ABSTRACT
This work investigated principals’motivational strategies as correlates of teachers’ work attitude and effectiveness in South East, Nigeria. Eight research questions were raised and answered and eight hypotheses were pose and tested at 0.05 level of significance. Relevant related literatures were reviewed under conceptual framework, theoretical framework and empirical studies. The design of the study was a correlational research design. The population of the study was 29,445 principals and teachers. A sample size of 678 respondents was drawn from 333 public secondary schools from the total of 1312 in the five south east states using multi-stage sampling technique precisely proportionate stratified-simple random sampling techniques. Three structured questionnaire instruments were constructed to address the three variables in the work. The instruments are Principals’ Motivational Strategy Questionnaire (PMSQ), Teachers’ Work Attitude Questionnaire (TWA), Teachers’ Effectiveness Questionnaire (TEQ). Trial tested method and test–retest method was used to establishthe validity of the instruments. Cronbach Alpha method and Pearson Product Moment Correlation Coefficient Statistic were used to correlate the test which yielded indices of 0.81(PMSQ), 0.83(TWA) and 0.85(TEQ) showing the reliability of the instruments. The data collectedthrough the administration of the instruments were analyzed using Pearson Product Moment Correlationto answer research questions and Simple Linear Regression to test the null hypotheses at 0.05 level of significance. The results among others revealed that principals’ leadership motivational strategy correlate to teachers’ work attitude in public secondary schools to a positive high extent and that there was a significant relationship between principals’ leadership motivational strategy and teachers’ work attitude in public secondary schools, that principal’s reward system motivational strategy correlate to teachers’ work attitude in secondary schools to a positive high extent and that principals’ reward system motivational strategy significantly relate to teachers work attitude in public secondary schools, that principals’ achievement recognition motivational strategy correlate to teachers’ work attitude in public secondary schools to a positive high extent and that there was a significant relationship between the principals’ achievement recognition motivational strategy and teachers’ work attitude in public secondary school. Recommendations were also made which are that government should through the ministry of education organize workshop/seminars on teacher motivation and leadership styles for school administrators, teachers should cooperate with principals to achieve good organizational climate in the school. Parents and guardians should voluntarily contribute towards provision of teacher motivational facilities in the schools.
TABLE OF CONTENTS
Cover page PAGE
Title Page i
Declaration ii
Certification Page iii
Dedication iv
Acknowledgements v
Table of content vi
List of tables ix
List of appendix xi
Abstract xii
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 19
1.3
Purpose of the Study 21
1.4
Research Questions 22
1.5
Hypotheses 22
1.6
Significance of the Study 23
1.7
Scope of the Study 24
CHAPTER 2: REVIEW OF RELATED LITERATURE 26
2.1 Conceptual Framework 26
2.1.1 Concept of principal 26
2.1.2 Concept of motivation 48
2.1.3 Principals’ motivational strategies 59
2.1.4 The teacher 85
2.1.5 Teachers’ work attitude 113
2.1.6 Concept of teaching effectiveness 122
2.2 Theoretical Framework 131
2.2.1 Maslow’s hierarchy of need theory 131
2.2.2 Two factor theory by hernzberg(1959) 132
2.2.3 Attitude theory by allpoort(1995) 137
2.2.4 Theory of teaching effectiveness by Gagne
(1972) 139
2.3 Empirical Study 143
2.4 Summary of literature review 152
CHAPTER 3: METHODOLOGY 154
3.1 Design
of the Study 154
3.2 Area
of the Study 154
3.3 Population
of the Study 155
3.4 Sample
and Sampling Technique 156
3.5 Instrument
for Data Collection 157
3.6 Validation
of the Instrument 158
3.7 Reliability
of the Instrument 159
3.8 Method
of Data Collection 160
3.9 Method of Data Analysis 160
CHAPTER 4: RESULTS AND DISCUSSION 162
4.1 Results 162
4.2
Findings of the Study 177
4.3 Discussion
of Findings of the Study 180
CHATER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS 186
5.1 Summary 186
5.2 Conclusion 189
5.3 Recommendations 192
5.4 Educational Implications of the
Study 193
5.5 Limitations of the Study
195
5.6 Suggestions for Further Study 196
References 198
Appendices
222
LIST OF TABLES
4.1: Correlation
matrix of principals’ leadership motivational
strategy and teachers’ work attitude in
public secondary schools 162
4.2: Simple
linear regression analysis on the extent of relationship
between principals’ leadership
motivational strategy and teachers’
work
attitude in public secondary schools
163
4.3: Correlation
matrix of principals’ reward system motivational
strategy relate to teachers’ work
attitude in public secondary schools
164
4.4: Simple
linear regression analysis for the significant
relationship
between
principals’ reward system motivational strategy and teachers’
work attitude in public secondary schools 165
4.5:
Correlation matrix
of principals’ cooperative welfare system
motivational
strategy and teachers’ work attitude in public
secondary
schools 166
4.6: Simplelinear regression analysis for the extent of relationship
between principals’
cooperative welfare system motivational strategy
and teachers’ work attitude in public secondary schools 167
4.7: Correlation matrix of
principals’ achievement recognition motivational
strategy and
teachers’ work attitude in public secondary schools 168
4.8: Simple
linear regression analysis for the principals’
achievement
recognition motivational strategy
