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MOTIVATION
AND TEACHERS JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS
ABSTRACT
The study
examines the relationship between motivation and teacher’s job performance in
Alimosho Local Government Area. The study was guided by four research questions
and four hypotheses. Relevant literature on the variables of the study were
reviewed. A descriptive research design was adopted for the study. The sample
comprises 100 public primary school teachers in Alimosho Local Government Area.
A researcher constructed instrument tagged “Motivation and Teachers job
performance” questionnaire was used for data collection. Data obtained was
analyzed using Pearson Product Moment Correlation Co-efficient to test the
stated hypotheses at 0.05 level of significance. The findings showed that
motivation is an important role for teachers because it helps to achieve the
target in an efficient way. Therefore, teacher motivation is very important
because it improves the skills and knowledge of teachers because it directly
influences the performance. Motivation is an input to work and job performance
is an output from this motivation.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Motivation
is of enormous importance with regard to enhancing performance and commitment
in any organization. Motivation and performance are very important factors in
terms of organization success and achievements. Motivation plays an important
role in the organization because it increases the productivity of employees and
the goals can be achieved in an efficient way. The behaviour of employees can
be change through motivation in any organization. From situation to situation,
the level of motivation differs with in an individual (Robbins, Judge, and
Sanghi, 2005). Motivation also takes part in an important role for teachers
because it helps to achieve the target in an efficient way. Teacher motivation is very important because
it improves the skills and knowledge of teachers because it directly influences
their performance (Mustafa, and Othman, 2010).The level of motivation and
satisfaction of the teachers has a positive effect on their job. The source of
the high motivation of the teachers includes opportunities to use special
abilities, secure future and the chance to earn good money. If in schools, the
teachers do not have sufficient motivation then they are less competent which directly
influence the students and the education system.
The
relevance of motivation and job performance are very crucial to the long-term
growth of any educational system around the world. They probably rank alongside
professional knowledge and skills, centre competencies, educational resources
and strategies as the veritable determinants of educational success and
performance. Professional knowledge, skills and centre competencies occur when
one feels effective in one’s behaviour. In other words, professional knowledge,
skills and competencies can be seen when one is taking on and mastering
challenging tasks directed at educational success and performance (Filak &
Sheldon, 2003). The above factors are closely similar to efficacy, and, of
course, it is well known that many teachers lose or fail to develop
self-efficacy within educational settings (Dweck, 1999). In addition, needs
satisfaction and motivation to work are very essential in the lives of teachers
because they form the fundamental reason for working in life. While almost
every teacher works in order to satisfy his or her needs in life, he or she
constantly agitates for need satisfaction. Job satisfaction in this context is
the ability of the teaching job to meet teachers’ needs and improve their job
or teaching performance.
In recent
years references have been appearing in literature regarding series of
motivational practices that are dubbed on high performance, high commitment or
innovation and are said to help institutions to achieve significant improvement
in performance. The aim of motivation is to exert high commitment among
teachers to improve in performance.
For institution such as Teaching Service Commission to increase
performance, it should have highly committed teachers with right attitude
toward work (Bame, 1975). Globally, employers are not just interested in people
turning up for work, it is their performance at work that the employer pays
wages and salaries for because the effort that employees put in their work will
obviously affect the level of quality output they attain, an effort is related
to the motivation of employees (Bame, 1975). Teachers occupy such a central and
vital position in any educational system that their attitudes and commitment
have been of paramount interest not only to educational authorities and other
stakeholders but also to many researchers (Mensah, 2009).
Teachers are
needed in developing countries such as Nigeria but due to poor and unattractive
remuneration some professional teachers have left the classrooms to seek for
greener pastures elsewhere. However, it
is assumed that teachers’ agitations and demands 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 (NUT) are in a constant stand-off
over the increase in salaries, benefits, and improvements in working conditions
of teachers. The federal and state governments have argued that the present
economic realities in the country cannot sustain the demanded increase in
salaries, benefits, and improvements in working conditions. Specifically, they
argue that teachers’ demands are beyond the government resources.
Another
problem is the government’s position concerning the job performance of the
teachers; they accuse the teachers of negligence, laziness, purposeful
lethargy, and lack of dedication and zeal to work. They further argue that
teachers’ level of efficiency and effectiveness does not necessitate the
constant request for salary increase, incentives 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 bigger salary structure, better motivation and
enhanced working conditions. They feel Nigeria’s economy is not properly
balanced, hence, their demands.
