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A STUDY OF
MOTIVATIONAL THEORIES AND SECONDARY SCHOOL TEACHER PERFORMANCE
ABSTRACT
Teacher
motivation and performances are very essential to the continuing growth of
educational systems around the world and they rank alongside professional
knowledge and skills, center competencies, educational resources as well as
strategies, in genuinely determining educational success and performance. This
study assessed the differences and relationship between the level of teachers’
job satisfaction, motivation and their teaching performance in Lagos State of Nigeria. A questionnaire titled
‘TEJOSAMOQ’ was used to collect data for the study. While the data for the
study was analyzed using chi-square, the survey results revealed that teacher
related sources of job satisfaction seem to have a greater impact on teaching
performance, as teachers are also dissatisfied with the educational policies
and administration, pay and fringe benefits, material rewards and advancement.
Teacher motivation is very necessary to increase performance towards teaching
job.
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO STUDY
Motivation
is the activation or energization of goal oriented behaviour. Motivation is
said to be intrinsic or extrinsic. Motivation is defined as “some kind of
internal drive which pushes someone to do things in order to achieve something”
(Haminer, 2001:51). As stated by Brown (1994:152), Motivation is a term that is
used to define the success or the failure of any complex task steers and Porter
(1991:6) deal with three matter while discussing motivation:
1. What energizes human behaviour?
2. What directs or channel such behaviour?
3. How this behaviour is maintained or sustained
Motivation
is thought to be responsible for “why people decide to do something, how long
they are willing to sustain the activity and how hard they are going to purse
it” (Dornyei 2001a:8). Ryan and Deci (2000a:54) state that “to be motivated means
to be moved to do something” unlike unmotivated people who have lost impetus
and inspirations to act, motivated people are energized and activated to the
end of a task. According to Steer and Porter (1991:6), motivation can be
characterized as follow:
1. Needs or expectations
2. Behaviour
3. Goals and
4. Some form of Feedback.
TEACHER
MOTIVATION
Richard
Ingersoll, a university of Georgia Sociologist, defines teaching as “an
occupation with a very high turnover rate and the graying workforce is only a
piece of the puzzle” (Lawrence, 1999:13). Motivation is professionalism.
Indeed, human resources constitute the most valuable asset that enables schools
to provide quality education, and educational organizations depend for their
success on the quality, commitment and performance of the people who work there
(Heyness 2000:160). The most important human resources in the education
institution that enables it to achieve its core mission is the teacher (Kruger
&Van Schalkroyt 1997:12). The teacher is the full time classroom
practitioner whose main function is more instructional in approach than managerial.
According to Barmby (2006:250), teachers performs their task for three main
reasons: altruistic, intrinsic and extrinsic reasons. However, the reasons for
choosing the profession as career are predominantly related to altruistic and
intrinsic stimuli (Moran, Kilpatrick, Abbott, Dallat & Mechine 2001:17-32)
and maintain a whole hearted passion for teaching and leading requires not only
skills perse but excellence, inner strength and a strong spirit (Jackson &
Jackson 1999:23).
Teacher
motivation has to do with teachers’ attitude to work. Traey (2000:5) defines
motivation as all those inner staving conditions, described as wishes or urges,
that stimulate the interest of a person of professionalism and are enthusiastic
and totally committed to teaching. In this regard, Steyn (2002a:86) identified
the following signs of a morale that is closely related to effective
motivation: excellent performance and the consistent achievement of results, a
positive attitude regarding problem solving and a willingness to accept
responsibility and accommodate change. This will contribute to the effective
realization of the schools organizational visions, mission and goals.
Consequently,
in effective schools with motivated and well committed teachers, there is also
an effective culture of the teaching and learning. Teachers are motivated in
their work when they feel good. They feel good when the principals avoids
‘professional myopia’ and when teachers do not work in an uncompromising
context. In this situation teachers job-related ideas incorporate ethical,
epistemological, affective professional, economic and egocentric considerations
which shape their views on equity and justice, pedagogy and androgogy,
organizational efficiency, interpersonal relations, collegiality, self-conception
and self-image (Euacns 2001”300-302). This implies that teachers are motivated
when there is a “teacher-cantered approach to educational leadership when the
principal as an educational leader, out and above his/her management role,
endeavour to meet as many individuals needs as possible and leads the teachers
with considerable care, a positive attitude and interest in their welfare. A
principal guided by this approach develops a work context that is underpinned
by a professional culture of tolerance, co-operation, compromise and
consideration of the teachers. Sergiouanni (1998:38) calls this approach the
‘pedagogical leadership’ approach. Today with increasing demands placed on teachers in contexts of increased
tendencies of a breaking down of the culture of teaching and learning on
account of increasingly persuasive societies, it is difficult to urge teachers
to put their heart and soul into their work (Murthy 2003:1).
