TEACHERS’ MOTIVATION AND ORGANIZATIONAL CLIMATE AS CORRELATES OF EFFECTIVE INSTRUCTIONAL DELIVERY IN SECONDARY SCHOOLS IN SOUTH SOUTH, NIGERIA

  • 0 Review(s)

Product Category: Projects

Product Code: 00007010

No of Pages: 151

No of Chapters: 1-5

File Format: Microsoft Word

Price :

₦5000

  • $

ABSTRACT

 

This study investigated the relationship between teachers’ motivation and organizational climate as correlates of effective instructional delivery in secondary schools in South South, Nigeria. Six research questions were asked and answered and six null hypotheses guided the study. The design of the study was correlational. The population of the study was 44,950 teachers from public secondary school in South South, Nigeria.   A sample size of 1,232 respondents was drawn from 573 secondary schools in the South South, Nigeria.  Multi-stage sampling technique was applied in the selection of the samples. Two sets of structured questionnaires employed for data collection were titled: Teachers’ Motivation and Organizational Climate Questionnaire (TMOCQ) and Effective Instructional Delivery questionnaire (EIDQ). A test–retest method was used to establish the reliability of the instruments. Pearson’s product moment correlation coefficient was used to establish the stability of the instrument which yielded an index of 0.65 and 0.71 for internal consistency. The data collected through the administration of the instruments were analyzed using Pearson’s Product Moment Correlation to answer research questions and simple linear regression to test the null hypotheses at 0.05 level of significance. The results, among others, revealed that there was a high positive relationship between teachers’ school facilities and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents. Also there was a high positive relationship between teachers’ knowledge of the subject matter and teachers’ effective instructional delivery with a significant relationship in the mean scores of the respondents. There was a high positive relationship between Principal’s leadership style and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents.  It was recommended that school principals should adopt a combination of different leadership styles like autocratic and democratic and other leadership styles that may be suitable to create a conducive school climate that will promote effective instructional delivery in the schools. Also, since teachers; school facilities correlates positively with teachers’ effective instructional delivery, the government through ministry of education should equip our secondary schools with the needed facilities so as to enhance effective instructional delivery.





TABLE OF CONTENTS

                                                        

Title                                                                                                                             i

Declaration                                                                                                                 ii

Certification                                                                                                               iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of Contents                                                                                                       vi

List of Figures                                                                                                            viii

List of Tables                                                                                                              ix

Abstract                                                                                                                       x

CHAPTER 1: INTRODUCTION                                                                          1

1.1       Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               11

1.3       Purpose of the Study                                                                                      13

1.4       Research Questions                                                                                         14

1.5       Hypotheses                                                                                                     15       

1.6       Significance of the Study                                                                               16       

1.7       Scope of the Study                                                                                         17

 

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              18       

2.1       Conceptual Framework                                                                                   18

2.1.1    Motivation                                                                                                      18       

2.1.2    Organizational climate                                                                                    19

2.1.3    Effective instructional delivery                                                                      21       

2.1.4    School facilities                                                                                               30       

2.1.5    Knowledge of the subject matter                                                                   35

2.1.6    In-service training                                                                                           39

2.1.7    Regular compensation packages                                                                     44

2.1.8    Principals’ leadership style                                                                              52

2.1.9    Principals’ conflict management techniques                                                   57       

2.2       Theoretical framework                                                                                    68

2.2.1    Abraham Maslow hierarchy of humans’ need (1943)                         68

2.2.2    Frederick Herzberg’s two factor theory (1959)                                              73

2.2.3    Organizational climate theory by Peter M Senge                                           77

2.3       Empirical studies                                                                                             79

2.4       Summary of related Literature                                                                        88

 

CHAPTER 3: METHODOLOGY                                                                          90       

3.1       Design of the study                                                                                        90       

3.2       Area of the study                                                                                            90

