Academic Performance – The Impact Of Motivation On Teachers’ And Students’ In Some Selected Secondary School In Udi Local Government Area Academic Performance – The Impact Of Motivation On Teachers’ And Students’ In Some Selected Secondary School In Udi Local Government Area
Education has been recognized as the fundamental basis on which any nation could function effectively. effectively. It’s socio-political socio-political and economic viability depends solely on the qualitative education given to her citizens. To place an order for the Complete ro!ect "aterial# pay $%#&&& to 'T(an) *'uaranty Trust (an)+ ,ccount $ame Chudi-!i Chu)wu)a ,ccount $o &&//0%1023 Then te4t the name of the ro!ect topic# email address and your names to &2&5&%5%160. ,ny nation that wants to be recognized recogn ized as a developed country must build its human resources firmly. 7ence# a country is said to be technologically developed# if ma!ority of her populace are well educated. Therefore# those that impart the needed )nowledge ) nowledge or those that build and mould character must be motivated adequately because motivation is the )ey to performance and improvement. 7ence it is believed that a motivated teacher always complete the tas)s set for him# even when such tas)s or assignments are difficult or seen uninteresting. 7owever the pertinent question that may rise is8 what is motivation9 "otivation comes from the :atin root ;movers< which means to move. =o motivation can mean the process of arousing the interest of an individual to ta)e a move towards a certain goal. 7arzberg *0>12+# defines motivation as all those phenomena which are involved in the stimulation of actions toward particular ob!ectives ob !ectives where previously# there was little or no movement towards these goals. ?a ?aitley itley *0>>5+# defines motivation as the inner derive which prompts people act in a certain way. "otivation involved a number of psychological factors that start and maintained activities towards the achievement of personal go als. "otivation in education can have several effects on how students learn and their behaviour towards sub!ects matter rmord *6&&3+. "otivation of teachers and students in teaching and learning process can direct behaviour towards particular goals# leads to increase effort and energy enhanc e cognitive processing# increase initiation of and persistence in activities# activities# determine what consequences are reinforcing and it can also lead to improved performance. rphlims *6&&6+ is of the view that motivated teachers always loo) for better ways to do their teaching !ob# they are more quality oriented and are more productive. Therefore# it means that motivated teachers are determine# to give their# best to achieve the ma4imum output *qualitative education+. "otivation can be in the
form of regular payment of salary# fringe benefit# such as allowance# bonus on the !ob training# promotion of the teachers# provision of good wor)ing environment# maintaining high degree of relationship and improving the teachers general well being. 7ence# any teacher that en!oys 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. ?hen teachers are motivated# this will lead to good performance and high productivity to the sustain of the national growth and development and also# the welfare of its citizens at large. ,ccording to ,lu# Eya# do# Ede and @gwu *6&&0+ 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 grows into persons. In the view of the above the national policy on education *0>20+# section one paragraph two stated that the ;$igerians philosophy of education# therefore is based on the integration of the individual into a sound and effective citizens and equal educational opportunities for all citizens of the nation at the primary# secondary and tertiary levels# both inside and ou tside the formal school system. Consequently# the $igeria policy on education section nine paragraph %1# stated that ;teachers’ education will continue to be given a ma!or emphasis in all our educational planning because# no educational system can rise above the quality of its teachers. Therefore# various purposes or aims of teachers’ education should be inculcated into our schools. It will be necessary for the provision of highly motivated# conscious and efficient classroom teachers for all level of our educational system and also to encourage teachers’ commitment to the teaching profession. ,lso motivation has an effect on the society in various wa ys for the development of the nation of the hallmar)s of the development and economic prosperity while low performance create problem of underdevelopment. =ince the future of the country lies with the students# so those students need to be well educated# so that they can be equipped with the )nowledge and s)ills to pilot the affairs of this country. Therefore# the impact of motivation and academic performance of the students when properly treated# will lead to good performance and high productivity to the sustenance of the national progress. 0.6 =T,TE"E$T A T7E B(:E" It is obvious that professional trained teachers always give in their best in carrying out their duties and responsibilities. 7owever# it is pertinent that teachers’ activities must be compensated or rewarded as an encouragement as well as enabling them to wor) harder in order to achieve the main ob!ective of teaching and learning. The absent of motivation has a nega tive effect in the standard of education in the country as the students are being deprived of the needed )nowledge because the teachers are to motivated to impact the needed )nowledge. 7ence# the problems associated with this negative attitude towards motivation result to this
