ratings of male and female teachers on the extent promotion of teachers’ influences their
job performance.
H05: There is no significant
difference between the mean rating of male and female teachers on the extents teachers’ participation in decision
making influences their job
performance.
H06: There
is no significant difference between the mean ratings of male and female teachers on the extent in-service training
influences theIr job performance.
H07: There is no
significant difference between the mean ratings of male and female teachers on
the extent to which their involvement in school administration influences job
performance.
1.6 SIGNIFICANCE OF THE STUDY
This study could be of great significance to these
people; educational administrators, Ministry of Education, policy makers,
teachers and educational researchers.
Educational administrators could benefit from the
findings of this study as it would provide data, useful for clearer
understanding of existing motivational strategies to promote teachers’ academic
performance. Also, as educational managers and planners, the study would help
to adopt different motivational strategies on teachers as vital tool for
effective job performance.
The study could be of help to the Ministry of Education as
they would understand the weakness of teachers and also apply adequate
motivational strategies on them. The study would be of great benefit to educational
policy makers as they would make policies that would inculcate and be of great
benefit to the teachers and their performance as well. It would be useful for
educational policy makers and state education commissions for proper formulation
of policies that governs the proper management of schools. It would also help
to raise the awareness of the government in providing adequate facilities and
equipment to schools to ensure motivation of teachers in the schools.
For teachers, it would help to reduce the negative
attitudes of teachers at the workplace, and would be willing to have joint
decision-making with the educational administrators as well as making personal
decision that affect the school and their personal development. They shall also
be willing to share views and responsibilities with other people including
principal. Having meetings with principals and other teachers would create an
opportunity for joint decision making in school. Material resources like tools
and equipment should be made available to teachers for effective performance;
it should also identify the loopholes and improve on the service delivery of
teachers. Also, the government would see reasons to encourage teachers on
enrolling on in-service training.
The finding of study would be a source of material to
many researchers who would intend to study on a related topic to this study.
1.7 SCOPE OF THE STUDY
The geographical scope of this study is limited to three
education zones in Akwa Ibom State; namely, Zone A, Zone B and Zone C
respectively in the 31 local government areas and in all public secondary schools including technical
and commercial schools.
The study was restricted to all the 372 male and female
secondary school teachers in 31 local government areas in the three education
zones of north, south and west in Akwa Ibom State. The study covers
motivational strategies and teachers’ job performance in public secondary
schools in Akwa Ibom State.
The variables under investigation include; regular
payment of salaries, staff development, promotion of teachers as at when due,
teachers’ participation in decision making in school, in-service training of
teachers, teachers’ involvement in school administration and job performance in
secondary schools in Akwa Ibom State.
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