3.3       Population of the study                                                                                  91       

3.4       Sample and sampling techniques                                                                    91

3.5       Instruments for data collection                                                                      92

3.6       Validation of the instruments                                                                         93

3.7       Reliability of the instruments                                                                          93

3.8       Method of data collection                                                                              94       

3.9       Method of data analysis                                                                                 94

CHAPTER 4: RESULTS AND DISCUSION                                                        95

4.1       Results                                                                                                            95       

4.2       Major findings of the study                                                                            107

4.3       Discussion of findings of the study                                                                108

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS    112

5.1       Summary                                                                                                         112

5.2       Conclusion                                                                                                      114

5.3       Educational implications of the study                                                                        115

5.4       Recommendations                                                                                          117

5.5       Suggestions for further study                                                                                     118

 

REFERENCES                                                                                                        120

 

APPENDICES                                                                                                          131

A         Instrument for data collection                                                                        131

B         Key elements of professional knowledge                                                       136

C         Population of teachers per state teachers                                                        137

D         Number of sampled                                                                                        138

E         Reliability of instrument analysis                                                                   139            



                                                                                             

                               

 LIST OF FIGURES 

2.01     Instructional effectiveness                                                                              22       

2.02     Professional competence of teachers                                                              36

2.03     Okpala’s Model for evaluating teaching effectiveness                                   39       

2.04     A model of factors that can operate as teachers’ incentives                           50

2.05     Classification of incentives                                                                             52

2.06     Maslow’s Hierarchy of needs                                                                         68

 

 

 


 

 

 

                                        LIST OF TABLES                                                                                              

4.01     Pearson correlation between teachers’ school facilities and teachers’

            effective instructional delivery                                                                        95      

4.02     Simple linear regression analysis for the extent of relationship in

            the mean scores of teachers’ school facilities and teachers’ effective

            instructional delivery                                                                                       96

4.03     Pearson correlation between teachers’ knowledge of the subject matter

            and teachers’ effective instructional delivery                                                  97      

4.04     Simple linear regression analysis for the significant relationship in

            the mean scores of teachers’ knowledge of the subject matter and

            teachers’ effective instructional delivery                                                         98

4.05     Pearson correlation between teachers’ in-service training and teachers’

            effective instructional delivery                                                                        99

4.06     Simple linear regression analysis for the extent of relationship

            between the mean scores of teachers’in-service training and teachers’  

            effective instructional delivery                                                                        100

4.07     Pearson correlation between teachers’ regular compensation package

            and teachers’ effective instructional delivery                                                  101

4.08     Simple linear regression analysis for the regular compensation

            packages and teachers’ effective instructional delivery                                  102         

 4.09   Pearson Correlation between Principals’ Leadership Style and Teachers’

           Effective Instructional Delivery                                                                       103

4.10    Simple Linear Regression Analysis for Relationship between Principals’

           Leadership Style does not Significantly Predict Teachers’ Effective

           Instructional Delivery                                                                                       104

4.11    Pearson correlation between principals’ conflict management techniques

           and teachers’ effective instructional delivery                                                   105

 

4.12    Simple linear regression analysis for the principals’ conflict

           management technique and teachers’ effective instructional delivery             106

 

 

 



CHAPTER 1

INTRODUCTION


1.1 BACKGROUND TO THE STUDY

Education can be regarded as the heartbeat of any nation. As a man nourishes his heart to be alive, a nation must also cater for her educational system to keep it ‘alive’ technologically, economically, politically, socially and to ensure quality products. The word education is derived from the Latin word ‘educo’ which means “to draw out of”. Through the process of education, the latent qualities of individuals such as knowledge, skills, abilities, competence are drawn out and developed to be specialists in various areas of life endeavours (Okunamiri, 2008). Education is a life-long process which originates at birth and only stops at death. It can take the form of formal, informal and non-formal. Formal education takes place in the school system while informal education takes place in various interactions one engages in. It can take place in the families, churches, association with peer groups, etc; while non-formal education takes place in the various apprenticeship workshops or vocational centres as the case may be. Education, according to Okeke, (2004) is the aggregate of all the processes by means of which a person develops abilities, attitudes and other forms of behaviour of positive value in the society in which he lives. Education has permanent as well as constantly changing attributes that try to adapt to new demands and circumstances with time and from place to place. Thus, education differs in theory and practice from country to country and from one civilization to the other.