TEACHER
MOTIVATIONAL THEORIES
Johnson
(1986:55) states that there are three theories of motivation and productivity
that teacher motivation is based on, which are as follows:
1. Expectancy theory: It is probable for a
person to struggle for work if there is an expected reward such a bonus or a
promotion is worth working.
2. Equity theory: Unfair treatment for their
efforts and achievement makes individual displeased.
3. Job enrichment theory: The more varied and
challenging their work is, the more productive teachers become.
Teachers
primarily are motivated by intrinsic rewards such as respect, responsibility,
and a sense of accomplishment.
Thus,
Administrators can boost morale and motivate teachers to excel by means of
participatory governance, in service education, and systematic, supportive
evaluation. Because motivation is psychologically complex, no general and
comprehensive theory exist. The beginning of such a theory however have taken
shape from the writings of influential theorist such as Abraham Maslow (1970),
McGregor Douglas (1967), Fredrick Herzberg (1964), and more recently Edward. L.
Deci (1975).
In assessing
teacher performance in various secondary schools, the teacher performance need
to be evaluated. The evaluation procedure and associated instrument provide the
framework for assessing teacher performance. Through the objective and unbiased
application this process, performance strength and areas for improvement will
be identified.
For teacher
performance to be evaluated properly, certain performance criteria have to be
put in place, this performance criteria will serve as a foundation for
evaluating teacher performance in secondary schools. This data will be
communicated to the teacher in constructive way and through interactions, a
professional growth plan will be developed to support and enhance professional
development. The principal is responsible for evaluation of teacher performance
at the school site. The principal may however delegate the responsibility to
his or her assistant. Teacher performance evaluation can be done by External
supervisors from various ministry and board of Education in Nigeria.
1.2
STATEMENT OF PROBLEM
It is assumed
that teachers agitation and demand are beyond the resources of the Ministry of
Education or the government. As a result, the government in Nigeria and the
Nigerian Union of Teachers (N.U.T) are in constant stand-off over the increase
in salaries, benefit and improvement in teachers working conditions. The
federal and state government have argued in Nigerian during the National
council on Education (N.C.E) meeting which held in Kano in 2002 that the
present economic realities in the country cannot sustain the demanded increase
in salaries, benefit and improvement in working condition. Specifically they
argue that teachers demands are beyond the government resources.
The
government position concerning the job performance of teachers as they accuse
the teachers of negligence, laziness purposeful lethargy and lack of dedication
and zeal to work. They further argue that teachers lend of efficiency and
effectiveness does not necessitate the constant request for salary increase,
incentive and better working conditions. While teachers on their part argue
that the existing salary structure, benefits and working conditions do not
satisfy their basic needs in as much as other sectors of the economy have huge
and attractive salary structure, better motivation, better the teacher
performances and enhanced working conditions. They feel Nigeria’s economy is
not properly balanced, hence their demands are being hindered which also
reduces their performance. This study therefore takes it upon itself to study
the motivational theories and secondary school teacher performance in the
selected area.
1.3 PURPOSE
OF STUDY
The overall
purpose of the study was to explore and explain the motivational theories, job
satisfaction and teacher performance in relation to Nigerian teachers need
satisfaction for school effectiveness. The purpose of this research is to test
the various theories in the educational environment using teacher performance
and need satisfaction ratings as the dependent variables. This study tends to
investigate challenges and also proper solutions to the challenges involved in
motivating teachers for a better performance.
1.4 RESEARCH
QUESTIONS
1. Which motivational theories will be
applicable to the teaching profession?
2. What motivates teacher performances?
3. Will the performance of the teachers be
related to the prompt payment of salaries, fringe benefit and other allowances?
1.5 RESEARCH
HYPOTHESES
1. There is no significant relationship
between teacher performance and prompt payment of salaries, fringe benefit and
allowances.
2. There is no significant relationship between
availability of instructional materials in the schools and teacher performance.
3. There are no significance in the intensity
of job dissatisfaction factors of Nigeria teachers.
4. There is no significant difference between
motivated and unmotivated teacher performance.
5. There are no significant relationships
between factors that tend to motivate teachers in terms of job satisfaction and
teacher performance.
1.6
SIGNIFICANCE OF STUDY
The
relevance of this research may be seen in how far it supports or refutes prior
claims about motivation and teacher performance amongst Nigeria teachers and,
if possible, teachers around the world. Prominently, Nigerian teachers referred
to in this study are secondary school teachers. Finally, the empirical findings
from this study would help in describing or explaining the pivotal role of
motivation on the needs satisfaction of Nigerian teachers in line with other
theories that are reviewed in this work. The result of this study would also
help educationist and policy makers in emphasizing the need for the inclusion
of motivational packages for teachers so as to prepare them for better
performance.
1.7 SCOPE
AND LIMITATION OF STUDY
There is no
gain saying that Lagos State is the most populated geographical unit of
Nigeria. For the purpose, of space limitation, this research project on
motivational theories and teacher performance in secondary school would be
limited to some secondary school within the selected area of study.
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