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THE IMPACT OF TEACHER
MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS IN NIGERIA
ABSTRACT
This paper examined the impact of teacher motivation on
academic performance of students. It proceeded by defining teacher motivation
as a general term applying to the entire class of drives, desires, needs,
wishes and similar forces initiated for teachers, in order to induce them to
act in desirable academically productive manner. On the other hands, it
considered academic performance as the outcome of education; it constitutes the
extent to which a student, teacher or institution has achieved their educational
goals. Determinants of teacher-learner interactions for better students’
academic performance were found to include:
the status of teachers, class size, increasing workload,
professional freedom, the work environment, teacher education and professional
development, teachers' salaries and negotiations and consultations. Impacts of
teacher motivation on the academic performance of students include amongst
others
Teacher motivation
provides the desire in students to learn. This is because learners are
encouraged to learn, to express themselves through answering questions, taking
part in both individual and group assignments; and getting involved or
committed in the learning process by acquiring ideas, skills and concepts for
total development. Finally, it was recommended amongst others that teacher
should be paid salaries comparable with other professions requiring a similar
level of qualifications and responsibility, making it possible for them to live
with dignity on the salary from their work and not be forced to take on
additional jobs
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is largely a matter of a learning process that
involves interactions between teacher and learner. When this process works
well, real learning takes place. In the past, academic performance was often
measured more by ear than today. Teachers' observations made up the bulk of the
assessment and today's summation, or numerical, method of determining how well
a student is performing is a fairly recent invention. Grading systems came into
existence in the United States in the late Victorian period and were initially
criticized due to high subjectivity. Different teachers valued different
aspects of learning more highly than others, and although some standardization
was attempted in order to make the system fairer, the problem continued. Today,
changes have been made to incorporate differentiation for individual students'
abilities, and exploration of alternate methods of measuring performance is
ongoing. The tracking of academic performance fulfills a number of purposes.
Areas of achievement and failure in a student's academic career need to be
evaluated in order to foster improvement and make full use of the learning
process. Results provide a framework for talking about how students fare in
school and a constant standard to which all students are held. Performance
results also allow students to be ranked and sorted on a scale that is
numerically obvious, minimizing complaints by holding teachers and schools
accountable for the components of every grade. Performance in school is
evaluated in a number of ways. For regular grading, students demonstrate their
knowledge by taking written and oral tests, performing presentations, turning
in homework and participating in class activities and discussions. Teachers
evaluate in the form of letter or number grades and side notes, to describe how
well a student has done. At the state level, students are evaluated by their
performance on standardized tests geared toward specific ages. Many people
emphasize the importance of good teachers, and some policies are designed to
promote teacher quality. Research using student scores on standardized tests
confirms the common perception that some teachers are more effective than
others and also reveals that being taught by an effective teacher has important
consequences for student achievement and based on a set of achievements
students in each age group are expected to meet. Many factors contribute to a
student's academic performance, including individual characteristics and family
and neighborhood experiences. But research suggests that, among school-related
factors, teachers matter most. When it comes to student performance on tests, a teacher is estimated
to have two to three times the impact of any other school factor, including
services, facilities, and even leadership. Teachers at all levels of the
education system should be adequately trained, respected, remunerated, and able
to participate in decisions affecting their professional lives and teaching
environments. When teachers are enabled to do their job effectively, their
students are enabled to learn effectively. A well-motivated teacher always
completes the tasks set for him, even when such tasks or assignments are difficult
or seem uninteresting
Motivation involves a number of psychological factors that
start and maintain activities towards the achievements of personal goals and
refers to reasons that underlie behaviour that is characterized by willingness
and volition. Motivation in education can have several effects on how students
learn and their behavior towards subjects matter, Ormord (2003).
Motivation of teachers and students in the teaching and
learning process can direct behavior towards particular goals, leads to
increase effort and energy, enhances cognitive processing, increases imitation
of and persistence in activities, determines what consequences are reinforcing
and it can also lead to improved performance.
Orphlims (2002) is of the view that motivated teachers always
look for better ways to do their teaching job and, as a result, they are more
productive. Therefore, it means that motivated teachers are determined to give
their best to achieve the maximum output (qualitative education).
1.2 STATEMENT OF THE PROBLEM
This research is aimed at finding out the effects of
motivation on job performances of teachers.
1.3 PURPOSE OF STUDY
The purpose of this research is to find out the effect of
motivation on teachers’ performance in the school system. The study
specifically tends to:
Find the extent to which government pays salaries as at when
due to the teachers.
Find out the extent to which promotion of teachers at and
when due influences teachers performance.
Find out the extent which such programs like seminars,
conference and workshops that are conducted for the teachers can enhance their
performance in the class.
1.4 SIGNIFICANCE OF THE STUDY
It is hope that the final result of this research work will
help in finding possible ways in which motivation can influence productivity/
performance in teaching and learning process and also improve learning on the
part of students. It is important for the researcher to put into consideration,
the significance of teachers’ motivation and academic performance of students.
However, this research will be significant in the following
ways:
When teachers are being motivated, the society/ government
will benefit immensely in the sense that the teachers put in their best, the
students will contribute properly to the economic growth and development of the
nation and the welfare of its citizens.
Parents will also benefit when teachers are being motivated
in the sense that the students will be responsible to their parents and also
the money spent on them will not be in vein because they will help in carrying
out family responsibilities.
Students will benefit equally when teachers are motivated
because the research will enable them to enhance and improve their performance.
The teachers also benefit a lot when positive motivation is
given to them in terms of promotion, fringe benefit, salaries are paid at and
when due, they will give in their best in the teaching process. And also their
standard of living will improve.
1.5 SCOPE OF STUDY
The study covers some selected secondary schools in Surulere
Local Government Area; and is limited to finding the effect of motivation on
teachers’ performance and the academic performance of students.
1.6 RESEARCH QUESTIONS
1. To what extent does irregular payment of teachers’
salaries affect teachers’ performance on their work?
2. To what extent do seminars, conferences and workshops for
teachers influence teachers’ performance?
3. To what extent does inadequate promotion of teachers
affect teachers’ performance in the classroom?
4. To what extent does negligence of teachers’ welfare affect
teachers’ performance in the classroom?
1.7 RESEARCH HYPOTHESES
H1: There is a significant relationship between teacher’s
motivation and their job performance.
H2: There is a
significant difference between public and private school teacher’s performance.
H3: There is a
significant difference in motivation in both public and private school teachers
H4: There are
differences in motivation and performance across individual demographics.
1.8 LIMITATIONS OF THE STUDY
The following problems limited the extent to which the
researcher to have gone in carrying out the research.
Inadequate financial resources affected the study; hence the
sample size was small.
Limited time available to the researcher also influence the
research. This was because; the research was carried out during the school
academic program.
1.9 DEFINITION OF TERMS
1. TEACHER: A person whose job is teaching, impact knowledge
in an individual.
2. STUDENT: A Person who is studying in school.
3. PERFORMANCE: How well or badly you do something.
4. MOTIVATE: A reason why somebody does something or behaves
in a particular way.
5. CLASSROOM: A room where a class of children or students is
taught.
6. ACADEMIC ACHIEVEMENT: This deals with making headway in
school.
7. SCHOOL: A place where learners are educated.
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