Formal education is the education that takes place in an institution usually referred to as a school. It usually has several levels. These levels are: Early childhood/pre-primary education, primary education, secondary education and tertiary education (Igbokwe., 2003).

 

Secondary education is described as the education received by children after primary education and before the tertiary stage. Secondary education can also be described as an intermediary level of education which receives input from the primary and sends output to the tertiary education. It is for children who are aged between eleven and twelve (11 & 12) and seventeen plus to eighteen (17+& 18) years. The duration of the study here is six (6) years. The broad goals of secondary education are to prepare the individual for useful living within the society and higher education. The specific goals of secondary education are to:

1.      Provide all primary school leavers with the opportunity for education of a higher level,  

      irrespective of sex, social status, religious or ethnic background.

2.      Offer diversified curriculum to cater for the differences in talents, opportunities and  

      future roles.

3.      Provide trained manpower in the applied science, technology and commerce at sub-

      professional grades.

4.      Develop and promote Nigerian languages, art and culture in the context of world’s

      cultural heritage.

5.      Inspire students with a desire for self-improvement and achievement of excellence.

6.      Foster national unity with an emphasis on the common ties that unite us in our

      diversity. This gave rise to the existence of unity schools.

7.      Raise a generation of people who can think for themselves, respect the dignity of

      labour, appreciate those values specified under our broad national goals and live as

      good citizens.

8.      Provide technical knowledge and vocational skills necessary for agricultural,

      industrial, commercial and economic development.

For effective instructional delivery and for the above stated goals to be achieved, secondary education has six years duration which is given in two stages of junior secondary school and senior secondary of three years each (National Policy on Education, FRN, 2013). The splitting of education sought to correct the structural imbalances in the colonial system of education. The content of the subjects studied at the secondary education level have been reviewed so that they are geared towards achieving the national objectives. These national aspirations would be a mirage if the teachers who are at the centre of curriculum implementation are not well motivated and satisfied with their job. If there are no conducive climates for teaching and learning, it will be impossible to actualize the goals of secondary school education in Nigeria.

Secondary education in Nigeria still receives priority attention from both the federal and state governments. Efforts have been made to step up in the production and re-training of teachers and provision of infrastructures to enhance quality of instructional delivery so as to increase the quality of the programme. Secondary school teachers, in particular, are the largest and the most crucial inputs of an educational system. They are the connecting rods in the process of quality and equality of education (Ngerem, 2016). Teacher’s motivation and job satisfaction are important because no education system can rise above the quality of its teachers. This is why teachers’ needs should always be given major emphasis in all educational planning and development. Teachers influence and exert a major control on the intellectual and professional development of the citizens of any country. That is why government at all levels should step up effort to produce highly motivated, conscientious and efficient classroom teachers with the intellectual and professional background adequate for effective instructional delivery.

Teachers serve as the most important curriculum implementers in the classroom (Aweh, 2004). Teachers all over the world are recognized as critical factors in the effective delivery of quality education at whatever level (Muraina & Oderinde, 2014). The recognition of the key role of teachers in any curriculum implementation has prompted several studies in education in Nigeria (Effiong & Enukoha, 2004; Kalu, 2004; Edu, 2006). These studies have all acknowledged the need for teachers’ job satisfaction, motivation and creating conducive organizational/school climate for effective delivery which this study is focused on.

Motivation is the basic requirement of an individual’s attendance to work in the organization because it plays critical roles in increasing productivity, commitment to the organization, guaranteeing the physical and psychological health and boosting the morale of the individual for effective job performance (Mrugank & Ashwin, 2005). There are many things that motivate teacher in his/her teaching career. Such things include amongst others: adequate school facilities/instructional materials, In-service training, years of working experience of the teacher and knowledge of the subject matter. For the purpose of this study, three of these variables were used. These are adequate school facilities,   knowledge of the subject matter and in-service training. Other variables that may enhance teachers’ motivation are: professional recognition, good salary, interpersonal relationship, job security and professional advancement. School facility is chosen among other variables because it serves as a common factor for both the teachers and the students without which, effective teaching and learning cannot take place. Knowledge of the subject matter is a crucial ingredient that determines the level of teachers’ effectiveness in the school system.

