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INFLUENCE OF MOTIVATION ON TEACHERS JOB
PERFORMANCE IN THE SCHOOL SYSTEM
CHAPTER ONE
INTRODUCTION
Background
to the Study
This discourse examined the influence
of motivation on teacher’s job performance in the school system. There is no
doubt that the reward system in an organization determines the performance of
the workers which either lowers or enhances productivity. The vision/mission of
every organization is to ensure that its stated objectives are achieved, and
for this to be possible, the employees must be motivated for the sake of
effectiveness and efficiency. There is direct relationship between motivation
and job performance.
Motivation and performance are crucial
variables in achievements of an organization. According to Inayatullah and
Jehangir (n.d.), motivation plays a very significant part in an organization
because it enhances the productivity of worker and the expected goals can be
realized in an efficient manner. For teachers, motivation plays a big role in
their performance because it contributes immensely to their competence.
Education is the bedrock of any development and the efficiency of the education
system of any country depends on the teachers who constitute the most
significant input in the school system that allows it to attain and accomplish
its goals.
The federal government of Nigeria
recognizes the fact that teachers need to be motivated so as to raise the
quality of education in the country. That is why the government has given
emphasis to teacher education in its educational planning and development
“…since no education system may rise
above thequality of its teachers” (FGN 2012). This conviction has made the
government to initiate some reforms and innovations in the education of
teachers and their welfare. The National Action Plan and 10-year Strategic Plan
laid emphasis on expansion of teacher training opportunities and upgrading of
qualification. The reforms include the introduction of Pivotal Teachers
Training Programme (PTTP), Federal Teachers Corps, the introduction of Teachers
Salary Scheme (TSS) with other incentives. This was designed to improve the
status and condition of service of teachers.
In spite of the beautiful design of the
government, teachers have not been adequately motivated for their job. For any
nation to achieve high and quality standards, the needs of teachers must be
taken seriously (Ofojebe and Ezugoh, 2010). The future of our education system
lies in the hands of teacher who not only make learning take place but
determine the quality of instruction that will be given to learners. It must be
mentioned that:
Teachers are
the hub of the educational process; it is upon their number, their education,
training, quality and devotion to duty, their effectiveness and efficiency,
their competence, their productivity and their capability that the entire
educational system and enterprise depend. (Gbenda Batur – Lawa, 2006: 92 – 93).
It is quite disheartening to saythat
there is failure in service delivery in education sector. Udi (2012) posited
that in the past decade, West African School Certificate results of students
have been very poor. Accusing fingers have been pointed at teachers for the low
standards. The teachers on their part have complained of neglect, lack of
adequate instructional materials, irregular and poor salaries and poor
conditions of service.
Teachers are human beings, who have
their needs and aspiration; and needs vary according to person. When these
needs are not met, they (teachers) tend to develop withdrawal syndrome,
absenteeism, abandonment of responsibility which affect their job performance
and productivity. Teachers performance entails the duty of teaching students
which involves the use of instructional materials, teaching methods, evaluation
of students every time, preparation of lesson notes and plans, taking part in
extracurricular activities, regularity, punctuality, guidance and counseling
etc. Teacher job performance relates to their being able to combine all these
in mentoring and delivery subject matter to students (Aacha, 2010). It is clear
from the position of Aacha that teachers’ job entails making the students
complete and total persons equipped for the journeys of life.
Teachers need to be motivated so that
they can perform excellently in the teaching profession for efficiency of
service delivery and education system. Certain factors tend to affect teachers
motivation; some of the several things that influence it are “nature of school
infrastructure to salary, recognition/ professional status, achievement,
advancement/ further training,relations with others, school leadership and
policies, working conditions, recruitment, deployment, vocational intent and
many others” (Gatsini, Jesse and Makewa,- 2014:262).
It is relevant to say that the
attention given to teachers’ motivation is not encouraging; this has impacted
negatively on the school system. According to Benett and Akyeampong (2007)
cited in Gatsini, Jesse and Makewa (2014), teachers in sub-Saharan Africa are
poorly motivated, and children are not properly taught in schools and as a
result do not receive or acquire minimum acceptable education. Schools are faced
with teacher motivation problems that are connected with pay, achievement,
advancement, recognition, responsibility, poor school facilities which have
negative consequences on education system. In recent time, our education system
has been marred and blighted by fallen quality and standard. This phenomenon
has become a topic of concern by participants in the system. Teachers’s
motivation cannot be glossed over as an impetus for performance and assurance
for efficiency of the school system; it will also douse the palpable tension in
the system and bring satisfaction to teachers. The Nigerian Union of Teachers
and government are in frequent face-off over salary increase, benefits and
enhancement in the working conditions of teachers. Both the federal and state
governments contended that the prevailing economic difficulty and situation
cannot sustain the demands of teachers; the government often gives excuse of
lean resources that is not enough to meet teachers’ demand (Ololube, (n.d).
Again, the government has shown that it
is not satisfied with the performance of teachers; teachers have been accused
of indolence, negligence, unenthusiastic, lack of dedication, absenteeism and
ineffectiveness and therefore do not deserve any salary increase, and other
incentives. On the other hand, teachers contend with government over salary
structure, incentives and other working conditions which they believe do not
meet their basic needs and aspirations. Teachers also feel that the salary of
those in the other sectors is bigger with higher motivation and better working
conditions; they agitate for better teachers’ salary structure that will be as
good as others (Ololube (n.d.). This development is ill wind that portends
danger for the future of our education system, and the society at large.
