The Impact Of Teachers Motivation On The Improvement Of Quality Teaching And Learning In Public Primary School
The Impact Of Teachers Motivation On The Improvement Of Quality Teaching And Learning In Public Primary School
Abstract
The study aimed at exploring the impact of teachers‟ motivation on the improvement of quality teaching and learning in public primary schools in Abeokuta North LGA. Four research objectives and research questions were formulated in the course of this research work. Descriptive research survey design was employed in the collection of data. Qualitative data were analyzed using content analysis while quantitative data were presented in tables, frequencies and percentages. A total number of respondents were involved including, 99 teachers, 8 head teachers, 3 Ward Education Coordinators and one District Education Officer from Abeokuta North. Data were collected through interviews, questionnaires, focus group discussion and documentary review. It was found that; first, the role of teachers‟ help the pupils‟ marks scores to be high, that factors contributed to high teacher’s motivation were recognition of teachers‟ work, involvement in decision making, appreciation from educational officers and heads of schools, good salary and good working conditions. To improve the teaching and learning teachers should be given incentives to attract their attention consequently improve performance. The study recommends that, government should improve teaching and learning in public primary schools and pay attention to what they are doing, listen to what they say and acknowledge their effort.
Chapter One
Introduction
1.1 Background to the Study
Work motivation refers to the psychological processes that influence individual behavior with respect to the attainment of workplace goals and tasks. Motivation therefore is the act of getting people to do things more efficiently or quickly with a sense of responsibility (Analoui, 2000). According to psychologists’ remuneration on its own does not increase motivation; there are other issues to be met too, which include occupational, recruitment, attrition, deployment and overall job satisfaction (Bennell, 2004).
Only when the basic needs have been met is it possible for “higher-order” needs, which arc the basis of true job satisfaction, to be realized. Motivation guides people’s action and behaviors toward achievement of some goals (Analoui, 2000). According to Sansone and harackiewicz (2000), motivation is intrinsic or extrinsic, Intrinsic motivation, derive from within the person or from the activity itself, positively affecting behaviors, performance and wellbeing (Ryan & Dcci, 2000). Extrinsic motivation on the other hand, results from the attainment of externally administered rewards, including pay, material possessions, prestige and positive evaluation among others.
The government of any state should be responsible to ensure that teachers perform to the best of their abilities. A study on investigation as to why teachers leave the profession cited inadequate salary, low prestige for teachers and lack of opportunities for promotion as the major factors (Bame, 1991). More recent studies have found poor or non- implementation of services and deplorable socio-economic conditions in rural areas, where most teachers work as additional factors (Cobbold, 2007). Bennel (2004) also remarked that teachers‟ pay and other material benefits were too low for individual and house hold survival needs to be met in developing countries. Teacher motivation has to do with teachers‟ attitude to work. Teacher motivation could therefore be referred to as those factors that operate within the school system which if not attended to, could slow down their performance, cause stress, discontentment and frustration all of which consequently reduce classroom effectiveness and student quality output. This implies that teacher motivation includes factors that cause, channel, sustain and influence teachers‟ behavior towards.
There are many strategies of motivation and they all depend on the organization. Example of motivation style are intrinsic factors like pay, benefits and working conditions while other are extrinsic factors like restructuring jobs, Positive reinforcement high expectations treating people fairly, satisfying employee’s needs, setting work related goals. According to (Rawd, 2003), motivation work is mutually exclusive to job performance. Motivation is the combination of a person’s desire and energy directed at achieving a goal. In managing the employees’ performance, motivation is one of the elements that managers should capture into their attention.
In fact, to get the best from the employees, managers have to spend much of the managerial time on addressing motivation to them. It is because motivation being the force that acts upon individuals to initiate and direct their behaviors. In the organizational context, motivation influences the way employees behave and respond towards their tasks and how persistent they would maintain a particular attitude with them. To motivate, managers require sustainable approaches and skills to maintain people’s enthusiasm and commitment. An important point to take note is that different people possesses different behavior because their needs and goals vary. So, different people may require different kind and level of motivation. Therefore, when considering motivation, it is important for the managers to look forward positively and to take a long-term view for the success.
1.2 Statement of the Problem
It is generally accepted that the competence and commitment of teachers should be the most important determinant of learning outcomes. The learning outcomes in this study are the teachers’ job performance. Indicators of intrinsic motivation assessed by the study included job satisfaction of derived from leaching, enjoyment of leaching, the challenging and competitive nature of teaching, recognition, career development, and control over others and, teaching as one’s goal in life.
On the other hand, extrinsic motivation includes externally administered rewards like salary, free accommodation, free meals, weekly duty and extra teaching allowances, advance payments in case of financial problems, leave of absence and free medical care among others. Motivation of teachers in has been cited in many forums as one of the root cause of administrative problems impeding quality teaching and learning in primary school, therefore this research intends to find out the impact of teachers motivation on the improvement of quality teaching and learning in public primary schools.