Facilities means the physical means or contrivances to make something possible, the required equipment, infrastructure, location that make teaching and learning possible. School facilities include physical facilities such as buildings used as classrooms, laboratories, workshops, libraries; furniture such as tables, chairs, shelves, and so on; playgrounds such as micro-stadium, football field, tennis courts, pitches, and so on.

Operationally, school facilities can be defined as those facilities in school that promote teaching and learning which lead to the actualization of predetermined educational goals. Instructional materials, according to Modebelu (2015), are the materials which can be used to promote the teaching-learning process. Instructional materials can also be simply referred to as the different kinds of materials that teachers and the entire class use in the teaching-learning process to make learning more effective and productive (Ughamadu, 2006). Operationally, instructional materials are those materials that can be used by teachers to transmit, facilitate and enhance teaching learning process. They are those materials that help the teachers to teach with ease and learners to learn without stress. It is used to supplement normal learning process of listening, seeing, reading and writing. Therefore, it appeals to the senses of touching, seeing, smelling, feeling and hearing. Examples of instructional materials include:

       I.            Audio materials e.g. radio, videotape, recorder, television, etc.

    II.            Visual materials e.g. pictures, charts, maps, real things, models, graphics, printed materials.

 III.            Audio-visual materials e.g. video, sound and motion pictures, education television, sound films.

 IV.            Printed materials e.g. textbooks, journals, posters, magazines, newspapers.

    V.            Non-printed materials e.g. chalkboard, flannel board, models, film projection, real objects, simulation, games, objects and specimens.

 VI.            Projected and electronic materials e.gs. Still pictures, filmstrips, ICT resources, computers, CD-ROMs, internet, interactive whiteboards.

VII.            Non-projector materials e.gs. Chalkboard, flannel boards, textbooks, pictures and graphs.

The need to meet the challenging needs of modern education has led to the use of innovative teaching-learning system. This teaching system, according to Anulobi and Nlguma (2010), involves the use of organized combination of selection and integration of instructional objective. Yes, a teacher who is satisfied with his/her work will take it upon himself/herself to deliver quality instruction for learning to be effective. This can be achieved by prudently harnessing instructional materials at his/her disposal. For effective instructional delivery to take place, teachers should intermittently sandwich teaching and learning with materials that learners can see, feel or touch, hear, perceive and taste. With the availability of all these instructional materials, if there are no good classroom with good seats and sitting arrangement, good ventilation and lighting, it will be impossible for effective instructional delivery. Availability of facilities and instructional materials is one thing, another thing is the ability of the teacher to know how to use and when to use the materials. There is diversity in content ability delivery as the same content cannot be delivered every time, at the same level and competence. That is to say that the teacher must be knowledgeable enough in the area of his instructional delivery as the teacher’s instructional ability determines the level of productivity.

Teacher preparation/knowledge of teaching and learning, subject matter knowledge, experience and the combined set of qualifications measured by teacher licensure are all leading factors in teacher instructional effectiveness (Darling-Hammond, 2006). The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and enquiry – but to be able to recall and apply this knowledge. These include the past and its relation to the present; the natural world, the ideas, beliefs and values of our own and other people’s; the dimension of space and quality; aesthetics and representation; and so on. Philosophical argument as well as “common sense” supports the conviction that teachers’ own subject matter influences their effective instructional delivery and effort to help students learn subject matter. Darling-Hammond argues that “if a teacher is largely ignorant, he can do much harm”. When teachers possess inaccurate information or conceive of knowledge in narrow ways, they may pass on these ideas to their students. They may fail to challenge students’ misconceptions; they may use texts uncritically or may alter them inappropriately. This may lead to ineffective instructional delivery as the aim and objectives of education may not be achieved under such learning environment. Subtly, teachers’ conceptions of the knowledge shape their practice – the kinds of questions they ask, the ideas reinforce the sorts of tasks they design.