and teachers’ work attitude in
public secondary schools
169
4.9:
Correlation Matrix
of Principals’ Career Development
Programmes
Motivational Strategy and Teachers’ Effectiveness in
Public
Secondary School 170
4.10: Simple linear regression analysis for
relationship between principals’
career
development programmes motivational strategy and
teachers’
effectiveness in public secondary schools
171
4.11: Correlation
matrix of principals’ growth motivational strategy and
teachers’
effectiveness in public secondary school
172
4.12: Simple
linear regression analysis for the principals’ growth
motivational strategy and teachers’
effectiveness in public secondary
schools 173
4.13: Correlation matrix of principals’
facilities management strategy
motivate teachers’ effectiveness in
public secondary schools 174
4.14: Simple
linear regression analysis for the principals’
effective
facilities
management motivational strategy and teachers’ effectiveness
175
4.15: Correlation
matrix of principals’ mentorship strategy determine
teachers’ effectiveness in public secondary
schools 176
4.16: Simple
linear regression analysis for the extent of relationship
between principals’
mentorship motivational strategy and
teachers’ effectiveness 177
list ofappendICES
1
Letter of identification
222
2
Questionnaire 224
3
Population table for principals and teachers 228
4
Composition
of population for the study
239
5
Composition
of the study sample based on selected schools 230
6
Reliability
of instrument analysis 231
7
Reliability
of PMSQ Analysis
234
8
Computer
output for data analysis 237
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The growth and success of every education system depend to a great
extent on the work attitudes and effectiveness of her teachers that constitute
the education system. Categorically, this agrees with the assertion that no
education system can rise above the quality of her teachers (Federal Republic
of Nigeria FRN, 2013). According to Baba (2015), teachers are key factors in
the education industry that invariably determines national development. The
teacher is one who teaches, builds up, instructs, trains and guides one or more
individuals for healthy growth and stable adult life (Majassan in Amaefula,
2015). The teachers’ functions reflect on the existence and growth of a nation;
socially, academically, politically and otherwise. However, this depends
directly or indirectly on the quality of teachers that make up the school
system. This is because the teacher is the one that translates educational
philosophy and objectives into knowledge and skill and transfers them to
students in the classroom. Teachers occupy strategic and pragmatic position in
the running of the nation’s education system and therefore should be placed top
in the nation’s order of priorities in terms of motivating them to work. By
this, the objectives of education would be easily realized since education is
the only way to national development.
In most countries of the world, education has been considered very
important for personal and societal development. It is in view of this
indispensable role of education to man and modern society that various
declarations on education have been made at both the national and global
levels. Indisputably, education is the fundamental process by which every
individual, community or nation and the society in general develop and attain
the expected height or set goals, little wonder the FRN (2013) maintained that education
is an instrument par excellence for effecting national development. In the
light of this, no amount or input in the provision of education could be said
to be too much. The word education is
synonymous with development of human mind which reflects in the change in behaviour,
thus Plato sees it as turning the eyes of the mind face to face with reality.
Plato believed that an uneducated man wallows in darkness, sees only shadow and
backing the source of light, therefore, there is need to drive out ignorance in
order to produce enlightenment in him. It has also been seen as a purposeful
activity designed by man to perpetuate his existence in the society by
inculcating his norms and values from one generation to another (Ani, 2010).
The entire education system is narrowed down to the school as a
formal organization. The school has administrative heads or managers at
different levels namely: Primary, Secondary and Tertiary (Okpe, 2016). Okpe
ascertained that at the primary and secondary levels, they are called Head
Teachers’ and Principals, respectively. At the tertiary level, the Head of the
University is called the Vice-Chancellor, at the polytechnics, they are called
‘Rectors’ while at the colleges of education, they are called ‘Provosts.’ For
the goal of education to be realized, a nation such as Nigeria must fall back
to these heads of schools in their management capabilities. This is because the
principles and practices of education are carried out in the school and the
heads must show high level of managerial competence for the schools to achieve
their goals and the goals of education in general (Afianmagbon & Nwokocha,
2011).
The successes and failures of the Nigeria secondary education system
greatly rely on the administrative competences of the secondary school
principals. The principal is the head of the secondary school administration.
His administrative capabilities/competences determine the growth and success of
the school which could be measured by the high academic achievement of the
students. The principals are faced with numerous management tasks
(Postletthwaite, 2017). Such management functions include planning, organizing,
directing, supervising, evaluating, decision-making, communicating, motivating,
selecting people and developing people (Anukam, Okunamiri & Ogbonna, 2010).