Teachers do not give their best# due to o payment or salary by the authority to the teachers’ student’s inadequate )nowledge as a result of not being taught adequately since the teachers are not motivated to give in their best# Teachers life loo) deplorable as they are being d eprived of their benefit they ought to en!oy and mi)e them effective as efficient in their teaching !ob# low standard of education in the country is noted since the qualitative education needed is absential. =ociety human resources will be lagging since the character and )nowledge moulder *teacher+ cannot satisfactorily perform his duty. Therefore# the resultant effect of this problem affects the society at large# since the educational sector cannot produce the desired result as designed in the national policy of education I 6&&/. 0.3 @B=E A T7E =T@D The purpose of this research is aimed at finding out the impact of motivation on teachers’ performance in the school system. The study specifically tends to8 i. To find the e4tent to which supervision of instruction influence learning and enhance students academic performance. ii. To find out the e4tent to which government regular payment of salaries at and when due to the teachers. iii. To find out the e4tent to which promotion of teachers at and when due influences teaching and learning process. iv. To find out the e4tent to which such programmes li)e seminars# conferences and wor)shops that are conducted for the teachers can enhance their personal academic and professional growth. 0./ =I'$IAIC,$CE A T7E =T@D It is hope that the final result of this research wor) will help in finding possible ways# how motivation can influence productivityFperformance in teaching and learning process and also improve learning on the part of students. It is important for the researcher to put into consideration# the significance of teachers’ motivation and academic performance of students’. 7owever# this research will be significance in the following ways 0. ?hen teachers are being motivated# the societyFgovernment will benefit immensely in the sense that the teachers put in their best# the students *youth+ will contribute properly to the economic growth and development of the nation and the welfare of its citizens. 6. arents will also benefit when teachers are being motivated in the sense that the students will be responsible to their parents and also the money spent on them will not be in vein because they will help in carrying out families responsibilities.
3. =tudents will benefit equally when teachers are motivated because the research will enable them to enhance and improve their academic performance. /. The teachers also benefit a lot when they positive motivation is given to them in terms of promotion# fringe benefit# salaries are paid at and when due# they will give in their best in the teaching process. ,nd also their standard of living will improve. 0.% =CE A T7E =T@D The study covers some selected secondary schools in @di :ocal 'overnment ,rea of Enugu state. "oreover# the scope of this study is limited to finding the impact of motivation on teachers’ performance and the academic performance of students. 0.5 BE=E,BC7 G@E=TI$= 0. To what e4tent does irregular payment of teachers salaries affect the teachers performance on their academic des)9 6. To what e4tent does the conducting of seminars# conferences and wor)shops for the teachers influence the teaching learning process9 3. To what e4tent does inadequate promotion of teachers affect them in disposing their duties effectively and efficiency9 /. To what e4tent does negligent of teachers’ welfare affect his service *teaching+9 6.& LIT!ATU! !"I# This chapter deals with the review of related literature. The review is presented under two broad headings. The theoretical and conceptual frame wor)# and the empirical studies. In practical study of this nature# it is obvious to dev elop sound conceptual and theoretical base that are capable of unveiling the wide concepts situations and similarities in this study. @nder the theoretical framewor)# the literature review is organized under the following sub- headings Theories of motivation on learning outcome. Importance of motivation The related empirical studies were also carried out under the following sub-headings "otivational strategies for teachers roblems affecting teaching performance
