AN EVALUATION OF TEACHERS’ MOTIVATION AS A CONTRIBUTORY FACTOR OF ST…

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AN EVALUATION OF TEACHERS’ MOTIVATION AS A CONTRIBUTORY FACTOR OF STUDENTS’ ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

 1.1 Background to the Study

The concept of motivation is not brand new by any means. The fact that it is generally accepted that motivation is a positive factor that goes toward influencing an individual’s behavior and performance at work is an aspect of motivation that I find particularly intriguing. Indeed, an individual’s ability and performance at work are directly correlated to their level of motivation. Job satisfaction is directly correlated to levels of motivation. When it comes to the development of educational systems all over the globe over the long term, the importance of work satisfaction and motivation cannot be overstated. As one of the most important factors that determine educational achievement and overall performance, motivation is right up there with professional knowledge and abilities, center competences, educational resources, and educational methodologies (Ukeje, 2022). When an individual feels productive in their behavior, they are more likely to have professional knowledge, skills, and center competencies. To put it another way, one is able to demonstrate their professional knowledge, abilities, and competences when they successfully complete difficult activities geared on improving their educational achievement and overall performance.

In modern-day Nigeria, a significant challenge that cannot be ignored in the educational system is the lack of desire. It is not an exaggeration to claim that the level of motivation that instructors have is directly proportional to the performance of their pupils. Because it is the basis of the core reason for working in life, work motivation is extremely important for teachers to maintain in their lives. Almost every teacher has a profession in order to provide for his or her family and meet other obligations, but at the same time, they are always searching for ways to feel fulfilled in their work. In the context of this discussion, work satisfaction refers to the degree to which the teaching profession is able to cater to the requirements of instructors and help them become more effective in both their jobs and their classes.

One of the most important people in a student’s life is their instructor. The learner creates himself or herself with the lessons of a teacher in the same way that an individual develops into a product of the learning that they have done. The student’s mental framework is altered to include not just the instructor’s expertise but also her or his emotions about the subject (Ukeje ,2022). The student will leave the classroom with a distaste for education if the instructor does not like teaching as a consequence of a lack of motivation; on the other hand, when a teacher loves his or her vocation, the student will come to love education. Motivation is the most important of the numerous factors that contribute to a person’s level of satisfaction in the work that they do, however there are many other factors as well. When one has a thorough understanding of the aspects that make up the concept of motivation, they are better able to motivate themselves and keep that drive going. Students will not only learn the material that is being taught by the instructor when that teacher is driven and loves what they do as a career, but students will also be inspired to study because of the teacher’s example. There has been a lot of talk about motivation, but it seems like very little action has been taken. Then, what exactly is it that motivates us?

According to Tracy (2022), the term “motivation” refers to “all of those inner striving circumstances expressed as needs, desires, and impulses that inspire the interest of a person in an activity.” Therefore, an internal state serves as the source of both the stimulus and the trigger for behavior. According to Mitchel (2021), the psychological processes that create arousal, the direction of voluntary acts that are goal oriented, and the persistence of such actions are referred to as motivation. According to Ukeje (2022), the lack of motivation among instructors may have a negative impact on the relative prevalence of certain behaviors in schools, including teaching and learning, as well as discipline and control. When it comes to work performance, an employee’s skill dictates what that person is capable of doing, but an employee’s degree of motivation inevitably decides what that employee actually does. The desire of teachers to engage in educational processes within the context of the school environment is naturally connected to the level of motivation that instructors experience in their classrooms. It has to do with the instructors taking an interest in the pupils’ ability to maintain control and discipline, especially inside the classroom setting. As a result, it may be the reason for their participation — or lack thereof — in academic and non-academic activities that take place in schools. In the classroom, it is the teacher who is responsible for translating the educational philosophy and objectives into knowledge and skill, and then passing them on to the pupils. The atmosphere of the classroom is critical to the motivation of teachers. If a teacher views the classroom as a place that is safe, healthy, happy, and conducive to learning, with supportive resources and facilities for teaching, then that teacher is likely to participate more than is typically expected in the process of management, administration, and the overall improvement of the school. The instructor should command and exude the image of someone who improves both the intellectual and physical circumstances of the classroom via orderliness, discipline, and control. This image should be conveyed to the students. A diagnosis of the students’ sentiments and attitudes is made by the instructor based on inferences drawn from the students’ actions and responses in the context of the classroom setting. As a result, Lash and Kirkpatrick (2021) came to the conclusion that in the absence of school programs, the primary duty of dealing with children in the school falls on the shoulders of the teacher. It is important to keep in mind, however, that a teacher who lacks motivation will have a hard time interacting with the students in their classroom. In a similar vein, Maehr and Midgley (2022) assert that the activities that take place in the classroom are crucial, despite the fact that the classroom in and of itself is not an island. Therefore, the level of congruence between classroom practices and the environment of the school may have a significant impact on whether or not students’ academic performance is improved as a result of instructors’ instructional activities and motivation. It is noteworthy that if extensive research could be carried out, it will not only help the teachers who are directly confronted with the challenge of motivation, but it will also help the students, parents, school administrators, and others who are directly linked with the welfare of children. It is for this reason that it is noteworthy that if excessive research could be carried out, it will help not only the teachers who are directly confronted with the challenge of motivation.