In recent times, education stakeholders have expressed their concern
over the falling standard of education measured by the poor academic
achievement of students in the secondary school certificate examinations. This
might be as a result of teachers’ poor attitude and ineffectiveness to work.
This could also be attributed to the principal’s poor motivational strategies
to encourage teachers. When teachers are motivated, there is every likelihood
that they may work also to motivate students to learn which will in turn
reflect in their academic achievements. Principals of schools therefore, owe it
as a task to motivate their teachers in order to utilize them maximally to
achieve the objectives of teaching and learning in the school.
Teacher motivation is anything done to make teachers happy,
satisfied, dedicated and committed in such a way that they bring out their best
in their places of work so that students parents and the society will greatly
benefit from their services (Stoll & Fink in Ofoegbu, 2014). It could also
mean stirring up positive work attitude and effectiveness in the teacher with
minimum supervision through series of management competences or strategies.
This can be successfully carried out or achieved by the school principals.
Teacher motivation is paramount in the school administration. This is because
it is the teacher who detects the pace in the educational development of every
nation while the education system of any nation determines the rate of economic
growth of that nation.
In the school therefore, principals are expected to play major roles
in ensuring that the aims and objectives of education are achieved. This would
be seen in their effective management of the affairs of their schools in the
midst of none or irregular payment of teachers’ salary and allowances, poorly
equipped schools, poor funding of school activities and other constraints
facing them. In spite of these constraints, the principals are still expected
to achieve pass mark in their administrative tasks. The principals’ failure to
perform major roles effectively and efficiently will affect aims and objectives
of the school and achievement of academic goals (Nwankwo, 2014). In the
discharge of these tasks, the principals are expected to plan, control,
organize, coordinate and direct human and non-human resources in the school in
order to achieve the goals of the school (Ekpo, 2017).
In secondary school management, one of the important management
practices expected of the principals who put the school on the track of
achievement is ‘motivation’ of teachers. Motivation is a veritable management
practice expected of any purposeful leadership to stimulate, encourage and move
personnel to work for maximum production without force. It is a set of
processes that energize a person’s behaviour, sustains it and directs it
towards a goal so that a state of equilibrium is attained (Agulanna &
Onukogu, 2012). Nwankwo (2014) defined motivation in its management context and
stated thus motivation is the force that enables people to achieve an
organization’s objective. Nwankwo maintained that an organization can recruit,
select and train people, but without proper motivation, they will be
ineffective. Therefore in secondary school management, the school principal who
is the manager has a lot of roles to play to motivate teachers and influence
their work attitude and effectiveness. To improve teachers work attitude and
effectiveness in the school, principals are required first to improve on the
strategy of his or her administration. This can be done if the principal sets a
clear vision for the school, exhibit motivational strategies and also allow for
team spirit in the school (Kadurumba, 2011). This calls for good knowledge and
application of motivational strategies by secondary school principals in
motivating their teachers.
Motivational strategies are tactics, techniques, or approaches to
encourage learners or students to participate in the teaching and learning
process (Appolline, 2015). Among teachers, it could be ways or approaches
employed in organizational management to make personnel work even with minimum
supervision. The principal can adopt variety of motivational strategies to
encourage his teachers in the discharge of their duties. Afianmagbon and
Nwokocha (2011) opine that although principals have been providing leadership
in the system to some extent; but some motivational strategies that could lead
to the achievement of school objectives perhaps have not been provided by many
school principals. The use of motivational strategies by principals is informed
by the fact that principals are to bring all round development into the school
in order to improve teachers’ work attitude and effectiveness. Principals can
practice some motivational strategies on their teachers to encourage positive
work attitude and effectiveness such as setting goals and providing a vision,
sharing leadership and offering instructional leadership (Hull, 2012).
The goal of school reform is to improve student
achievement, these goals are well-aligned with the primary motivational
strategies of teachers. Such strategies may include professional development of
teachers, induction and support of newly recruited teachers through relocation
and acclimation, assistance, mentoring and teacher evaluation which is
accompanied by recognition and adequate feedback (Osba, 2017). Motivations of
teachers remain paramount in the school management process. Over the years, a
number of researchers carried out studies which reveal how motivation can lead
to maximum teaching performance in the school system. Motivational strategies
are methods that encourage the individual’s goal-related behaviour (Dornyei
& Ushoida, 2011). This is because human behavior is very difficult to
understand and there are many different ways in promoting it. Uchefuna (2011)
suggest various strategies principals can apply to motivate their teachers.
