MOTIVATION OF PUBLIC TEACHERS AND COLLEGE INSTRUCTORS/PROFESSORS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract presents an overview of the motivation factors and challenges faced by public teachers and college instructors/professors in their educational roles. Motivation plays a crucial role in the effective delivery of education and the overall success of educational institutions. Understanding the factors that motivate these educators is essential for designing strategies to enhance their motivation and job satisfaction, ultimately benefiting both the educators and the students they serve.
Public teachers and college instructors/professors face a unique set of challenges in their profession. They are responsible for imparting knowledge, shaping the minds of students, and contributing to the academic growth and development of their respective institutions. However, several factors can influence their motivation levels, including workload, salary, recognition, professional growth opportunities, work environment, and the intrinsic rewards associated with teaching.
Workload is a significant factor that affects the motivation of public teachers and college instructors/professors. Heavy workloads, including class preparation, grading assignments, conducting research, and administrative duties, can lead to stress and burnout, which in turn negatively impacts motivation. Adequate support, such as reduced administrative burdens and access to teaching assistants, can alleviate workload-related issues and enhance motivation.
Salary and recognition are external motivators that influence educators’ motivation. Competitive compensation packages and recognition for their contributions, both within the institution and from society, can boost motivation levels. Additionally, providing opportunities for professional growth, such as attending conferences, workshops, and pursuing advanced degrees, can enhance motivation by offering avenues for personal and career development.
The work environment also plays a crucial role in motivating public teachers and college instructors/professors. Supportive and collaborative work environments, where educators feel valued, respected, and empowered, contribute to higher motivation levels. Encouraging a culture of open communication, feedback, and professional autonomy fosters a sense of ownership and investment in their roles.
Intrinsic rewards associated with teaching, such as the satisfaction derived from witnessing student progress and facilitating learning, are powerful motivators for educators. Creating opportunities for meaningful student-teacher interactions, fostering a positive classroom environment, and incorporating innovative teaching methods can enhance these intrinsic rewards, leading to increased motivation.
In conclusion, understanding and addressing the motivation of public teachers and college instructors/professors is crucial for the success of educational institutions. By recognizing and addressing factors such as workload, salary, recognition, professional growth opportunities, and work environment, educational policymakers and institutions can create a supportive ecosystem that fosters motivation, job satisfaction, and ultimately, high-quality education.
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