The Impact Of English Language Teachers To Motivate The Performance Of Student

The Impact Of English Language Teachers To Motivate The Performance Of Student

Abstract

This study investigated the impact of English language teachers to motivate the performance of student. It explored the problems surrounding teachers’ motivation in Nigeria. Specifically, it examined poor teachers’ motivation, lack of staff development activities in schools, lack of fringe benefits for teachers, poor staff salary structure and absence of teachers’ terminal welfare package. The research was built on the theory of Hierarchy of Need by Maslow as well as theory of need concept as proposed by Khan. 250 respondents cross sectionally drawn from the population under study were selected as sample subjects. To these were distributed in a face to face interaction by the researcher, structured questionnaires designed to elicit their views on the problem under study. The data from the returned questionnaires were statistically analyzed for the five hypotheses designed to focus on the problem under study. It was discovered that there was no significant impact of teachers’ motivation on the academic performance of secondary schools students in Nigeria. This finding implies that while there is an impact of teachers’ motivation on the academic performance of students, the impact is not significant. Among other things, it was recommended that since the observed students’ academic performance was not the outcome of prevailing teachers’ motivation, the present teachers’ motivation should be sustained because it does not negatively affect the academic performance of secondary school students. It was also recommended that teachers’ motivation be improved to increase their commitment and avoid a relapse into what would make it a factor responsible for poor academic performance of secondary school students.

Table of Content

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses
• 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

The issue of teachers’ motivation and teachers’ productivity sometimes called quality assurance has become a matter of debate and concern in educational systems and standards. In most developing countries of the world including Nigeria, there has been a growing awareness about teacher motivation which is a key to quality assurance, quality outcomes/delivery and high standards in the educational system (Ofojebe and Ezugboh 2010). It is acknowledged that any nation that is aspiring to maintain high and quality standards or achieve quality assurance in its educational system must take teachers and their motivational needs with utmost high level of seriousness. Therefore, the purpose of this paper is to critically discuss the importance of teachers’ motivation and its influence on quality assurance in the Nigerian educational system.

Teachers are important instrument in education. They are also the pivot on which the educational process hang. Teachers play a major role in the whims and caprices of the educational system. They can influence the teaching –learning outcomes either positively or negatively because they determine the quality of instructional delivery and also influence quality education when it comes to implementation of the curriculum and educational policies. They are to be considered when addressing issues such as: quality assurance; quality delivery (teaching), quality context and quality learning outcomes (Onucha, 2002).

However, they are the custodians of the educational and school systems. Since teaching can be regarded as a systematic, rational and organized process of transmitting knowledge, skills, attitudes, values and what is worthwhile (education) in accordance with certain professional principles; there is need for the services of efficient teachers (whose knowledge is bonded with innovations) in order to achieve the educational objectives (Ofojebe and Ezugboh 2010). Without teachers in the school system, there will definitely be no learning. Teaching makes learning take place and the teacher determines the quality of learning/instructions that will be given to learners. This is the more reason why they should be motivated properly for effectiveness and efficiency in the educational and school system.

Motivation can be defined as a process that arouses, energizes, directs and sustains behaviors and performance. According to Luthans (2007) motivation is the inner most feelings that tend to sour individuals into action. Teacher’s motivation has to do with teacher’s interest in student. It also includes the teacher’s interest in student discipline and control particularly in the classroom. Therefore, it could underlie their involvement or non involvement in academic and non academic activities, which operate in schools.

Teachers’ motivation is a key to guaranteed quality education, as such influences quality assurance in the educational system. Without efficient and effective teachers in the education industry, qualitative learning outcomes cannot be achieved. That is why they should be motivated properly in order to enhance quality in the educational system (Ofojebe and Ezugboh 2010). As such any credible analysis of achieving quality education in the Nigerian education system should critically examine the roles played by teachers in enhancing quality assurance in education.

Motivation in education can have several effects on how students learn and their behaviour towards subjects matter (Ormord 2003). Motivation of teachers and students in teaching and learning process can direct behaviour towards particular goals, leads to increase effort and energy enhance cognitive processing, increase initiation of and persistence in activities, determine 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; they are more quality oriented and are more productive. Therefore, it means that motivated teachers are determining to give their, best to achieve the maximum output (qualitative education). Motivation can be in the form of regular payment of salary, fringe benefit, such as allowance, bonus on the job training, promotion of the teachers, provision of good working environment, maintaining high degree of relationship and improving the teachers general well being. Hence, any teacher that enjoys the above named items is band to give all his best in discharging of his duty because; he would derive satisfaction of being a teacher.