Various researches on teacher knowledge of the subject matter have revealed ways in which teachers’ understanding affect their students’ opportunities to learn. Bell and Grossman in Jadama (2014) further stated that  for any teacher to have some level of satisfaction and be effective in his/her teaching career, what they need to know about the subject matter they teach extends beyond the specific topics of their curriculum. This kind of subject matter understanding strengthens teachers’ effectiveness which brings about satisfaction that heightens the possibilities of his art. Teachers’ subject matter knowledge underlies their power and strength as pedagogies. In affirmative, when a teacher is conversant with the subject content, he will know the particular method and the type of instructional material to use to make the lesson meaningful through effective application of the knowledge that brings effectiveness into teaching and learning process. Shulman in Jadama, (2004) opined that what teachers need to know about the subject matter they teach extends beyond the specific topics of their curriculum.

Teachers’ subject matter knowledge underlies their power and strength as pedagogies. However, teaches’ understanding of subject matter affects their capacity to simplify content to help students to understand. Surprisingly, teachers’ capacity to increase, deepen or change their understanding of their subject matter for teaching depends on the personal understanding of the subject matter they bring with them to the classroom. Since teaching involves the imparting of knowledge, skills and attitudes to individuals, it is therefore very necessary for a teacher to understand his/her subject matter before teaching it. In the process of teaching a subject matter, the misconceptions and doubts of students about it should be clarified for effective teaching and learning to take place. But this will become almost impossible for a teacher if he/she is largely ignorant or uninformed. Moreover, a teacher who is largely ignorant or uninformed about a subject matter can pass inaccurate ideas to students, use texts uncritically and even change unsuitably and this will hinder teacher effectiveness. Without professional development, motivation and a formal method of training through in-service, seminars and workshops for teachers, they may still not be efficient and effective in the discharge of their duties even if the teachers are well informed and have wealth of knowledge about their subject matter without being motivated by their employers.

Motivation is defined as the energizing force that encourages and sustains behavior (Ibiam, 2015). This implies that, there is some driving force within individuals, which propels them to attempt to achieve a goal or objective in order to satisfy their need or needs.  Teachers could be motivated through the following ways: regular promotion, in-service training, regular compensation package, professional growth and development and incentive package such as payment of promotion arears, awards, travelling allowance, professional recognition, wardrobe allowance and higher level of responsibilities. But for the purpose of this study, only in-service training and regular compensation package will be discussed. This is because in-service training updates teachers’ knowledge to meet with the technological advancement of the school curriculum. Also, compensation package will serve as a source of motivational strategy for teachers’ effective instructional delivery.

In-service training is the process of increasing human efficiency through which people are offered the opportunity to acquire new skills and current knowledge required in carrying out various specialized tasks in their place of work (Idonije, 2005). For any teacher to effectively discharge his/her duty, training and retraining are necessary. They are essential tools for efficiency and effectiveness in instructional delivery. When teachers are offered in-service training, they acquire new and improved skills as well as knowledge that enable them to perform better thereby enhancing their productivity. Operationally, in-service training is defined as a kind of training programme in which workers learn to acquire new skills and knowledge for improved , achievement of organizational goals. Therefore, training and retraining for teachers is capable of enhancing the level of instructional delivery in schools and also enabling them to cope with the ever-increasing challenges of educating the students in the country.

Well trained teachers are motivated to do good work and will continuously and progressively increase their value to the school and contribute to professional improvement on the job (Pigors and Myers in Ido, 2008). A well trained teacher contributes, not only to the effectiveness of instructional delivery, but also serve as a potent instrument of motivating people and influencing behaviour towards attainment of organizational goals. Apart from in-service training for teachers for knowledge and skills update, there are other compensational package that could serve as instrument of motivation for effective instructional delivery. Such package include: regular promotion, housing allowance, payment of leave grant, prompt payment of teacher salaries, professional recognition, award for excellent performance, e.g. best teacher of the year award.