Impact of motivation on students’ performance. 6.0 T$O!IS O% MOTI"ATIO& O% LA!&I&G OUT'OM There is a general agreement among psychologists that with a few e4ceptions# which will be noted# all behaviours are motivated# people have reasons for doing the things they do and that behaviour is oriented towards meeting certain goals and ob!ectives. That is why Areud *0>>&+ and other psychologists li)e Taylor *0>/>+ generally agreed that man is motivated by the desire to satisfy a number of needs. =ome of which he is not consciously aware of differences of opinions e4ist as to the nature and relative importance of these needs. This is true because there is no doubt that teachers whose financial needs are not satisfied will be psychologically and socially demoralized in his wor)ing attitude and this is of immense effect to the performance of such teachers. (ut when teachers salaries and allowances are paid at and when due# this will reduce the number of teachers truancy which is rampant in the teaching and learning system of secondary schools. "any teachers come into the school only to put his or her name in the attendance register and moves out in pursuit of other business or !obs which will earn himFher a large amount of money to ma)e both ends meet since the salary is small. This attitude ma)es the students to go home after a whole day with nothing done or either one or two sub!ects for a day. This lowers the morale of students towards learning. 7ence# below comes the lists of some theories of motivation. MASLO#’S T$O!( O% MOTI"ATIO&
"aslow *0>%/+ came up with the theory of hierarchy of needs. This is based on clinical supervision and logic. In this theory of motivation# he stresses that individuals are motivated to satisfy several different )inds of needs# which are more proponent than others. "aslow’s theory states that if a number of features of a person’s needs are unsatisfied at any given time# satisfaction of the most proponent ones will be more pressing than that of other. =o "aslow was on the idea that a satisfied needs does not determined behav iour but unsatisfied need. This implies that the teacher’s behaviour in the classroom is a function of his needs. In other words# his needs influence his behaviour in the classroom in no small measure. "I'TO! "!OOM’S T$O!( O% MOTI"ATIO&
Hictor Hroom *0>5/+ in his own contributions advanced the e4pectancy valence theory. 7e stated that if individual wor)er believes that wor)ing hard will lead to salary increase# he will intensify his effort and wor) hard. The theory recognizes that people act only when they have a reasonable e4pectation that their actions will lead to a desired goal. Hictor Hroom called this ;E4pectance theory< which places emphasis on performance# nothing that there must be a clearly recognized goal and relationship between performance and outcome. "otivation is a functions of the e4pectancy of attaining a certain outcome in performing a certain act multiplied by the value of the outcome for the performance. "*f+ E4H
?here " "otivation E E4pectancy H Halue e4pected. E4pectancy theory has two outcomes. Airst# outcome that are highly valued# and have high e4pectations of being realized will direct a person to ma)e a greater effort in his taste. =econdly# outcome with high e4pectations# which are less highly valued or even disli)e will reduce the effort e4pected. The significance of this theory is that an administration should ta)e cogn izance of the relationship of the first and second outco mes and use them to motivate his subordinates. M' G!GO!’S T$O!( O% MOTI"ATIO&
,nother human relation theorist "c 'regor *0>5&+ in his wor) ;the human side of enterprise<# advanced to belief about human behaviour that could be held by different managers. 7e sees two sets of assumption made by managers about their employees. Airst is what he calls theory which view man on the following set of principle ,verage human beings have an inherent disli)e of wor) and will avoid it if possible. (ecause of this# human characteristics of disli)e of wor)# most people must be coerced# controlled# directed and threatened with punishment to get them to put forth adequate effort towards the advancement of the organization ob!ectives. The average human being prefers to be diverted# wishes to avoid responsibility# has relatively little ambition and wants security above all. The holders of this vie believe that motivation of wor)ers can be attained through authority and fear and that employees have to be closely watched if result must be obtained. In summary# this 4 side of the theory emphasized control and e4trinsic rewards. n the o ther hand# the second assumption called theory y# sees man in a more favourable light. 7ere wor)ers under this concept of management posses potential that is generally untapped by most wor)ing environments. It has the following assumptions The time spent on physical and mental efforts in wor) is as natural as play or rest. E4ternal controls and the threats of punishment are not the only means for bringing about effort towards organizational ob!ectives. eople will e4ercise self-direction and self control in the service of ob !ective to which they are committed. Committed to ob!ective is a function of the rewards a ssociated with their achievement. The most important of such rewards is the satisfaction of ego and self-actualization towards organizational ob!ectives.