They include: principal leadership styles, reward system, cooperative welfare
system, achievement recognition, career development programme such as
induction/orientation programmes, in-service training, workshop programme and
inter-school visitations, growth, effective facilities management and mentorship
Principal leadership behaviour refer to the person
occupying a leadership position; it is classified as autocratic, democratic,
laissez-fair, charismatic and slippery leadership behaviour (Ogunu, 2010). The
system of leadership to use in achieving aim or goal depends on the task at
hand and the type of people involved. Upon leadership was the success or
failure in achievement of the organizational goals. Some school principals do
not do well not because they do not want to do well but because they are
deficient in the leadership competence and skills. Ekesionye and Modebelu,
(2016), identified two categories of leadership styles; effective versus
efficient leaders. Effective leaders according to them are concerned with the
achievement of the objectives while the efficient leaders are concerned with
the workers feeling and welfare. A leader can be defensive or participating.
Teachers under autocratic principals work under pressure and fear most of the
time making them to do eye-service work. When the principal is absent, there
would be no effective teaching and learning in the school, they abuse the
principal and even try to sabotage the work. This type of leadership style is
known as autocratic or authoritarian. The next type of leadership according to
Mark in Modebelu (2016), is efficient. Efficient leaders otherwise known as
democratic leaders are leadership which recognizes need for staff participation
in decision making.
Workers have the right to be involved in decision making
on issues affecting them. Ukpong, (2012) discovered that the teachers’
effectiveness and work attitudes differ according to leadership style, the
principal adopted at any particular point in time in his school
administration will create room for
reward system which motivate teachers’ to work effectively. Workers generally
are motivated whenever they are recognized for one achievement or the other.
Also they tend to overcome every form of work stress when they are regarded for
performing a particular task creditably.
As a result the word reward is a very important management strategy in
any form of organizational management.
The word reward means – analyzing and controlling
employee remuneration, compensation and all of the other benefits for the
employees. It concerns the formulation and implementation of strategies and
policies that aim at people fairly, equitably and consistently in accordance
with their value to the organization (Armstrong & Helen, 2014). Armstrong
and Helen explains the word ‘Reward’ as ‘a noun stimulus that serves to
reinforce a desired response’. In the management of every organization,
organizational leaders who are transactional often design a reward structure or
package system which he uses to motivate his staff for them to work towards
achieving the organizational goal.
Reward structure or reward package system usually consists of pay
policy, and practices, salary and payroll administration, total reward, minimum
wage, executive pay and team reward (Armstrong & Helen, 2014). Reward
system however differs from organization to organization and also from leader
to leader. In secondary school management, different principals come and go
with their different management ideologies and practices. Many principals who
embrace teacher motivation through the use of administrative reward system end
up realizing the goals of their schools especially high students’ academic
performance.
Reward management skill is essential in school management. The
management involves processes, policies and strategies which are required to
guarantee that the contribution of employees to the business is recognized by
all means and the objective is to reward employees fairly, equitably and
consistently in correlation to the value of these individuals to the
organization (Armstrong, 2017). According to Armstrong, reward system exists in
order to motivate employees to work towards achieving strategic goals which are
set by entities. Armstrong also made strong assertion that reward management is
not only concerned with pay and employee benefits, rather it concerns
non-financial rewards such as recognition, training, development and increased
job responsibility. Gkorezis (2018) identifies two types of rewards – extrinsic
and intrinsic rewards.
Extrinsic rewards are concrete rewards that employees receive that
make them happy and motivate them to put in more effort. Such concrete reward
includes. Bonuses, salary rise, gifts, promotion and any other kind of tangible
reward. Intrinsic rewards are those rewards that tend to give personal
satisfaction to individuals. Examples of intrinsic rewards include information
or feedback, recognition, trust and employment or job enrichment. In the school
management the principal uses reward management the principal uses reward
management to achieve his goal. Intrinsic rewards keep the teacher happy in the
school while extrinsic rewards focus on the performance and activities of the
teacher in order to attain a certain outcome.
It is no hidden fact that present government do not place the teachers’
welfare on a high premium, as a result, teachers have been also relegated to
the background. This however is witnessed mostly in the state public schools.
Staff /teacher motivation is the most important component of school principals’
responsibilities for effective teaching and learning to take place (Okpe,
2016). According to Okpe, the school authority should take interest in the
workers welfare and should not regard them as mere tools for achieving school
goals.
Principals’ use of cooperative staff welfare system in school
management makes his/her administration person-oriented, and through this, he
achieves workers happiness and increased output. However, consideration of
teachers’ welfare leads the principal to granting casual leave to them when the
need arises, caring for their security, and giving financial assistance to them.
Motivation is an indispensable factor in the achievement of school
organizational goal. The achievement of quality education rests equally on the
shoulders of teachers who need to be motivated adequately in order to produce
the desired educational productivity (Getange, 2016). One of the ways to
achieve this fit is motivating teachers through the use of recognition of
achievement by the principals. According to Van Wart (2018), recognition is a
motivational strategy which is very important.
It is an intangible incentive that shows gratitude and offer praise. Van
Wart continued that recognition have an optimistic meaning and it acknowledges
good behaviour or actions Van Wart suggested that managers in organizations can
provide this strategy in their organization while managing by walking around
their organization and can also do it by giving a warm hand shake, through
celebration, a good word and a short written comment on a piece of paper.