Part of the national education goals is
“the inculcation of the type of values and attitudes for the survival of the
individual and the Nigerian society” and “the acquisition of appropriate skills
and the development of mental, physical and social abilities, and competencies
as equipment for the individual to live in and contribute to the development of
the society” (FGN 2012). For these goals to be achieved in individual and
national life, we must have recourse to teachers who are indispensable resource
in education system. Teachers need to be motivated for them to display
competence and effectiveness. Motivation as it were is one of the ways of
making people put in their best efforts in an efficient and effective manner in
other to achieve an organization’s objectives” (Motivation in secondary school,
n.d).
In an organization where workers are
not empowered, there is no doubt that there will be neglect of duty,
reluctance, absenteeism and abandonment of responsibility; this can result in
negative outcome that will affect productivity. A worker goes into an
organization with the expectation that his needs and aspiration will be met in
the course of his or her efforts. Needs are basic to motivation, and when they are
made available to the worker, he is energized and becomes efficient. If the
education system is to witness transformation, efficiency and quality, teachers
must be provided the basic necessities that will give them the force to perform
well.
School administrators largely believe
that motivation is a crucial determinant of performance in an organization. As
an effort to improve teachers1 motivation and participation “principals will
need to focus on ongoing development of their human resources: match the
changing needs of teachers over the course of their careers…” (Lumenburg and
Ornstein, 2008:94). According to Ofoegbu (2004), motivation is assumed to be
something good because it goes in influencing individual’s behaviour and
performance of work. Invariably, motivating teachers, therefore has to do with
influencing teachers’ attitude to work; it involves making teachers to be ready
to take part in the teaching processes in the school. It also has to do with
the interest of teachers to discipline and control students. The teacher is the
person who expresses or translates the educational philosophy and objectives
into skills and knowledge that are eventually transferred to the students. When
the teacher has allthat is required to perform his job, he will discharge his
duty to the general improvement of school system. Motivating teachers entails
doing what will make the teachers happy, satisfied, dedicated and willing to
work hard and giving their time and energy to the course of teaching to the
benefits of students and the education system.
Teachers have needs that could be
intrinsic or extrinsic. Intrinsic motivation has to do with the job itself. A
teacher who is intrinsically motivated performs his/her job for the sake of it,
for the joy, satisfaction derived from doing it and recognition for doing it.
On the other hand, teacher who is extrinsically motivated carries his/her duty
so as to get reward like salary. It plays significant role in determining a
worker’s attitude and behaviour. The intention of the organization should be to
build and improve the intrinsic and extrinsic motivation for teachers to teach
optimally for school improvement (O’neil, 1995) cited in Ofoegbu (2004).
The only way quality and standard
education can be achieved is through improving the working conditions and work
environment in addition to providing adequate perks to teachers so that they
perform their job without blemish. We may not expect too much from people who
are not well motivated. A worker performs to the level of his empowerment.
Therefore, teachers’ level of performance is a manifestation of the extent they
are motivated.
Today, an average secondary school
teacher has to engage in other business to make both ends meet. In spite of the
approval of Teachers Salary Structure (TSS), their pay is still very low; in
most cases, they are not paid regularly. There is the problem of recognition
for teacher coupled with absence of in-service training, accommodation, free
meal, involvement in decision making, irregular promotion etc. All these have
converged to cause absenteeism, negligence, abandonment of duty, lack of
dedication to duty, low morale, dereliction of duty and lackadaisical attitude
among secondary school teachers. The end result is poor performance. Therefore,
this researcher took it as a concern to investigate the influence of motivation
on teachers’ job performance in secondary schools in Egor Local Government Area
of Edo State.
Statement of
Problem
For quite some time now, the
performance of secondary school students in Egor Local government Area in
external examinations has been abysmal and disappointment; statistics have
shown that among the West African countries that participate in West African
Examination Councils (WAEC) every year, the results of students from Nigeria
have been the poorest. This is a manifestation and testimony of failure of
service delivery in education system. This ugly phenomenon has called to
question the commitment of teachers to the teaching profession.
Some writers have posited that no
student ought to fail an examination if the teacher performs his/her job
effectively and efficiently. Today the schools in Egor Local Government Area
canboast of well qualified teachers but the results and students learning
outcome emanating therefrom is unpalatable. Teachers have been accused of
perpetuating unprofessional misconduct such as absenteeism, lateness to duty,
laziness, unenthusiastic, abandonment of responsibilities and others. This has
affected the education system negatively.
No matter how grand and lofty the
philosophy and other input of education are, without teachers facilitating the
teaching and learning process, the objectives of education will not be
achieved. The questions that readily come to mind are: why are teachers in Egor
Local Government Area not committed to their job? Could there be problem with
reward system? Therefore, the researcher has decided to carry out an
investigation to determine the level of motivation of teachers, and whether
adequate motivation would influence or result in proportionate performance of
teachers in the Local Government Area.
Research
Questions
To guide the
study, the following questions are raised.
1. To what extent do secondary school teachers
perform their jobs in Egor Local
Government secondary schools?
2. What is the level of motivation of secondary
teachers in Egor Local Government Area?
3. Does motivation influence teachers’job
performance in Egor Local Government Area Secondary schools?
4. What is the level of job performance and
motivation amongst teachers in
urban and rural schools?
5. What is the level of job performance and
motivation amongst teachers in public and private schools.
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