Currently, both developed and developing countries are experiencing shortage of qualified teachers in certain subjects or schools, at the same time, evidence has emerged that clearly identifies the teachers as one of the single most important factors in a student’s learning (Rivkin, 2001). Effective teachers are critical to high student achievement. To carry out their jobs effectively, teachers need to be adequately compensated. First to note is that qualified teachers are in short supply in some schools and in specific subjects. Secondly, teaching appears to be a less popular professional choice for young people. In most countries, teaching is less respected than it once was, and yet teachers’ role have become more complex as students’ population have become more diverse and expectations for their achievements have risen. Dessler, (2005) defines compensation as all forms of payment or rewards given to employees which arise from employment. Compensation packages are one of the basic reasons for employees to seek employment. Employees are compensated for their services and the efforts they exert in their work. Harrison and Liska (2008) in their study, affirm that reward is the centre piece of the employment contract – after all it is the main reason why people work. This includes all types of rewards, both intrinsic and extrinsic, that are received as a result of employment by the employee. Nevertheless, even if teachers are being compensated for their service, if the school climate is not conducive there will be no effective instructional delivery.

School climate is defined by Guskey (2002) as the relatively enduring quality of the school environment that is experienced by participants which affects their behaviour and is based on their collective perception of behaviour in schools. It is true because school/organizational climate is described or defined by teachers according to the way they perceive the general work environment of the school. A school/organizational climate could be seen as either positive or negative based on the influence by the formal organization, informal organization, personalities of participants, organizational leadership style and conflict resolution technique. The climate of a school may roughly be conceived as the personality of a school, that is, personality is to individuals as climate is to organization.

Operationally, school climate is defined as prevailing personalities in the school, physical and academic condition in schools which affect teaching and learning either positively or negatively. School climate is a general term that refers to the feel, atmosphere, tone, ideology, or milieu of a school. Just as individuals have personalities, so too do schools. The climate of a school could be said to be closed or open and these climates also have some level of influence on the administration of schools which affect innovations (Hoy & Miskel, 2005). Based on the above definition, school climate could be deduced to be the quality and character of the school leadership style. This means that school leadership affects the school climate and school climate is peculiar to a school – each school has her own climate. School climate can affect the school either positively or negatively. A typical school climate that affected effective instructional delivery was a case of student riot in Technical college, Ewet, Uyo in Akwa Ibom State. A teacher disciplined a student for insubordination. This prompted the student to throw stone and broke the teacher’s eye. The following day, the school management invited police men to the school to arrest the student in question. When he was arrest and put into the police van, the other students closed the gate against the police and ordered the policemen to release the student but the police refused so the students began throwing stones on the police and in the process broke the windscreen leading to serious rampage in the school compound. Many cars were damaged including the principal’s car. When the notice reached the state government, the government ordered the vacation and closure of the school since the school climate was not conducive for effective instructional delivery.

Another case of unstable school climate was found in Compressive Secondary School, Ikot Inyang – the case of cultism by the students. Two students fought and one was wounded. The wounded student ran out through the bush track and invited his fellow cult group to fight back. The principal invited the police to come and calm the situation. Teaching and learning was disrupted as everyone scampered for safety.

To the best of the researcher’s knowledge, no study has been carried out in the same geographical area using the same content scope with the same population and sample size, hence it will bridge the gap.


1.2       STATEMENT OF THE PROBLEM

Effective Instructional delivery is defined as the ability of the teachers to cultivate thinking skills, stimulate interest in the subject and motivate students to learn. Teachers are very important in any system of education. No proper education can ever be achieved without adequate, satisfied and motivated teaching staff who facilitates effective Instructional delivery. In ideal situation, all teachers should enjoy performing their duties each day and retire to their homes with an eagerness of seeing the next day so as to go back to their jobs. Satisfied and motivated teachers perform their work without reservation. They give their best to ensure that they facilitate the teaching and learning process for the achievement of educational goals and outcomes. Adequate teachers’ motivation may enhance quality instructional delivery, quality output and quality assurance in the school system. Teachers’ motivation and job satisfaction are ways of empowering teachers in the occupation and involve the perceptions, variables, methods, strategies and activities used by the management for the  purpose of providing a climate that is conducive for teaching and learning process. An ideal school climate should bring about job satisfaction, dedication and effectiveness in teacher task performance.