,verage human being learn under proper condition not only to accept but also to see) responsibility. The capacity to e4ercise a relatively high degree of imagination# ingenuity and creativity in the solution of organizational problems is widely not narrowly distributed in the population. @nder the conditions of modern industrial life# the intellectual potentialities of the average human beings are only partially utilized. This theory in summary presents it is aspect of participation and concern for wor)ers morals# encouraged managers to begin to delegate authority for ma)ing decisions# enrich or enlarge !obs by ma)ing them less respective as the way to motivate employees to higher performance. In conclusion# this theory summarized the employees behav iour using the two sides of its J and . ,s it was stated above# the 4 side of it emphasized control and e4trinsic rewards the y side of it emphasized the managerial concern for wor)ers morals and encouraged manager to begin to delegate authority for ma)ing decisions enrich or en large !ob by ma)ing them less repetitive as the ways to motivate employees to higher performance. The educational implication of this theory is that teachers shou ld always be able to effectively e4ercise control and proper management of their classroom while they teach students with various teaching methods# considering individual differences among learners# environmental conditions# teaching aids etc which will enhance easier learning. ,nd also# while they do these# they should also e4ternally aid faster learning b y the introduction of reinforcement# that is giving of rewards to students who perform well in classroom wor) or e4a mination. $!)!G’S T$O!( O MOTI"ATIO&
7erberg established what he called hygiene or maintenance factors and motivators. ,ccording to him# here are certain e4trinsic factors which by their presence do not increase the wor)ers satisfaction or the !ob# but there absence may lead to !ob dissatisfaction and lower productivity among employees. =uch e4trinsic !ob conditions were environmental factors over which the employee has limited influence. They include payment# interpersonal relations# organizational policy and administration# supervision and wor)ing conditions. These he called hygiene factors or dissatisfier. The significance of this factor is that is does not only rely on e4trinsic rewards for motivating employees for higher production but also incorporates in the !ob itself those ingredients that could help motivate employees. Though researcher support 7erberg# it is not freed of criticism. Critics argued that how he gathered his data is questionable. 7owever# despite that# 7erberg’s theory is in many ways a gross over simplification as various aspects of the motivations theories clearly show in it. It has made a ma!or contributions in focusing attention on !obs redesign for the purpose of ma)ing the wor) more intrinsically satisfying. 7ence# 7erberg’s theory have been found to be applicable in the field of education in the following ways
"otivation is related to leadership# for good leadership sets an e4ample# provides guidance# encouragement and instructions. This can be one of the greatest motivational strategies of all secondary school# which effective principals will use to motivate staff and pupils. ,nother feature of motivation of teachers is that if teachers are properly motivated# this can change an otherwise mediocre group into a highly productive team. 'ood motivation of teachers is definitely related to morale. In a large organization# high moral is difficult to attain and motivation of teachers is a prime factor in achieving it. 'OG&ITI" – %IL* T$O!( O% MOTI"ATIO&
This theory was popularized by Kurt :ewin. In an attempt to e4plain the theory# he proposed certain motivational constructs. These are TE$=I$ In an organism# tension is created by disequilbruim within the organism# which the organism wants to release through activities. The activities which help in releasing tension have positive valence and those that have opposite effect have negative valance. Tension induces valence in an organism and valence directs behaviour. Tension continues till the organism attain it’s goals. $EED Two types of need were proposed by :ewin. They are genuine need and quasi need. 'enuine needs can come from the physiological conditions of the organism such as hunger# thirsty# shelter etc. Guasi need is tension that arise from intentions# acts of will and other arbitrary commitments of the individual. Every organism has a characteristic structure of needs which create tension thereby ma)ing the organism to be activated. ABCE ,$D H,:E$CE The desirability of an activity is called valence and the tendency to engage in the act is called force. Halence influences choice while force is more useful for speed or persistence of behaviour. $eed gives rise to force signifying a valence activity. If the organism has no need# the environment registers no valence and no force is also generated. In summary# the cognitive field theory of motivation is a direct function of the combinations of tension# need# force and valence. 7ence this theory is applicable in the field of education and also to what happens in the life of a teacher. Aor instance# li)e one of the motivational constructs ;$eeds< such as hunger# thirsty# shelter etc. the teacher that is characterized with these problems will not perform well in the classroom and in this case the students academic performance will be very low. (ut when teacher are being motivated such as given housing and transport allowance# when their salaries are paid