1.2 Statement of the Problem

In spite of the fact that instructors play the most important leadership roles in the classroom in terms of achieving educational goals, our educational system has not always paid the necessary attention to the ways in which it might motivate teachers to work more effectively. This has been a very severe issue throughout this whole process. Because of this, the motivation of instructors has been very lacking in general. The poor treatment of teachers and disregard of their responsibilities breeds unhappiness, which in turn hinders the efficacy, efficiency, and productivity of the classroom. In the face of frustration, low morale, harassment, condemnation, and job dissatisfaction, teachers have been accused of being responsible for the poor performance of students on external examinations, as well as their involvement in examination malpractice, cultism, and other negative vices. This accusation comes as a result of the fact that teachers have been subjected to a hostile work environment. Because students are not always motivated from within, they sometimes require situated motivation, which can be found in environmental conditions that are created by teachers. The motivation of teachers can have multiple effects on how students learn and how they behave because students are not always motivated from within. Nwadiani (2022) stated that the state of Nigerian schools is deteriorating at an alarming rate. This may be connected to the fact that the vast majority of instructors lack motivation, and when teachers lack motivation, it shows in their work, which in turn has a detrimental impact on the academic performance of their pupils. The motivation of educators has to be improved. Ozigi (2021) found that Nigerian educators were dissatisfied, irritated, uninspired, and unmotivated in their work. The grounds of the educational institution are studded with run-down buildings that are outfitted with antiquated laboratory facilities and equipment.

In modern-day Nigeria, teachers are often required to do their jobs in environments that are very hazardous and unsanitary. Under collapsed school buildings, it is not uncommon to encounter professors and pupils engaged in scholarly conversation with one another. In a similar vein, pupils are often left with little choice but to take their classes outside, in the shade, or beneath open roofs, while their professors are forced to make do with the few out-of-date resources they have access to in order to educate them. This has without a doubt resulted in low morale among instructors, which has in turn resulted in students’ poor academic performance on external tests, as well as their participation in exam malpractice, cultism, and other undesirable attitudes and behaviors(Ozigi, 2021). In certain states of Nigeria, teachers have not been paid their salaries for several months, despite the fact that every parent in the country wants their child to acquire education and skills from teachers. However, it appears that none of these parents are concerned about whether or not teachers can provide for their families, educate their children, pay their medical bills, or meaningfully contribute to the growth of their communities. This study is out to delve into teachers’ motivation as a contributory factor of students’ academic achievement.

1.3 Purpose of the Study

The general objective of the study is an evaluation of teachers’ motivation as a contributory factor of students’ academic achievement. Specifically, the study will be guided under the following:

  1. To investigate the various avenue through which teachers can be motivated.
  2. To assess the level of motivation among secondary school teachers’.
  3. To examine the relationship between teachers’ motivation and students’ academic achievement.
  4. To make recommendations on how to improve teachers motivation.

1.4 Research questions

The following questions have been prepared for the study:

  1. What are the various avenue through which teachers can be motivated?
  2. What is the level of motivation among secondary school teachers’?
  3. Is there a relationship between teachers’ motivation and students’ academic achievement?
  4. How can teachers motivation be improve ?

1.5 Significance of the Study

The findings of this study will help government to find solution to the increasing problem of teachers’ motivation in secondary schools. The findings of this study will also afford teachers, parents and school administrators the opportunity of taking positive steps which would maximize teachers’ motivation in secondary schools.

This study will be significant to the academic community as it will contribute to the existing literature.


This material content is developed to serve as a GUIDE for students to conduct academic research

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