It is however observed that in South South Nigeria, Secondary School teachers are not effective in their job. The quality of instructional delivery is seriously compromised by the demoralized and reduced workforce. The situation is even worse in rural schools where poor road network, lack of standard accommodation with no electricity, no medical facility and dilapidated classroom blocks are the order of the day. Even in the urban schools in South South of Nigeria, teachers are not effective in their instructional delivery. This may be because their rights such as regular promotion, regular compensation package, allowances, promotion arrears, professional recognition and professional development are denied.

However, satisfaction of human wants is not an easy task given that human needs can never be fully satisfied as the satisfaction of one need leads to the desire for another higher level of need. In spite of this, secondary school teachers in the South South are not even minimally satisfied and motivated and school climates are not conducive for quality instructional delivery. There is an outcry of teachers’ ineffective instructional delivery in the South South Nigeria. It is for the above mentioned reason that this study sought to establish if there is any relationship among teachers’ motivation, organizational climate and teachers’ effective instructional delivery.

 

1.3 PURPOSE OF THE STUDY

The purpose of the study was to investigate teachers’ motivation and organizational climate as correlates of effective instructional delivery in secondary schools in South South, Nigeria. Specifically, the study sought to:

1.                  determine how teachers’ school facility relates to teachers’ effective instructional delivery.

2.                  ascertain how teachers’ knowledge of subject matter relates to teachers’ effective instructional delivery.

3.                  examine how teachers’ in-service training relates to effective instructional delivery.

4.                  Investigate how teachers’ regular compensation package relates to effective instructional delivery.

5.                  Examine how principals’ leadership styles relate to effective instructional delivery.

6.                  investigate how principals’ conflict management technique relates to teachers’ effective instructional delivery.

 

1.4       RESEARCH QUESTIONS

The following questions were asked to guide the study:

1.                  What is the relationship between school facilities and teachers’ effective instructional delivery?

2.                  What is the relationship between teachers’ knowledge of the subject matter and teachers’ effective instructional delivery?

3.                  What is the relationship between in-service training and teachers’ effective instructional delivery?

4.                  What is the relationship between teachers’ regular compensation package and teachers’ effective instructional delivery?

5.                  What is the relationship between principals’ leadership style and teachers’ effective instructional delivery?

6.                  What is a relationship between principals’ conflict management techniques and teachers’ effective instructional delivery?

           

1.5 HYPOTHESES

To achieve the purpose of this study, the following null hypotheses were formulated and tested at 0.05 level of significance:

1.                  HO1: There is no significant relationship between the mean scores of teachers’ school facilities and teachers’ effective instructional delivery.

2.                  HO2: There is no significant relationship between the mean scores of teachers’ knowledge of the subject matter and teachers’ effective instructional delivery.

3.                  HO3: There is no significant relationship between the mean scores of teachers’ in-service training and teachers’ effective instructional delivery.

4.                  HO4: Regular compensation package does not significantly relate teachers’ effective instructional delivery.

5.                  HO5: Principals’ leadership style does not significantly relate teachers’ effective instructional delivery.

6.                  HO6: There is no significant relationship between the mean scores of Principals’ conflict management technique and teachers’ effective instructional delivery.         