regularly# when they get car loan and car basic allowance# these will enhance positive attitude towards tas) and as such improve high performance in the classroom. 6.6 IMPO!TA&' O% MOTI"ATIO& The term motivation is derived from a :atin word ;movers<# which means to move into action. This means that motivation is simply the cause and why of human behaviour. To further-stress on the meaning of motivation# "onday 7olmes and Alippo *0>2&+# sees motivation as a process of stimulating an individual to ta)e decision and ac tion in order to achieve a specific desired goal. "organ# King and Bobinson *0>2/+ defined motivation as a state# which individual or animal gingers or derives behaviour towards some specific goals. Aurthermore# 7erberg *0>12+ was no t far from the perception of motivation from the above view as he defined motivation as the psychological process that arouse# direct and maintain behaviour towards a goal. 7ence# going by the definitions of motivation as 4-rayed above# one can simply conclude that efficiency# good performance and high productivity is a direct function of adequate motivation on the part of wor)ers in an organization. ,nd when wor)ers were properly motivated# leading to efficiency# good performance and high productivity# the implication of this is sudden and sustained rise in national growth and development and invariably the general improvement in the welfare of the citizens. That is why "ayor studies the wor) habits of the employees at the 7awttone ?estern plane in the 0>6&’s as recorded by ugh *0>>&+# and discovered that efficiency in the production process and increased output were been realized when employees were being motivated and the reverse is the case when they were not motivated. 7owever# in the field of education# the role of motivation cann ot be over emphasized. That is to say that motivation plays a very significant role in attaining the overall educational aims and ob!ectives through teaching and learning process. To further buttress this argument# rmond *6&&3+ sees motivation as a direct behaviour towards attaining a particular goal. (andura *0>>1+ stated that the use of model to motivate students is recommended because# students may model after the personalities society approves. 7uffman et al *0>>0+ sees motivation as a g oal directed behaviour. =teers and orter *0>23+ viewed motivation as concerned with how human beings are energized# sustained# directed# stopped and the type of sub!ective reaction presents in the individual whole as all these processes are ta)ing place. ,s if these were not enough# @gwu 0>>1+ still on motivation implies that behaviour has an origin# which terminates when the goal of an individual is achieved. ,nd E)ong *6&&&+ emphatically stated that ; to achieve effective performance in the teaching learning process# the teachers as well as the students must be motivated<. The reasons behind this are outlined bellow In the classroom# motivation helps to increase efficiency and adequac y of behaviour. Aor instance# a motivated child would face his classroom wor) with zeal and interest. =uch a student will always be in school# and carry out the necessary assignment. "otivation of teachers on the other hand# are seen to be wor)ing tirelessly in the schools. They prepare their lesson notes at
and when due# teaches students# gives assignments# conduct tests# e4ams and mar)s# and records them appropriate. 7ence# 7erzberg *0>12+stated that if teachers are p roperly motivated# this can change an otherwise mediocre group into a highly productive team. Equally# motivation brings about the use good teaching methods in the classroom. This is because# a motivated teacher presents his sub!ects matter in a variety of ways thereby bringing novelty in his teaching. E4ample# the use of teaching aids# various illustrations using concrete ob!ects which ma)es the lesson more interesting# effective and realistic. "otivation also brings competition and increases learning efficiency on the part of the learners. Aor instance# if the teacher uses positive reinforcement to reward students who answers questions correctly# or who performs highly in tests or e4aminations# other students who did not perform well will be challenged and hence encouraged to study harder bring about competition in such classroom. 6.3 MOTI"ATIO&AL ST!ATGIS %O! TA'$!S =tudies on motivational strategies on teachers have shown that teachers by some )ind of incentives are recognized as being effective. Incentives are often given in the form of mone y# that is money can be seen as part of the reward system designed to reinforce behaviour and therefore to motivate people to wor) towards that goals and those of the organization. The realization of the goals and ob!ectives of any establishment or organization largely depends on how the wor)ers perceive and react to their !obs# that is attitude which to a great e4tent determine the output. ?ithout motivation# teacher performance would be highly hindered. The level of motivation of wor)ers will determine the teachers response to the organizational rules# responsibilities and opportunities. =mith *0>13+ conceptualized the economic basis of human motivation. 7e believes that people wor) primarily for money and they are motivated to do only that which provide them with the greatest rewards. ,part from the monetary reward as a motivating factor# according to 7erberg *0>12+# recognition# achievement# responsibility and the challenge of the wor) it self are vital parts of the reward system that can be offered by the management# as positive motivation irrespective of money. In view of =eligman *0>>&+# motivation is an inner feelings that generates a desire to achieve bigger and better things. "ayo *0>1&+# agrees with =eligman ". when she said that productivity was directly related to !ob satisfaction# which was derived more from intrinsic factor such as recognition and sense of fulfilment than from e4trinsic factors such as pay and wor)ing conditions. ,ccording to ?aitley D. *0>>5+# he observed that apathy and lac) of effort are healthy reactions of normal people to an unhealthy industrial situation. 7e was of the belief that people are naturally motivated to act responsibly# and to be self reliant and independent.
