THE IMPACT OF MOTIVATIONS ON TEACHERS JOB PERFORMANCE IN THE EDUCATIONAL SYSTEM

THE IMPACT OF MOTIVATIONS ON TEACHERS JOB PERFORMANCE IN THE EDUCATIONAL SYSTEM

CHAPITER 1

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Education is essentially a process of learning that requires contact between the teacher and the student. When this strategy works, real learning occurs. Academic achievement used to be more often judged by ear than it is now (Coleman, 2012). The majority of the evaluation was based on teachers’ observations, and the current summation, or numerical, way of rating student performance is a relatively new development (Lion, 2017). Grading systems were first challenged for their excessive level of subjectivity when they were introduced in the United States in the late Victorian era. Despite efforts to standardize the approach, the issue persisted because different teachers gave certain parts of learning more priority than others. Today, adjustments have been made to take into account students’ individual skills, and research into alternative metrics for success is ongoing.

Performance and motivation are crucial components of a successful organization. According to Inayatullah & Jehangir (2017), motivation is essential in a business since it boosts worker productivity and makes it possible to achieve desired goals effectively. Since it considerably increases their proficiency, instructors’ motivation is essential to their performance. Education is the foundation of all progress, and the quality of a nation’s educational system directly relates to the effectiveness of its teachers, who are the main contributors to the school system’s ability to accomplish its goals.

The Nigerian federal government is aware of the importance of encouraging teachers to raise the standard of education in the nation. This is why the government has prioritized teacher education in its plans for expanding and organizing education, “…since no educational system can surpass the quality of its instructors” (FGN 2012). The administration has made improvements in teacher welfare and education as a result of this promise. Expanding teacher education alternatives and improving teacher qualifications were prioritized in the National Action Plan and 10-year Strategic Plan. The Federal Teachers Corps, the Pivotal Teachers Training Program (PTTP), and the Teachers Salary Scheme (TSS) with additional incentives are only a few of the modifications. The goal of doing this was to improve teachers’ status and working circumstances.

The future of students and the advancement of the educational system in Nigeria depend heavily on teachers. Teaching is currently one of the occupations with the lowest regard, as it is in the majority of developing nations worldwide. The nation is built by teachers in many forms; they educate the kids who will eventually help the country thrive (Coleman, 2012). For their crucial job, teachers are not paid appropriately. if not for the recent introduction by the federal government of numerous fringe benefits and compensations, including a new pay structure dubbed the “elongated salary,” housing and transportation, and utilities. If every worker in the country received rent and leave benefits, teachers would have continued to live in extreme poverty (Eze 2014). These additional payments encourage teachers to work hard and encourage a more positive attitude toward their jobs, which leads to improved productivity and efficiency. Teachers regrettably do not get these advantages as frequently as other workers do. This typically triggers a striking cycle that never ends within the educational system. Strikes in favor of better working conditions, according to Mbipom (2000), have taken a toll on both staff and students in terms of lost time. So long as the hydra-headed examination malpractice persists, nobody seems to care. The resulting effects are evident in the school system’s yearly output of subpar and unprepared goods.

SITUATION OF THE PROBLEM

Despite the government’s beautiful design, teachers have not been sufficiently motivated to perform their duties. The needs of teachers must be taken seriously if any country is to achieve high and quality standards (Ofojebe & Ezugoh, 2010). The future of our educational system is in the hands of the teachers, who not only encourage learning but also determine the standard of instruction given to pupils. It should be highlighted that teachers are the center of the educational process; their numbers, education, training, quality, and dedication to duty, effectiveness, and efficiency, as well as their competence, productivity, and capability, all depend on them (Gbenda Batur – Lawa, 2006: 92–93).

The fact that the service delivery in the educational sector is lacking is really distressing. Udi (2012) asserts that throughout the previous ten years, students’ performance on the West African School Certificate has considerably declined. The low standards have been attributed to the teachers. Teachers have voiced complaints about abuse, a lack of appropriate teaching resources, irregular compensation, and unfavorable working circumstances.