In school management principals’ recognition of teachers’
achievement can go a long way in motivating them go for more achievement in the
school and in the system. Bale (2016) combines reward and recognition and
recommended the following as motivational strategies that must be applied by
administrators or mangers. The strategies include: direct verbal praise, peer
recognition, outings, social functions, out - door activities or meals,
certificates, special award events, ticket to events, time - off and letter of
recognition or personal cell from higher management. However, recognition of
teachers’ achievement is indispensable in school management. Many principals
who embrace this have often times experienced outstanding achievements in their
schools as it spurs teachers up and becomes challenging to others who are
redundant. Principals can therefore, motivate their teachers’ outstanding
achievement through immortalization.
One of the management practices in the school
organization by principals is training and developing young employees to become
well equipped professionals for tasks facing them in the school. Principals of
schools are expected to use different types of programmes to achieve this.
These professional development programmes are used as motivational strategies
to the teachers to improve their work attitude and effectiveness. Afianmagbon
and Nwokocha (2011), refers staff development as all the programmes designed
for the continuous improvement of skills and job performance of staff. It is
also regarded as professional growth, and a genuine sense of learning, growing
and developing of a person for him to be able to contribute to the success of
the establishment.
There is need for new employee, especially teachers in
the school system to be trained and retrained from time to time. The aim is to familiarized
them with their basic job specification, job description, new development and
the general state of the job. Therefore, teachers’ career development
programmes refer to the process, programmes and activities through which every
school management enhances and improves the skills, competencies and overall performance
of its teachers. In secondary school management, this all important function is
performed by the Secondary Education Management Board (SEMB). This may be in
conjunction with any other governmental or non-governmental agency, specialized
coaches and other consultants.
Teachers’ career development programmes may include
induction/orientation, in-service training, continuing education, seminars and
workshops, inter-school visitation, sandwich programmes, weekend academic
programme, evening programme, and full time study leave. The principals should
from time to time organize internal seminars/workshop or generously approve
external seminars and workshops for their teachers. Emenike (2015) points out
that workshops are organized to help teachers update their knowledge and be
current in their area of specialization.
This approach motivates teachers and improves the
system as experienced and older teachers prepare to meet beginners and
beginners and inexperienced teachers learn. Inter – school visitation also
refers to the instructional supervision technique whereby teachers in a
particular school visit their professional colleagues in another school for the
purpose of acquiring new instructional ideas and techniques based on their
observation of the teaching carried out by the teachers in the school visited. Instituting
internal and administrative reward system (Ogunu, 2010). The principals of
secondary schools should also make,
create and use reward system to motivate teachers.
Career growth of staff in any organization determines to a great
extent the success and the realization of the goals of that organization. Also
the growth of staff in their career is determined to a great extent the level
of growth motivational strategies they receive from the leader or the
administrator of the organization. In school management, for the teachers to
grow in their career, and make their expected input to the growth and success
of the school, the principal must apply certain levels of motivational
strategies that will encourage the teachers’ career growth and advancement in
the job. Adelabu (2015) supports the NUT and disagrees with method of teachers’
promotion over the years. Adelabu advocated for teacherss promotion according
to quality of experience instead of qualification and length of experience.
This is because according to him, length of service as criteria for promotion
could promote bad teachers in the system. Adelabu asserts that satisfactory
performance on the job of a teacher, technical skill in teaching methodology,
evidence of impact on students learning achievement. An unblemished character and
good relationship with students, colleagues, school authorities and parents
should be used.
Providing career growth and advancement ladder is very important in
teacher personal management. It motivates the teacher to work effectively
because the hope of rising to the zenith of the profession is bright (Rust,
2015). From true career leader, the progression from novice teacher status, the
teacher progresses to a proficient, professional and eventually master or
expert teacher status. Apart from gaining promotion, the teacher is motivated
to work through receiving timely information, being closely mentored and councelled.
School facilities form a vital aspect of school components. The
human personnel aspect of an organization uses facilities to affect changes in
the life and growth of the organization. The school as an organization also
depends on school facilities in its day to day activities. School facilities
are different types of material resources that facilitate effective teaching
and learning (Ogunu, 2010). In everyday
running of the school, school facilities constitute essential inputs, which
create favourable learning environment, facilitate interaction and enhance
achievement of educational objectives (Oyesola, 2017). Therefore in the school
setting, the principals, the vice principals, teachers, the school curriculum
would not be meaningful and functional if required facilities are not put in
place adequately in quantity and quality at the appropriate times through the
principals administrative fineness (Uko & Ayuk, 2014). Onuekwusi (2012)
grouped school facilities and equipment into two namely- moveable and immovable
groups. According to him movable ones are those that can be moved from time to
time as the need arises. This is because they are not permanently fixed in one
position, for examples Tables, chairs, desks, lockers, movable chalkboard,
school vehicles, school records, mowing machines, type-writers, computer and some
sports equipment. Immovable ones otherwise described as fixed include those
that cannot be easily removed or relocated to new positions. For example, football
field, office, classroom blocks or buildings, laboratory and library buildings,
security boots, fine art studios and materials. School facilities need to be
kept safe and maintained from time to time for durability, optimal performances
or functions (Onuekwusi, 2012). Therefore the principal should ensure a regular
check on the facilities and equipment. Adequate provision and management of
school facilities and equipment helps school principals in motivating their
teachers. This is because when these facilities are in order, teachers are
comfortable and find their work easy.