"oreover# Lenis et al *0>1%+# investigated on the effects of persuasive communication which attempts to motivate teachers to conform with a set of recommendations by stimulating fear reactions. In this inventigation# 6&& sample students were e4posed to three varying degrees of fear appeals and the result showed that fear were successful in arousing effective reaction which ascertain that wor)ers perform their tas). In educational setting# for administrators to motivate the wor)ers# is that they do these things which they hope will satisfy these desire and induc e the employee to act in a desired manner. In an organizational set up li)e a school# the motivational strategies is concerned with how behaviour gets started. "otivational strategies for teachers as a study where it is applied to staff to discover what prompt people to behave the way they do.Taylor *0>00+# stressed on the psychological and sociological factors in ma)ing a teacher to do his or her !ob better. Aor instance# in school# if the principal shows appreciation for a ;teacher’s performance< and say to him or herM ;you are doing a very good !ob# than) you< this act alone# ma)es the teacher feel that his or her contribution is valued and therefore he or she is encouraged to do even more. In this case# the teacher had been psychologically motivated to continue his or her wor) as efficiently and effectively as possible. Aurthermore# if teacher’s hard wor) are begin considered when giving promotion and other benefits in the educational system# it will ma)e teachers to be wor)ing very hard in the school in order to give in their best effectively and efficiently. ,n administrator who wants efficiency must provide ma4imum motivation among his teachers and have )een appreciation of teachers behaviours. ?ith reference to Aestinger *0>%1+# motivation of teachers is very important for the achievement of educational ob!ectives. 6./ P!O)LMS A%%'TI&G TA'$I&G P!%O!MA&' There are many factors# which affect the teaching performance in our educational system and hence include the following Inadequate provision of facilities there are inadequate provision o facilities in our schools for effective learning process. ,ccording to !ogan *0>>1+# the television stimulates the illustration of motion. sanyande *0>>2+ observed that the school environment is no longer what it used to be. 7e further observed that dilapidated school infrastructures and instructional materials in the schools in the schools have changed the school environment. !ernido *0>>2+ opined that teachers are ill-equiped to teach the sciences coupled with the chronic problem of lac) of motivation. Inadequate provision of fund no programme can be carried out successfully without money. The school !ust li)e any other organization needs money. $ot !ust money but sufficient amount in orders to carryout their duties effectively. =ince there is insufficiency# in the provision of fund needed by the school administrators to operate and run the school# it will hinder the activities carried out in the classroom. The school
needs money for the payment of wor)ers’ salaries# putting up structures for classrooms# offices etc. purchasing of equipments and where the money is inadequately provided# it becomes an obstacle for the school# to the implementation of it’s programme. Irregular payment of teacher’s salaries or lac) of motivation to teachers this is another problem militating against teaching performance. That is# no motivation is given to teach ers in terms of promotion# seminars and wor)shops also# there is irregular payment of their salaries at and when due. These affect the teaching performance and ac ademic performance of the students. ,dministrative problems the administrative style of the principal effects teaching performance to a large e4tent. 7ence# the administrative style of principal should be democratic# empathy# consultation and goal oriented. (ut when the administrative style of the principal is very poor# it leads to poor performance of the students in the school. ,s a result of this# it may lead to low self-esteem. This in turn may lead to truancy and dropping out of the school and the will li)ely cripple the students future as (ow)er and )lein *0>>2+ noted. The societal view of the teachers the attitude of the society towards the education s ystem is equally hinders the effectiveness of teaching performance in the c lassroom. The societal view of the teachers are loo)ed down upon and is not pleasant. ?ale *0>2%+# said that he loved teaching# derived satisfaction from impacting )nowledge to his pupil but what repelled him was out of classroom situation. ,lso ,waribor *0>>2+. =tressed that the best young people will be attracted to teaching as life line career# if wor)ing conditions of the teacher is co mparable to those en!oyed by other professional groups. The society do e4hibit negative attitudes towards the school# by not showing interest in what goes on in the school and do not care to contribute it’s own part to the development of the school. They e4pect the government to do it all. ?henever the communities fail to participate in the affairs of the school# such as financial support# any plan for e4pansion in the school will not wor) out as e4pected. Inadequate supervision in school system this is another