In educational sector, motivation plays a great role. When teachers are motivated, this will lead to good performance and high productivity to sustain the national growth and development and also, the welfare of its citizens at large. According to Alu, Eya, Odo, Ede and Ugwu (2001) education is an ancient enterprise designed to be the vehicle of social change and over development of self, culture and society. Education is a process designed to help all human beings to grow into persons. In 2010, Enugu State Government raised teachers salary structure by ten percent (10%) in order to boost the morale of the teachers in the state, however in as much as the teachers appreciate it, more is expected from the Government. Consequently, the Nigeria policy on education section nine paragraph 57, stated that “teachers’ education will continue to be given a major emphasis in all our educational planning because, no educational system can rise above the quality of its teachers. Therefore, various purposes or aims of teachers’ education should be inculcated into our schools. It will be necessary for the provision of highly motivated, conscious and efficient classroom teachers for all level of our educational system and also to encourage teachers’ commitment to the teaching profession(Durosaro, 2002).

Also, motivation has an effect on the society in various ways for the development of the nation of the hallmarks of the development and economic prosperity while low performance create problem of underdevelopment. Since the future of the country lies with the students, so those students need to be well educated, so that they can be equipped with the knowledge and skills to pilot the affairs of this country.

Poor students’ academic performance is common in secondary schools Nigeria. This increase in poor students’ academic performance has become an issue in most of the secondary schools. Increase in poor academic performance annually is recurrent. These increases in poor academic performance annually give parents and teachers a lot of concern. It has become an annual event among students. Poor performance in take home assignment is prevalent among the students. Students’ spoken English is also very poor. This can be noticed by anyone that comes in during and after school hours and hears them communicating. It has also been observed that there have been mass failures in examinations. These mass failures in examinations have been increasing annually.

Majority of the students perform poorly even in their external examinations. The occurrence of students failing external examinations leaves nothing to be desired on the output of classroom teaching and learning interaction. Students regularly fail the core subjects in their examinations. The continual incidence of poor performance in core subjects could make it difficult for students to understand all other subjects that are related to it. Students perform poorly in practical examinations. This performance is disturbing the management. It is noticed that students usually are unable to attempt all examination questions. This inability to attempt all approved numbers of examination questions is a recurring negative phenomenon annually.

Students continually give wrong verbal answers to teacher’s questions during teaching and learning process. The teacher is unable to elicit correct answers after each instruction stage from the students. The majority of the students state categorically that they have no answer to the teacher’s question. It is worth noting in that it is actually the majority of students who continually do not have answers to the teacher’s questions. It is also observed that when verbal questions are asked by the teachers, students stand up gazing at the ceiling unable to answer the questions. When students stand gazing at the ceiling, it indicates that learning has not taken place. Some of the students answer teacher’s question wrongly.

A good number of students do not raise their The researchers have also gathered that students regularly perform poorly in core subjects. It is noticed that majority of the students performed poorly on an annual basis in core subjects. These core subjects are predominantly failed by a higher percentage of the students. The researchers also noticed that there is poor performance in cumulative grade points results in core subjects. The incidence of the occurrence of poor performance in cumulative grade points scores in core subjects is prevalent at all levels of the secondary schools. It is noticed that some students were unable to attempt some questions in core subjects. When questions asked in core subjects are put to students, they generally answer wrongly It is observed that students fail in class tests. Failure in class tests shows that learning has not taken place. Majority of the students fail class tests annually(Durosaro, 2002).

The occurrence of failure in class tests is nothing to be desired in teaching and learning interaction. It is noticed that students do not attempt some questions in class tests. The students failing to attempt question in class tests implies that the students are not doing well in their personal studies. Failure of tests in core subjects indicates that students are unable to assimilate the lessons taught. It is observed that majority of the students submit blank answer sheets at the end of the tests. The inability of the students to submit any answer at the end of the tests shows that they are not well grounded in the lessons taught. It therefore means that students are to repeat the test. The problem of repeating the test lies in delaying the duration of classes and completing syllabus contents(Durosaro, 2002).

1.2 Statement of the Problem

Statement of the problem Motivation of teachers is largely poor in Secondary Schools in Nigeria. Perhaps the forms for motivation are not adequate in terms of salary, allowances and benefits. It could be that non-staff development is ineffective. This implies that there may not be regular training, workshops for teachers. It is probable that the problem of teachers’ poor grasp of knowledge affects the rate of learning in classroom activities. Perhaps lack of fringe benefits has made teachers to abandon their role in schools. It is also likely that a poor salary condition hinders the teachers from performing their duties as expected. Teachers’ lack of terminal welfare packages could be a factor killing teachers’ morale. Therefore the study investigates the impact of teachers’ motivation on the academic performance of secondary school students in Nigeria(Ifinedo, 2013).

1.3 Objective of the Study

The aim of the study is to examine the the impact of english language teachers to motivate the performance of student. The following are the specific objectives of the study:

1. To investigate the impact of staff development on students’ performance in external examination.
2. To ascertain the impact of the lack of fringe benefits on students’ responses to verbal questions.
3. To identify the impact of staff salary on students’ performance in core subjects.