Mentoring is a relationship between a less experienced
person who work closely with a more experienced person so as to be useful
personally and professionally. It is also seen as a process where an
experienced senior colleague helps an inexperienced junior colleague to develop
personally and professionally. Gibbons
(2013) sees mentoring as a supportive learning relationship between a caring
individual who shares knowledge, experience and wisdom with another individual
to enrich their professional journey.
Mentoring of principals is needed more now than ever before especially
with the large number of teachers who have graduated to the vice or deputy
principal level. Mentoring is needed to prepare them for role of school
administrator as many of them will soon be appointed into the position of
principalship. Beginning Principals
Mentoring Profession-BPMP, (2011) noted the following benefits such as:
transforming organizational values and building staff cohesion, attracting and
maintaining staff. Others include encouraging new ideas, maximizing potential
staff, enhancing professional competences, academic excellence and desirable
work attitude.
Mentoring has become a very useful and cheap method of
staff and professional development, it attracts better school climate, on the
job training and better school relationship. Principals’ mentoring programmes for
teachers, will lead to supportive behaviour that would result to positive
co-operation in the school organization. Fundamentally, it is observed that
when teachers are well mentored as potential principals, they will be efficient
in the administration of secondary schools when they finally become principals.
Therefore,
school principals can adopt motivational strategies such as leadership styles,
career development, reward system, cooperative welfare system, achievement and
recognition, and mentoring to encourage teachers’ work attitude and
effectiveness.
Work attitudes
are the feelings we have towards different aspects of the work environment. It
is synonymous with job attitude (Sandberg, 2018). A good feeling or perception
about something can generate good approach to that thing. Hence, teachers’ work
attitude refers to teachers’ perception to their job of teaching with
influences to a great extent their input and output. There is also positive and
negative work attitude. In positive work attitude, a worker has good feelings
about the work environment. This manifests in the workers behaviour towards his
work such as loyalty to the management,
good team spirit in the work place, diligence, punctuality and many other good
virtues. In school management, teachers’ work attitude refere to the feeling
teachers have or how they embrace teaching and learning in the school
environment. The teacher who can be described as the ‘Salt’ of the school or
the education system must exhibit such behaviours that can lift the image of
the school which will in turn manifest in the high academic achievement of the
students. Such attitudes or behaviours may include love to teach students, love
for the teaching profession, ability to work with minimum supervision, strict
adherence to school rules and code of conduct etc. negative work attitude is
the opposite of positive work attitude. Every behaviour is counter- productive
as sometimes such teachers are either expelled or they resign for lack of
satisfaction or due to bad professional conduct.
Though there may be a little level of scientific approach, teaching
is more of an art and the quality of teaching depends on the love, dedication
and devotion of the teacher towards the subject. Thus, the quality of any
teaching programme cannot rise above the quality of its teachers (Bhalla,
Jajoo, & kalantri, 2012). Ill-motivated teachers may develop
counterproductive behaviour or poor work attitude in their work. A motivated
teacher therefore is expected to have team spirit, a good percentage attendance
to work, harmonious relationship, a good percentage class lesson attendance,
good level of participation in school activities, a sense of preservation of
school facilities, good participation in students discipline, good score in
school representation, good representation of the teaching profession,
enthusiasm in his work, diligence in the job, good punctuality record and good
moral conduct in the work. Agbakala (2012) agrees that in the absence of
motivation, the zeal to work by teachers is reduced drastically, and this
creates the situation whereby the government and sometimes the public accuse
teachers of negligence, laziness, lack of dedication and lack of interest.
One of the indicators of quality education being provided is
cognitive achievement of learners which is got through teachers’ effectiveness
in the discharge of their duties (Asikia, 2010). Cambel, Kyriakides, Muijs and
Robinson (2014) define teachers’ effectiveness as the impact of classroom
factors such as teaching method, teachers’ expectations, classroom organization
and use of classroom management. It is also seen as a multi-dimensional
construct since it measures a variety of different aspects of teaching such as
subject mastery, effective communication, lesson preparation, classroom
organization and subject matter presentations (Adediwura & Tayo, 2017).
The ability of the teachers to effectively carry out their duties
without much supervision shows their level of professionalism and motivation,
for instance in a classroom where the students hardly perform well in class
work and examination, it takes an experienced, well-motivated and effective
teacher to trace the problem and know how to proffer solution to the situation.