problem militating against teaching performance in the school. =upervision is highly dispensable in the school if efficiency and good quality is to be achieved. @)e!e *0>>6+ defined supervision as the process of over-seeing the performance of tas)s assigned to an individual# a group or groups of people# with the aim of directing# and controlling it’s e4ecution to a successful outcome. (ut when there is inadequate of supervision in the school# there will be a set bac) in the teaching and learning process and hence# the academic performance of the students. $waogu *0>25+# opined that8 ;supervision of instruction in the school entails the guiding and coordination of the wor) of the teachers and that the learning will be facilitated. Eze *6&&6+# said that in order to achieve possible best result# the school administrators should ensure adequate supervision of the wor)ers *teachers+ so as to ma)e sure that the various tas)s assigned to them are carried out effectively. :ac) of accurate and adequate statistics this also hinders the effective of school administration. The administration sometimes overloo) proper record )eeping as regards to the resources they
manage# both the teachers# students# equipments# finance etc. sometimes# the statistics are being either under-casted or overcastted and this constrains effective planning and implementation of the school plans in the attainment of the school goals and ob!ectives. 6.% T$ IMPA'T O% MOTI"ATIO& O& STU*&T P!%O!MA&' ?hen there is proper motivation# it leads to good performance and high productivity to the sustenance of the national growth and development and also the welfare of the citizens. 7ence# the impact of motivation on students academic performance cannot be over emphasized# and they are as follows "otivation help to direct and regulate the child’s behaviour in such a case# the behaviour of such a student is always guided. The behavior is purposeful and persistent. Aor instance# when a motivated child is given an assignment in the school# he puts every effort to ensure that he gets the assignments correctly. Even when he fails the assignment# he does not get discouraged but rather puts more effort towards the achievement of his goals mebe *6&&0 +. ,lso# the impact of motivation on students can be seen in the classroom settings. "otivation energizes the behaviour of the students and arouses them for action. $ot only the motivation energizes the behaviour# it also sustain their interests and behaviour for a longer period of activity. "otivated state helps to increase efficiency and adequac y of behaviour. Aor instance# a motivated student faces his class wor) with zeal and interest. =uch student will always be in school and carryout the necessary assignment. ,nother impact of motivation on students performance could be seen in the behaviour of a motivated student which is selective in nature. The behaviour is directed towards a selective goal which the individual sets for himself Eze *6&&6+ . In such a situation# the student’s action or behaviour does not move in a haphazard manner instead# it is being directed towards the achievement of a selective goal which the individual sets for himself. E4ample is when a student is determined to achieve high scores in e4amination# such a person selects appropriate behav iour such as studying hard# so as to attain his set goals. ,nd the motive ends by the achievement of the goals. %.& DI=C@==I$ A AI$DI$'=# BEC""E$D,TI$ ,$D C$C:@=I$. This chapter deals with the discussion of the findings of the study the recommendations based on the findings of the research and the conclusion drawn from the study. The educational implications# suggestions for further research and limitations of the study were also included. %.0 DI=C@==I$ A T7E AI$DI$'= The discussion of the findings is done based on the responses of the respondents# as regards to the research questions that were used to guide the study. %.3 C$C:@=I$
=ince the main purpose of this study is to identity the impact of motivation on teachers’ performance and academic performance of the students# the researcher made the following conclusion from the result of the study. Irregular payment of teachers’ salaries adversely affects teaching and learning in our schools. 7ence teachers refuse to teach and consequently# some sub!ects are not taught in the schools and these hinders the effective and efficient teaching and learning in the sampled schools. The establishment of seminars# wor)shops and conferences to the tea chers have a great impact in their teaching performance. These programmes will enable the teachers to improve the academic performance of the students in the classroom and they will also acquire more )nowledge which will help them in the classroom wor). Inadequate promotion of teachers poses a very big hindrance in disposing their duties effectively and efficiently. It leads to their low standard of living and hence# they lac) some basic needs. ,lso# it causes unseriousness of the teachers# sometimes# they abandon their teaching wor) and they loo) for better paid !ob. Teachers lac) housing and transport allowance and this also hinders the teaching performance in the sampled schools. The negligent of teachers welfare emanated from all institutions and individuals concerned in education such