1.4 Research Questions

The following questions had be drawn to give direction to the problem under study:

1. Is there any impact of teachers’ motivation on the academic performance of secondary school students in Nigeria?
2. Is there any impact of staff development on students’ performance in external examination?
3. Is there any impact of teachers’ fringe benefits on students’ response to verbal questions?

1.5 Research Hypothesis

The following hypotheses were tested in the study:

Null Hypotheses(H0)

1. There is no significant impact of teachers’ motivation on the academic performance of secondary school students in Nigeria.
2. There is no significant impact of staff development on students’ performance in external examinations.
3. There is no significant impact of teachers’ fringe benefits on students’ response to verbal questions.

Alternative Hypotheses(H0):

1. There is a significant impact of teachers’ motivation on the academic performance of secondary school students in Nigeria.
2. There is a significant impact of staff development on students’ performance in external examinations.
3. There is a significant impact of teachers’ fringe benefits on students’ response to verbal questions.

1.6 Significance of the Study

The findings of this study hopefully will be of benefit to and will encourage teachers, administrators and all policy makers in the educational sector to be able to improve school facilities alongside regular maintenance. Moreover, it is anticipated that the result from this study would serve as reference points to educational administrators, educational planners, policy makers, policy users, and all the stakeholders of educational enterprise. It is hoped that this study will bring about better relationship between teachers and students, and result in a brilliant academic performance.

1.7 Scope of the Study

This study is focused on the impact of English language teachers to motivate the performance of the students. The study also covers any impact of teachers’ motivation on the academic performance of secondary school students in Nigeria, impact of staff development on students’ performance in external examinations and significant impact of teachers’ fringe benefits on students’ response to verbal questions.

1.8 Limitation of the Study

This study was constrained by some factors. Firstly, the time frame allocated for the completion of this study was not enough for the researcher to extensively carry out research based on the theme of this research work. On the other hand, the research participants were not willing to participate in responding to the administered questionnaire of this study. Also, the required materials like journals and articles needed for the proper completion of this study were not readily available online and offline. All these constraint put together, ultimately determined the extent to which the researcher was able to go in this study.

1.9 Definition of Terms

Motivation:

The reason for which humans and other animals initiate, continue, or terminate a behavior at a given time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior. It is often held that different mental states compete with each other and that only the strongest state determines behavior.[1] This means that we can be motivated to do something without actually doing it. The paradigmatic mental state providing motivation is desire. But various other states, such as beliefs about what one ought to do or intentions, may also provide motivation. Motivation is derived from the word ‘motive’, which denotes a person’s needs, desires, wants, or urges. It is the process of motivating individuals to take action in order to achieve a goal. The psychological elements fueling people’s behavior in the context of job goals might include a desire for money.

Various competing theories have been proposed concerning the content of motivational states. They are known as content theories and aim to describe what goals usually or always motivate people. Abraham Maslow’s hierarchy of needs and the ERG theory, for example, posit that humans have certain needs, which are responsible for motivation. Some of these needs, like for food and water, are more basic than other needs, such as for respect from others. On this view, the higher needs can only provide motivation once the lower needs have been fulfilled.[2] Behaviorist theories try to explain behavior solely in terms of the relation between the situation and external, observable behavior without explicit reference to conscious mental states.

Motivation may be either intrinsic, if the activity is desired because it is inherently interesting or enjoyable, or extrinsic, if the agent’s goal is an external reward distinct from the activity itself.[3][4] It has been argued that intrinsic motivation has more beneficial outcomes than extrinsic motivation.[4] Motivational states can also be categorized according to whether the agent is fully aware of why he acts the way he does or not, referred to as conscious and unconscious motivation. Motivation is closely related to practical rationality. A central idea in this field is that we should be motivated to perform an action if we believe that we should perform it. Failing to fulfill this requirement results in cases of irrationality, known as akrasia or weakness of the will, in which there is a discrepancy between our beliefs about what we should do and our actions.

Research on motivation has been employed in various fields. In the field of business, a central question concerns work motivation, for example, what measures an employer can use to ensure that his employees are motivated. Motivation is also of particular interest to educational psychologists because of its crucial role in student learning. Specific interest has been given to the effects of intrinsic and extrinsic motivation in this field.

Performance:

An action or process of carrying out or accomplishing an action, task, or function

Professional Development:

Learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There is a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance.

Training and Development:

Improving the effectiveness of organizations and the individuals and teams within them.Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with human resources management, talent management, human resources development, instructional design, human factors, and knowledge management.