No wonder, Akanwa (2011) is of the opinion that teachers’ effectiveness
concerns ability to produce students who will score higher in standardized
examination of which the other roles played by teachers in learning will be
overlooked. Teachers’ effectiveness therefore, refer to the ability of the
teacher to display or show proficiency in teaching and learning and other
school related matters. Such issues include: having good knowledge of the
subject matter, good communication skill, appropriate use of teaching methods,
good lesson preparation, skillful in research, appropriate selection,
preparation and use of instructional materials, good classroom management, good
presentation of the subject matter and good evaluation skill.
The job of the teacher goes beyond teaching rather into moulding
young lives, guiding youths, motivating students and general character
training. The position of the teacher is therefore, indispensable and every
effort should be geared towards motivating him to work in order to achieve
classroom instructional objectives. This may lead to the achievement of goals
of education in general. Okorie (2012) believes that motivation is central to
teachers’ job satisfaction in the school system and dissatisfied teachers are
likely to remain solely because of job security.
Many researchers have tried to carry out similar investigations to
this work. For example, Agharawhe and Ugborugbo (2019) examine the influence of
classroom effectiveness on students’ academic performance. The results show
that effective teachers produce better performing students and the observed
differences in students performance were statistically not significant. Patrick,
Samuel and Njuguma (2013) try to determine the relationship between school
effectiveness and academic performance of students in secondary schools in
Central Kenya. It was found that top performing schools were putting more
emphasis on six of the seven correlates with only frequent monitoring of
students progress returning no significant result. Onyekuru and Ibegbunam
(2013) investigated teaching effectiveness of secondary school teachers in
Emohua Local Government Area of Rivers State. It was found that teaching
effectiveness of teachers from secondary schools in Emohua Local Government
Area was beloved average. Again, of the variables investigated, teaching
experience and teachers qualifications had a significant influence on teaching
effectiveness of secondary school teachers, while gender had no significant
influence. Agbakala, Agaba, Reamen and Opie (2012) investigate on teacher
motivation on teaching effectiveness and primary school teachers in Obudu Local
Government Area of Cross River State. The findings show that teachers in
secondary schools were able to carry out their administrative duties, which
influenced teachers’ effectiveness to a high extent. Also the findings revealed
that teachers were unable to carry out their instructional supervision duties
which however influenced students learning effectiveness to a low extent.
However, none of the above works addressed the three variables this
work intends to study which are principals’ motivational strategies as
independent variable, teachers’ work attitude and effectiveness as dependent
variables in secondary schools in the South East Nigeria. This has created a
gap in the system and the performances of these teachers have dwindled. The
nation’s economy has also been affected but the ugly situation must not
continue. In order to save the nation’s education system and economy from total
collapse, principals should device motivational strategies to encourage
teachers’ positive work attitude and effectiveness. It is against this
background that the researcher intends to carry out an in-depth work on
principals’ motivational strategies as correlates of teachers’ work attitude
and effectiveness in the South East Nigeria.
1.2 STATEMENT OF THE PROBLEM
Teachers’
work attitude refers to the feeling and approach teachers have towards their
work. It portrays the ability to show commitment to duties, love their
students, show team spirit, good attendance to work, harmonious and friendly
relationship to all in the school community, dedication and devotion towards
their subjects. Teachers should also manifest good personality, be good
listeners and have good sense of humour.
Good
work attitude in teachers lead to effectiveness. Teacher effectiveness is the
ability of teachers to produce students who show high academic performance in
both internal and external examinations. In other words, teachers with good
attitude strive to motivate and engage students in active teaching and learning
to achieve the goals of teaching, the school and education in general.
Effective teachers therefore exhibit good knowledge of their subject, prepare
their subjects well before teaching, appropriately select and produce their
instructional materials, make good presentations of the subject matter, have
good communication skill, show good evaluation skill and good classroom
management among others.
Unfortunately,
majority of teachers in secondary schools in South East, Nigeria seem not to
exhibit desirable work attitude as indicated above, this could be the cause of
their ineffectiveness which manifest in poor teaching and learning, poor students’
academic performance in both internal and external examinations, increasing
rate of examination malpractices and many other vices. Teachers’ poor work
attitude and effectiveness appear to be caused by absence of or inadequate
principals’ motivational strategies. It could be that principals are not aware
of motivational strategies that determine teachers work attitude and
effectiveness or they find it difficult in applying them. The principals’
motivational strategies on teachers have become necessary because teachers are
indispensable in their work role and therefore need to be encouraged so that the
miracle expected of them would be easly achieved.
Due
to the above problems and situations in the school system, there has been a
serious gap between the work attitude and effectiveness of teachers and the
goal of the school. The researcher
therefore is determined to carried out this work into principals motivational
strategies as correlates of teachers work attitude and effectiveness in South
East, Nigeria.