Teachers are
expected to render a very high job performance, and the Ministry of Education
is always curious regarding the job performance of its teachers. Also, the
Ministry of Education demands a very high measure of loyalty, patriotism,
dedication, hard work and commitment from its teachers (Ubom& Joshua,
2004). Similarly, the roles and contexts of educations’ motivational methods
and tools cannot be underemphasized because high motivation enhances
productivity which is naturally in the interests of all educational systems
(Ololube 2005).
Statement of
the problem
Teachers in
Nigeria have expressed a lot of dissatisfaction about the lack of human
resource development, poor working conditions, poor remuneration and poor human
relations that exist in schools. This has resulted in high teacher turnover
coupled with poor results in Senior High Schools due to lack of commitment
towards work. Some newly recruited teachers stay at post for barely one year.
The operating conditions of service appear to fall short teachers expectation
manifesting in resignations, vacation of post, non –resumption at post after
teachers leave of absence and study leave.
The general
mood of those remaining is not encouraging as they exhibit other forms of
withdrawal behaviour such as absenteeism, lateness and passive job behaviour.
Unfortunately, in spite of the importance and complexity of these issues, there
is very limited good quality literature has been published on them ( Bennel
2004). This research focus on the above mentioned factors. The researcher set
out to throw more light on factors influencing teacher commitment to teaching
so that management of education institutions can do something to motivate
teachers to improve their level of performance.
Research
Objectives
The major
objectives of this study are to examine teacher’s motivation and job
performance. Specifically, it is to:
1. Determine the relationship between
motivation and job performance of teachers in selected Primary Schools in
Alimosho Local Government.
2. Identify the factors of motivation that
affects teacher’s job performance in selected Primary Schools in Alimosho Local
Government Area of Lagos State.
3. Investigate teachers’ motivational level
and job performance.
4. Identify social and economic conditions
militating against staff motivation and job performance of teachers in selected
Primary Schools.
Research
Questions
The
following were the research questions used as a guide for the study:
1. How does teacher’s motivation affects
their job performance?
2. What motivational factors influence job
performance of teachers?
3. To what extent does a teacher’s
motivational level influence their job performance?
4. To what extent does social and economic
conditions militating against teacher’s motivation and job performance?
Research
Hypotheses
The
following hypotheses guided the study:
H1: There is
no significant relationship between teacher’s motivation and their job
performance.
H2: There is
no significant relationship between teacher’s motivational factors and their
job performance.
H3: There
are differences in teacher’s motivational levels and job performance across
individual demographics.
H4: There is
no significant difference in social and economic conditions militating against
teachers’ motivation and job performance.
Scope of the
Study
The study
covered public primary schools in Alimosho Local Government Area of Lagos where
teachers’ motivation and its relationship with job performance.
Significance
of the Study
The
significance of this research is that it will help to identify the importance
of motivation that has strong impact on the productivity and performance of
teachers in our primary schools.This study will help to improve the teacher’s
performance by motivational factors in order to enhance the educational system.
Identifying motivational factors, social and work related factors influencing
teacher’s job performance will inform major stake holders of institutions such
as the Ministry of Education, Teaching Service Commission and Nigerian
Government in formulating policies geared toward addressing job performance and
high staff turnover in our Education Service. This will help in reducing the
teacher’s dissatisfaction and boost their morale to make them more committed to
their job. It is also hoped that this study would encourage more interest in
research and pave the way for an in- depth study of the problems on motivation
and job performance on a wider dimension than has been pursued in this
research.
Operational
Definitions of Terms
The
following terms have been defined operationally as follows:
Motivation:
An element which includes teachers to put in his/her best in performing
his/hers duties.
Teacher
motivation: In this study, it refers to all those inner striving conditions,
including the wishes, desires and urges to stimulate the interest in a learning
activity.
Job
performance: Any set of activities or behaviours that increased teacher
efficacy, high quality teaching, improved student’s achievement and added to
school improvement.
Welfare: In
this study, it refers to the general health, happiness and safety of teachers.
Morale: It
refers to a person’s mental state that is exhibited by assurance, control and
motivation to perform a task.
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