Employee Benefits:

Various types of non-wage compensation provided to employees in addition to their normal wages or salaries. Instances where an employee exchanges (cash) wages for some other form of benefit is generally referred to as a “salary packaging” or “salary exchange” arrangement. In most countries, most kinds of employee benefits are taxable to at least some degree. Examples of these benefits include: housing (employer-provided or employer-paid) furnished or not, with or without free utilities; group insurance (health, dental, life etc.); disability income protection; retirement benefits; daycare; tuition reimbursement; sick leave; vacation (paid and unpaid); social security; profit sharing; employer student loan contributions; conveyancing; long service leave; domestic help (servants); and other specialized benefits.

1.10 Organisations of the Study

This research work is categorized in five chapters, for easy understanding, as follows.

1. Chapter one is concern with the introduction, which consist of the (overview, of the study), background to the study, statement of problem, objectives of the study, research questions, significance of the study, scope and limitation of the study, definition of terms.
2. Chapter two encompasses the conceptual review theoretical review and empirical reviews on which the study is based.
3. Chapter three deals on the research design and methodology adopted in the study.
4. Chapter four concentrate on the data collection and analysis and presentation of finding.
5. Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Summary of Findings

In discussing the findings, references are made to other researchers. It was found that there was no significant impact of teachers’ motivation on students’ academic performance. This implies that there was an impact of teachers’ motivation on students’ academic performance but the impact is not significant. This means that students’ poor academic performance is not the product of teachers’ motivation in Nigeria. There must be other factors responsible for the observed poor students’ academic performance. This finding supports earlier studies byIfinedo(2013), in a study of the relationship between teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria, using correlation, simple regression, t-test, and single factor analysis of variance found that effective teachers produced better performing students. However, he observed differences in students’ performance were statistically not significant. Ayeni(2005), in a study on teachers perception of teaching as correlate of students’ academic performance in Oyo State, Nigeria, found that, the relationship between teachers’ perception and students’ academic performance is positive and significant and that qualification has no significant effect on students’ performance.

It was found that there was no significant impact of teachers’ terminal welfare package on students’ performance in class tests. This implies that teachers’ terminal welfare package has impact on students’ performance in class tests but the impact is not significant. This means that the observed students’ poor performance in class tests during teaching learning interaction is not the outcome of lack of teachers’ terminal welfare package. According to , it has been confirmed that teaching in Nigeria today is not confronted with the problem of non-availability of staff welfare package, but that of mutability. Ezeoba & Maduewesi(2010), support the same view when he comments that organizations provide welfare facilities to their employees to keep their motivation levels high. When teachers are motivated and satisfied their performance increases to improve their productivity.

5.2 Conclusion

This study focused on the problems of poor teachers’ motivation which include lack of staff development activities in school, lack of fringe benefits for teachers, poor salary structure and lack of teachers’ terminal welfare package. This was suggested to be responsible for poor students’ academic performance which constitutes mass failure in external examinations, poor students’ response to verbal questions, students’ poor performance in core subjects and students’ failure in class tests. It was found that there was no significant impact between teachers’ motivation and students’ academic performance of secondary school students in Nigeria. Since the findings indicate that poor teachers’ motivation is not responsible for poor students’ academic performance it becomes important that the teachers’ motivation should be sustained the way it is. However, it is hereby suggested also that the teachers’ motivation should be improved to further ensure that students’ academic performance is not negatively affected. This could be achieved by further improving on every aspect of the teachers’ motivation as it now exists through regular staff development activities, availability of fringe benefits, a better structured staff salary and availability of terminal welfare package.

5.3 Recommendation

From the findings of this study, it is necessary to sustain the teachers’ motivation and its components as well as improve them in order not to further enhance existing poor students’ academic performance as follows:

1. The present teachers’ motivation should be sustained because it does not negatively affect students’ academic performance. It is also recommended that the teachers’ motivation should be improved as this continues to enhance positively teacher commitment because the condition of work is further enhanced to be more attractive. This can be done by government increase in annual education budget. The extra fund would be used to make the various aspects of the motivation better for teachers to fulfil their job descriptions.
2. The present level of staff development activities in school should be maintained by the school management. It should also be increased and diversified to enable teachers to be updated in their knowledge and roles as well as equipped with new skills in handling the various increasing innovations in education and therefore meet international standards in the performance of their job descriptions.
3. The present fringe benefits should be kept going. The government and other employers of labour should give attention to the motivational incentives of the workers. The employers of labour should note that the fringe benefits are very crucial incentives which poke the workers to work hard. Hence, a reduction or nonpayment of the incentives can cause a serious damage to the organization and low level of job performance.
4. Structured salary must have been successful this time because perhaps staff salaries have been structured on their academic certificate levels of entry. This should be sustained. The government and other employee of labour should ensure that the employees are well paid and on time for the employees to satisfy their basic and pressing needs in life; and work hard to ensure high job performance
5. The present terminal welfare package should be sustained. The staff should put in their best in schools to ensure high job performance and the government should reciprocate such habits in terms of rapid promotion, special recognition, merit awards and other motivational incentives.

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