1.3 PURPOSE OF THE STUDY
The purpose of this study was to
examine principals’ motivational strategies as correlates of teachers’ work
attitude and effectiveness in South East, Nigeria. Specifically, the study
sought to:
1. Find out the extent of relationship
between principals’ leadership and teachers’ work attitude in public secondary
schools.
2. Determine the extent of relationship
between principals’ reward system motivational strategy and teachers’ work
attitude, in public secondary schools .
3. Ascertain the extent of relationship
between the principals’ cooperative welfare system motivational strategy and
teachers’ work attitude in public secondary schools.
4. Investigate the extent of relationship
between the principals’ achievement recognition motivational strategy and
teachers’ work attitude in public secondary schools.
5. Ascertain the extent of relationship
between principals’ career development programmes motivational strategy and
teachers’ effectiveness in public secondary schools.
6. Find out the extent of relationship
between the principals’ growth motivational strategy and teachers’
effectiveness in public secondary schools.
7. Determine the extent of relationship
between the principals’ effective facilities management motivational strategy
and teachers’ effectiveness in public secondary schools.
8. Assess the extent of relationship
between the principals’ mentorship motivational strategy and teachers’
effectiveness in public secondary schools.
1.4 RESEARCH QUESTIONS
The following research questions were
used for the study.
1. To
what extent do principals’ leadership relate to teachers’ work attitude in
public secondary schools?
2. To
what extent do principals’ reward system relate to teachers’ work attitude in
public secondary schools?
3. To
what extent do principals’ cooperative welfare system relate to teachers’ work
attitude in public secondary schools?
4. To
what extent do principals’ achievement recognition relate to teachers’ work
attitude in public secondary schools?
5. To
what extent do principals’ career development programmes determine teachers’
effectiveness in public secondary school?
6. To
what extent do principals’ growth strategy determine teachers’ effectiveness in
public secondary school?
7.
To what extent do principals’ effective facilities management motivate
teachers’ effectiveness in public secondary schools?
8. To
what extent do principals’ mentorship strategy determine teachers’
effectiveness in public secondary schools?
1.5
HYPOTHESES
The following null hypotheses posed for the study were
tested at 0.05 level of significance.
H01: There is no significant relationship
between principals’ leadership motivational strategy and teachers’ work
attitude in public secondary schools.
H02: Principals’ reward system motivational
strategy does not significantly relate to teachers work attitude in public
secondary schools.
H03: Principals’ cooperative welfare system
motivational strategy does not significantly relate to teachers’ work attitude
in public secondary schools.
H04: There is no significant relationship
between the principals’ achievement recognition motivational strategy and
teachers’ work attitude in public secondary school.
H05: There is no significant relationship
between the principals’ career development programmes motivational strategy and
teachers’ effectiveness in public secondary schools.
H06: There is no significant relationship
between the principals’ growth motivational strategy and teachers’
effectiveness in public secondary schools.
H07: Principals’ effective facilities management
motivational strategy does not significantly relate to teachers effectiveness
in public secondary schools.
H08: Principals mentorship motivational strategy
does not significantly relate to teachers’ effectiveness in public secondary
schools.
1.6
SIGNIFICANCE OF THE STUDY
The
findings of this study may be significant to the government, the principals,
teachers and future researchers.
The
findings of the study if published could benefit the government. The government
could realize the importance of motivational strategies and its adoption to
improve on their welfare scheme and reduce brain drain in the public secondary
schools.
The new knowledge generated through the findings of
the study may provide empirical data from which the principals
get the information on different motivational strategies which they can use to
encourage desirable teachers’ work attitude and effectiveness to ensure that
goals of the school are achieved.
The
principals’ motivational strategies if well applied according to the result
would go a long way in improving Principal-Teacher relationship which in turn encourages
teachers’ work attitude and effectiveness.
The
findings may also benefit the teachers. The results of this study may help the
teachers to develop and grow in the system, become effective and achieve job
satisfaction in the public secondary schools.
Future educational researchers, especially students and
the public may benefit greatly from the result of this study as it may serve as
reference material to them. Finally,
when the study is deposited in the libraries and or published both online and
in hard copy journals, the findings will contribute to the body of existing
knowledge about teachers’ professionalization mandates in Nigeria. It will
serve as a useful source of literature for researchers and may motivate further
researchers to delve into related areas or the same area of study in other
geo-political zones of Nigeria.
1.7 SCOPE OF THE STUDY
The content scope of this study was delimited to principals’
motivational strategies as correlates of teachers’ work attitude and
effectiveness in public secondary schools in South East, Nigeria. It focussed on different dimensions of motivational
strategies of secondary school principals as independent variables, and also
different dimensions of teachers’ work attitude and effectiveness as dependent
variables.
Geographically, the study was also delimited to all
the teachers in public secondary schools in the selected states of South East,
Nigeria namely Abia, Enugu and Imo States.
South East is one of the six geo-political zones of Nigeria and it is
made up of five states namely Abia,
Anambra, Enugu, Ebonyi and Imo States.
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