EXAMINATION OF TEACHERS’ MOTIVATION AND WORK ATTITUDE IN SECONDARY SCHOOLS

EXAMINATION OF TEACHERS’ MOTIVATION AND WORK ATTITUDE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teachers play an important role in the future development of students and the academic sector in Nigeria. Today, teaching is one of the least respected professions in Nigeria, as it is in the majority of developing countries around the world. Teachers, in all of their forms, are the builders of a nation; they educate the children who will later support the country’s progress (Coleman, 2012). Teachers are not adequately compensated for their critical role. If it weren’t for the federal government’s recent introduction of several fringe benefits or remunerations, such as the new compensation structure dubbed “elongated salary,” housing, transportation, and utilities. Teachers would have remained extremely poor if all workers in the country received rent and leave allowances (Eze 2014). These compensations serve as

additional incentives to inspire and urge instructors to give their all in order to foster a more positive attitude toward work, which results in increased productivity and efficiency. Unfortunately, teachers do not receive these benefits as frequently as their colleagues in other occupations. This frequently leads to interminable strikes in the education system. Strikes for better working conditions have cost both staff and students significant time, according to Mbipom (2000). As a result, no one appears to care as long as the hydra-headed examination misconduct continues. The consequences are visible in the educational system’s annual production of half-baked and under-equipped products.

Many teachers, on the other hand, refuse to adopt the most favorable attitude toward work.

would make it possible for them. Teachers have lost interest in or dedication to their jobs. This deteriorating trend is most noticeable in metropolitan areas, where the level of sophistication appears to be devoted to the wicked speed.

According to Shagari (2002), Nigeria has the worst attitude toward labor in the world, and if every Nigerian were willing to work an honest day’s work for an honest day’s pay, Nigeria could achieve great things in every field of human endeavor.

Since ages, teaching has been the talk of the town; the average man on the street laments the apparent decline in the standard of education in our society, which they typically attribute to teachers’ attitude toward work; as a result,

Because of teachers’ poor attitude toward their jobs, the quality of education continues to deteriorate on a daily basis.

1.2 THE PROBLEM’S STATEMENT

Teachers play an important role in shaping the lives of children. Students’ achievement levels are inextricably linked to the effectiveness of their teachers. However, there is a major problem in Nigeria’s public schools that is affecting students’ performance. A large number of teachers are hired and fired in public schools (Lion, 2017). As a result, teaching has become a cyclical profession. A large number of instructors are also transitioning to non-teaching careers. As a result, there is a teacher shortage. In schools, these positions are filled by inept teachers. This turnover of competent instructors, combined with the subsequent filling of vacant positions by ineffective teachers, reduces the

standard of education, and student performance suffers as a result of poor instruction. Excessive teacher turnover, according to Adekunle (2015), has a significant impact on children’s achievement levels. This rapid turnover has piqued the interest of educational researchers and developers. The primary goal of educationalists is to identify the root causes of high teacher turnover. This issue is not unique to Cross River State; it exists in other cities and countries as well. The purpose of this study is to determine secondary school teachers’ motivation and attitude toward work in Cross River State.

1.3 THE STUDY’S OBJECTIVES

The primary goal of this study is to investigate secondary school teachers’ motivation and work attitude. Specifically, but not exclusively, other

The study’s objectives are as follows:

i. Determine whether most secondary school teachers in Cross River State are motivated.

ii. To ascertain the extent to which teachers’ motivation influenced secondary school teachers’ willingness to work in Cross River State.

iii. To assess the impact of motivation on teachers in Cross River State.

iv. To investigate the extent to which teachers’ motivation can influence students’ academic achievement.

1.4 QUESTIONS FOR RESEARCH

This study will be guided by the following research questions:

i. Are the majority of secondary school teachers in Cross River State motivated?

ii. To what extent has each teacher’s motivation influenced secondary school teachers’ willingness to work in Cross River State?

iii. What effects does motivation have on teachers?

What is the name of the state of Cross River?

iv. How much influence can teachers’ motivation have on students’ academic achievement?

1.5 THE STUDY’S IMPORTANCE

The findings of this study are expected to aid in the discovery of possible processes by which motivation may influence productivity/performance in the teaching and learning process, as well as improve student learning. The primary goal of the researcher was to investigate the relationship between teacher motivation and student academic achievement.

In contrast, this study will be significant in the following ways:

A. When teachers are motivated, society/government benefits greatly because teachers give their all and students contribute adequately to the nation’s economic growth and development, as well as the well-being of its residents.

B. When instructors are motivated, parents benefit as well because children will be held accountable.

C. Motivated professors benefit students equally because the research allows them to enhance and improve their performance.

D. Teachers benefit significantly when positive incentives such as promotion, fringe benefits, and timely salary payment are provided; they will give their all during the teaching process. Furthermore, their standard of living will improve.

1.6 STUDY OBJECTIVES

This research will look into secondary school teachers’ motivation and work attitude. This study will specifically focus on determining whether teachers in most secondary schools in Cross River State are motivated, determining the extent to which teachers’ motivation influenced secondary school teachers’ attitudes toward working in Cross River State, and determining the effects of motivation on teachers.

in Cross River State, and investigating how teachers’ motivation affects students’ academic achievement.

Students from selected secondary schools in Cross River State’s Akamkpa LGA will take part in this study.

1.7 THE STUDY’S LIMITATIONS

This study will only look at secondary school teachers’ motivation and work attitude. This study will be limited to determining whether most secondary school teachers in Cross River State are motivated, determining the extent to which teachers’ motivation influenced secondary school teachers’ attitudes toward working in Cross River State, determining the effects of motivation on teachers in Cross River State, and examining the extent to which teachers’ motivation can affect students’ academic achievement.

Students from a few secondary schools in

The participants in this study will be from Akamkpa LGA in Cross River State, so the sample size was limited because only a few respondents were chosen to answer the research instrument, so the results cannot be generalized to other secondary schools outside the state.

1.8 TERM DEFINITION

A teacher is someone who teaches, usually in a school.

Motivation is what explains why people or animals initiate, continue, or discontinue a specific behavior at a specific time. Motivational states are commonly understood as internal forces that create a desire to engage in goal-directed behavior.

Academic achievement or academic performance refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives. the completion of Academic achievement is represented by educational benchmarks such as secondary school diplomas and bachelor’s degrees.