as the government# the e4ternal agencies li)e the communities and nongovernmental organisations *$'’s+ and even the individual who are directly involved in the schools such as the school head# and hence# they *teachers+ always have problem with them. %./ ED@C,TI$,: I":IC,TI$ The findings of the study have implications for all who are involved in school programmes. It implies that motivation of teachers will increase their performance and acade mic performance of the students in school will also grow. Aor the school heads and staff# it will e4pose their areas of wea)ness and ma)e them to ta)e precaution in discharging of their duties. It will also enhance the students’ )nowledge on the need to motivate their teachers since their acad emic performance will increase. ,nd to the ministries of education and educational planners# it will unfold the prevalent condition in the school and this will call for serving endeavours to provide adequate materials needed in the school for effective teaching and learning# hence# it implies that insufficient provision of learning equipment affects educational ventures. %.% BEC""E$D,TI$ (ased on the findings and observation of the study on the impact of motivation on teachers’ performance and academic performance of the students# the researcher gave the following recommendations on what should be done# in order to reduce these problems to the barest minimum# if not to completely eradication of it. 7ence# the following recommendations are made
0. There is need for the government to motivate teachers through regular payment of organization salaries# establishment# of seminar# wor)shops and conferences and in. service training in order to enhance productivity. 6. =chool heads should ma)e use of correct motivational strategies in schools8 such as attitude motivation and recognition. ,lso autocratic Fdictatorship leadership styles should be discouraged. 3. In addition# teachers should wor) harder to enhance their )nowledge and s)ills. ,lso the society should respect and recognize teachers p osition in nation building. Equally# the communities should see the school as an institution that inculcates into individuals the society’s value and norms and see it as a responsibility to donate to it’s welfare. /. ,gain instructional materials and other facilities should be made available for teachers to carryout their duties as no farmer can wor) without his implements and no doctor can wor) in filthy and unequipped hospital. :astly# the federal government should implement the proposal in the national policy on education as contained in section nine *>+. %.5 :I"IT,TI$= A T7E =T@D The following problems limited the e4tent to which the researcher would have gone in carrying out the research. 0. Inadequate financial resources affected the study# hence the sample size was small. 6. :imite time available to the researcher also influence the research. This was because# the research was carried out during the school a cademic programme. %.1 =@''E=TED ,BE,= AB A@BT7EB BE=E,BC7 0. =tudies should be made on the relationship between teachers motivation and students academic performance. 6. Aurther research should be made on importance of school facilities and instructional materials towards effective teaching and learning. 3. The study sample was based on selected secondary schools not ta)ing cognizance of the tertiary institutions. Aurther should therefore be made on the impact of motivation a teachers and academic performance of the students. %.2 =@"",B A T7E =T@D The purpose of this study was to identify the impact of motivation on teachers’ performance and academic performance of the students in the secondary schools in @di local government area of Enugu state.
=imple random sampling technique was used to select the numbers of schools used for the research the sample used for the research was 06& persons *teachers’ only+. The main instrument used for data collection was questionnaire# which contained 63 items. The responses on the questionnaire items were used to answer the research question and the mean scores of rating of the items were computed and used as a guide in analyzing the responses as follows 0. The effect of irregular payment of teachers’ salaries in the teaching performance. The bac)ground of the problem was discussed and it shows that only when position motivation is given to teachers that the volume of output would be bridged to the volume of iputs. 6. The establishment of seminars# wor)shops and conferences to teachers influence the teaching performance to a great e4tent and hence# there will be increase in the student academic performance. 3. Inadequate promotion of teachers has a negative impact in disposing their duties effectively and efficiently# thus# this leads to teachers’ low standard of living and sometimes# they abandon the teaching wor) and they loo) for better-paid !ob. /. The negligent of teachers’ welfare affect his service *teaching+ and it is caused by the attitudes of all that are concerned in the school such as the government the school administrators# school heads and even the society at large who does not encourage teachers to put in their best. Academic Performance – The Impact Of Motivation On Teachers’ And Students’ In Some Selected Secondary School In Udi Local Government Area