Teachers are people with needs and goals, and each person has different needs and goals. When these needs are not met, teachers experience withdrawal syndrome, absenteeism, and duty neglect, all of which have a negative impact on their productivity and performance at work. The performance of teachers is determined by their duty to educate students, which includes, among other things, the use of instructional materials, teaching strategies, ongoing student evaluation, creation of lesson notes and plans, involvement in extracurricular activities, regularity, punctuality, guidance, and counseling. The efficiency of teachers depends on their capacity to combine all of these elements while providing instruction and mentoring to students (Aacha, 2010). From Aacha’s perspective, it is clear that teachers’ duties include transforming students into complete adults who are prepared for their journeys through life.

1.3 STUDY’S OBJECTIVES

Examining the effects of motivation on teachers’ job performance in the educational system is the main goal of this study. More specifically, the following goals of this research are:

i. To determine whether motivation affects how well a job is done.

ii. To assess whether instructors are sufficiently motivated to accomplish their jobs.

iii. To ascertain whether teachers’ work effectiveness and motivation have an impact on students’ academic accomplishment.

iv. To assess the effects of different motivational strategies on instructors’ work performance.

1.4 QUESTIONS FOR RESEARCH

In this investigation, the following queries will be addressed:

i. Does motivation affect how well a person performs at work?

ii. Are teachers sufficiently motivated to accomplish their jobs?

iii. Does a teacher’s motivation for their work have an effect on the academic progress of the students?

iv. How are teachers motivated in relation to their work performance?

1.5 RELATIONSHIP TO OTHER STUDIES

The findings of this study are anticipated to aid in identifying potential mechanisms by which motivation may influence performance and productivity in the teaching and learning process and improve student learning. Examining the relationship between teacher motivation and students’ academic development should be the main goal of the study.

On the other hand, the following are some important implications of this research:

A. When teachers are motivated, society and the government gain greatly because they give their all and students make a sufficient contribution to the country’s economic progress and citizens’ wellbeing.

B. When teachers are motivated, parents gain as well because kids will be responsible to them and the money spent on them won’t be wasted because they’ll help out around the house.

C. Students profit equally from motivated teachers because the research enables them to improve and raise their performance.

Positive incentives, such as promotions, perks, and on-time salary payments, benefit teachers as well because they encourage them to give their all in the classroom. Furthermore, their quality of life will rise.

1.6 THE STUDY’S SCOPE

The focus of this study is on how teachers’ motivation affects their work performance in the educational system. It is specifically focused on determining whether or not motivation influences job performance, whether or not teachers are sufficiently motivated on their job performance, whether or not teachers’ motivation on their job performance impacts on students’ academic achievement, and looking at the different types of motivation provided to teachers on their job performance.

Teachers from particular public schools in Calabar South, Cross River State, will be the survey’s responders.

Limitations of the study: 1.7

As with any human endeavor, the researcher experienced a few small difficulties while carrying out the study. The researcher was forced to choose from a small number of sample sizes because there was a significant lack of literature on the topic due to the discourse’s nature. As a result, the researcher had to spend more money and time looking for pertinent materials, literature, or information and during the data collection process. Additionally, the researcher conducted this investigation in addition to other academic tasks. Additionally, because a small number of respondents were chosen to complete the research instrument, a generalization of the findings to other secondary schools outside the state is not possible. Despite the limitations that the research had to work within, every aspect was minimized in order to get the greatest results and make the research efficient.

1.8 TERM DEFINITION

Impact: A noticeable outcome or effect

Motivation is what explains why individuals or animals start, maintain, or stop a given behavior at a specific time. Motivational states are frequently interpreted as internal forces that produce a disposition to participate in goal-directed activity in the agent.

A teacher is a person who aids students in acquiring information, skills, or virtue. They are sometimes referred to as schoolteachers or educators. Informally, anyone can play the part of a teacher.

The act or process of carrying out a duty or function.