 

1.6       SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to the government, ministry of education, school administrator, teachers and other researchers. The findings of the study will be beneficiary to the government by providing knowledge that will enable them create motivational package that will bring about effectiveness of teachers. Such packages include in-service training, regular payment of salary/allowances and good working relationships. It will help in identifying different categories of teachers to send for in-service training so as to update their knowledge in different areas of specialization. The result of this study will also assist the government to evenly distribute school facilities across the public schools in South South Nigeria to enhance teachers’ effective instructional delivery. The government will also realize that without providing the basic needs of teachers, there will be no efficient and effective teachers in the education industry, qualitative teaching/learning outcomes cannot be achieved. The result of this study will help the government to adopt motivational strategies that will enhance teachers’ productivity in the school system. Such strategies include: staff development and training, good working condition, remunerations payment of salaries, promotion as at when due, job security, conducive working environment, recognition of teachers’ professionalism and provision of adequate instructional materials/teaching aids. These will make teachers to be committed to their teaching profession since their needs are met.

 The result of this research will create awareness on the part of the policy makers, educational planners and Ministry of Education of the need for regular promotion of teachers in public secondary schools in South South, Nigeria. When the needs of the teachers such as regular promotion and provision of regular compensation package like leave grants, promotion arrears, professional development are met, they will definitely show positive attitude towards instructional delivery which leads to increase in productivity that leads to the attainment of educational goals. When teachers’ needs are attended to, they will work conscientiously to impart knowledge unto the students. The level of teachers’ commitment will reflect on the achievement of the stated goals.

To the school administrators, the result will provide useful information about how to develop best management practice and policies to enhance teachers’ motivation in public secondary schools. It will provide insights on the correct and right management approaches that will be useful to improve their relationships with their teachers thereby creating positive school climate for effective teaching and learning. The school administrators also will be aware of different ways of empowering teachers in the occupation and develop strategies, methods, and activities for the purpose of providing a climate that is conducive to the satisfaction of the various needs of the teachers, so that they may become satisfied, dedicated and effective in performing their tasks. When there is a cordial relationship between teachers and the school administrators, they will work with little or no supervision to bring about the actualization of teaching/learning objectives.

The teachers which this study is centred on will derive great benefit. From the result of this study, the employers of teachers, policy makers and government will  realize that teachers’ motivation is a key to guaranteed quality education, as such influences quality assurance in the educational  system. They will work to provide incentive package, regular promotion and providing schools with teaching and learning facilities that will enhance teachers’ effective instructional delivery. When teachers’ needs are met and their morals boosted, their productivity is enhanced and this will also enhance the achievement of educational goals through effective teaching/learning process, since, motivation and peaceful climate relate to a purposive and goal-directed behaviour, performance and attitudes toward work.

The findings and benefits of this study will stimulate further research on appropriate practices that will enhance motivation and effectiveness among teachers thus improving productivity and develop commitment of teachers in their profession. It will also add to available knowledge on the need to improve teacher productivity via motivational strategies.


1.7       SCOPE OF THE STUDY

The content scope covers teachers’ motivation and school climate. The contents scope also will cover the following sub-variables: school facilities, teachers’ knowledge of the subject matter, in-service training, regular compensation package, Principals’ leadership style and Principal conflict management technique. The study was limited to teachers of government owned secondary schools in the states of South South, Nigeria. They are Akwa Ibom State, Bayelsa, Cross River State, Delta State, Edo State and Rivers State.

 

 

Click “DOWNLOAD NOW” below to get the complete Projects

FOR QUICK HELP CHAT WITH US NOW!

+(234) 0814 780 1594

Buyers has the right to create dispute within seven (7) days of purchase for 100% refund request when you experience issue with the file received. 

Dispute can only be created when you receive a corrupt file, a wrong file or irregularities in the table of contents and content of the file you received. 

ProjectShelve.com shall either provide the appropriate file within 48hrs or send refund excluding your bank transaction charges. Term and Conditions are applied.

Buyers are expected to confirm that the material you are paying for is available on our website ProjectShelve.com and you have selected the right material, you have also gone through the preliminary pages and it interests you before payment. DO NOT MAKE BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.

In case of payment for a material not available on ProjectShelve.com, the management of ProjectShelve.com has the right to keep your money until you send a topic that is available on our website within 48 hours.

You cannot change topic after receiving material of the topic you ordered and paid for.

Ratings & Reviews

0.0

No Review Found.


To Review


To Comment