1.3 Objectives of the Study
The main objectives of this study is to find out the impact of teachers motivation on the improvement of quality teaching and learning, specifically the study intends to;
- Find out the factors that motivate teachers performance in primary schools
- Analyze the impact of teachers motivation on the improvement of quality teaching and learning
- Examine the role of teacher’s motivation in improving the pupils‟ learning in public primary schools
- To suggest strategies for improving teachers motivation to enhance pupils learning in public primary schools.
1.4 Research Questions
- What are factors that motivate teacher’s performance in primary schools?
- Is there any significant impact of teacher’s motivation on the improvement of quality teaching and learning?
- What are the role of teacher’s motivation in improving the pupils‟ learning in public primary schools?
- What strategies can be used for improving teacher’s motivation to enhance pupils learning in public primary schools?
1.5 Significance of the Study
The findings of this study may significantly provide a clear picture on the effects of teachers‟ motivation on pupils‟ learning in public primary schools. Second, the research findings may help heads of schools and others educational actors to design motivational packages for teachers in public primary schools.
Third, the study findings may provide the necessary information to the education sector about the prevailing teachers‟ motivation challenges that require immediate and special attention. Lastly policymakers may be informed about the ways in which available human resources can be handled to raise the level of productivity in education commensurate to enhancing quality assurance.
1.6 Scope of the Study
This research work will be conducted in Ogun state, public primary schools in Abeokuta north LGA will be used for this research.
1.7 Delimitation of the Study
Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.
However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.
Chapter Five
Summary, Conclusion and Recommendation
5.1 Summary
The main purpose of the study was to explore the impact of teachers‟ motivation on the improvement of quality education in public primary schools. In particular, the study attempted to accomplish three objectives: to examine the role of teacher’s motivation in improving the pupil academic performance in public primary schools, to identify factors that contributes to low morale of public primary school teachers in improving the quality education and to suggest strategies for improving teachers motivation to enhance provision of quality education in public primary schools. This study was guided by four research questions, Namely, what are roles of motivation in improving the pupil’s academic performance in public primary schools?, what are factors that contribute to motivation of public primary schools teachers? and what are the strategies for improving quality of education in public primary school?.
The study employed qualitative approach and triangulated by quantitative approach, under this method the study employed interviews, focus group discussions, questionnaire and documentary reviews as a tool for data collection. These tools complemented one another to help the researches get clues on teachers‟ motivation on the improvement of quality education in public primary schools in Abeokuta north. A sample of 77 respondents was employed in the study to get information concerned with the study.
The first research question generated the following findings. It was revealed that role of motivation is to increase teachers morale in working. Through the data it was observed that when teachers work are recognized, appreciated and promoting on time, involving in decision making and their problems are solved in line with Caprara et al. (2006), Thungu et al (2008) and Sabutoke (2014). The second research question generated the following findings. It was revealed that factors contributed to motivating of public primary teachers are recognition of teacher’s work, involving teachers in decision making, appreciation, good salaries, good working condition, over crowd of pupils, increase of teaching and learning materials, payment of teachers‟ debt, good management and easy life of teachers.
The third research question found out strategies for improving quality of education in public primary schools in Abeokuta north Lga. The strategies for improving quality of education in public primary schools related to ensure training to teachers for the matter of updating their skills and knowledge, to allow teachers to attend different concerts, to make fund raising for the matter of improving school infrastructures and to select competent teachers based on their subject to teach other teachers was fail to perform better in their subject.
5.2 Conclusion
Due to those finding, all three objectives developed by the research were in line with precise the findings of this study whereby the first assumptions were, teachers motivations have a role to increase teachers morale in working effectively and efficiently, second assumption, factors contribute to motivation of public primary school teachers are recognition of teachers‟ work, involving teachers in decision making, appreciation of teachers work ,salaries, good working conclusion, over crowd of pupils increase of teaching and learning materials, The third assumption was revealed that the strategies for improving quality of education in public primary schools relate to ensure training to teachers for matters of updating their skills and knowledge, to allow teachers to attend different concerts, to make fund raising for the matter of improving school infrastructures, and to select competent teachers based on their subject to teach other teachers who fail to perform better in their subject.
5.3 Recommendation
- The research findings have implication for policy and further research. As for policy, these research findings suggest that in order motivate primary school teachers it is very essential to pay attention to what they are doing, listen to what they say, and acknowledge their efforts. They do not need money, but if all the educational stake holder would appreciate and talk about good work that the primary school teachers are doing, it would boost their morale and do even better.
- In order for teachers to have morale of teaching effectively and efficiently, government should promote teacher in time and pay teachers debt on time after promotion. This would motivate teachers hence make their work effectively and efficiently.
- The government should motivate primary school teachers and pay attention to what they are doing, listen to what they say and acknowledge their effort.
- Government should provide good condition for teaching (educational facilities) to teachers and should look with keen interest into the problems of teachers by reviewing upward their welfare package, the condition of service and other benefits. If this is done, it will raise the standard of living of the teachers; make the job lucrative and professional nobler which will enhance impetus on the academic performance of pupils.
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