EFFECTS OF GOVERNMENT INCENTIVES ON LOCAL GOVERNMENT TEACHERS
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EFFECTS OF GOVERNMENT INCENTIVES ON LOCAL GOVERNMENT TEACHERS
CHAPITRE ONE
INTRODUCTION
1.1 INTRODUCTION TO THE STUDY
Education is one of the most important tools for emancipating mankind, and each community invests heavily in it to ensure that the entire generation obtains the necessary skills, information, and attitudes critical for future survival. However, due to the importance of education, the extent to which it is measured is heavily anchored on examination scores; however, academic achievement also corresponds to teachers’ job performance.
In recent years, there has been growing concern over Nigeria’s decreasing educational standard, which is based on pupils’ consistently poor performance in public tests. A variety of causes have been proposed as being responsible, including student attitudes towards learning, a lack of infrastructure and teacher aids, leadership challenges, and so on. Meindinyo et al.
(2017), as well as Ajayi (1983,2009), discuss teacher motivation. According to Ayayi, motive cannot be seen but can only be assumed. In general, the motives of workers of varied origins have been a problem to managers for many years, particularly in the education sector.
When it proposed that teachers be treated in such a way that they have job satisfaction, the implementation committee on the national policy on education in Nigeria may have recognised the teachers’ situation. However, the issue of how to motivate teachers to be more satisfied with their jobs has continued to occupy the attention of government educational administrators and educational policy makers, but without much success, because little has been done to actually motivate the teachers, and as a result, many people see the teaching profession as a gateway or stepping-stone to better jobs.
Many teachers try to mix teaching with other activities, such as trade, and as a result, they become distracted, and their morale suffers. In a paper on staff motivation in schools, Nwankwo (1982) stated that “the problem of what to do to make teachers work hard for the interest of the school and in their own interest is a fundamental one.
” Effective staff motivation necessitates, on the one hand, engineering teachers to devote themselves to achieving the goals of education, the school, or the pupils, and, on the other hand, meeting the individual teacher’s goals and requirements. Several authors linked staff motivation to meeting the demands of the workforce.
That the more workers’ needs are met within the organisation, the more motivated they are to work and so meet the needs of the organisation. Similarly, Nwagu (1976) stated that educational productivity, which is critical to economic production, is predominantly (but not entirely) dependent on teacher competency.
Wanjala (2012), who conducted a study in Vihiga Sub-County with a focus on the influence of motivation on teachers’ work performance, concluded that teaching was a domain that demanded sacrifices because most institutions had done very little to motivate them, and that this was to blame for persistently poor academic performance. Rachuonyo South Sub-County Quality Assessment Report (2013) established that there was serious laxity among teachers in preparing professional and necessary teaching documents, such as schemes of work, lesson plans of work, supervision of school activities was equally inadequate, and learners were insufficiently attended to while giving a report on teachers’ job performance in public secondary schools in the Sub-County. This study is being conducted to investigate the impact of government incentives on local government teachers, with Akoko local government teachers serving as a case study.
1.2 STATEMENT OF THE PROBLEM
Teachers have a crucial role in shaping students’ futures for the improvement of the next generation; however, the government must pay more attention to the welfare of teachers.
It has been observed that teachers’ salaries are quite low when compared to other professions, making it difficult for instructors to satisfy their financial commitments. Teachers’ financial insecurity has an impact on their classroom performance.
The government does not motivate teachers, which has hampered teacher productivity in schools. Teachers’ salaries are not always paid on schedule, and their bonuses are not always paid. Because of the poor pay, teaching is no longer an appealing professional option. Most individuals consider teaching to be a backup plan in case other strategies fail.
Even most teachers combine teaching with other business activities, which prevents them from giving their complete attention to students.
One of the government’s responsibilities to teachers is to provide a favourable teaching environment. An unfavourable teaching atmosphere diminishes teachers’ effectiveness, which disrupts students’ learning. All of these issues have an impact on the research of the effect of government incentives on local government teachers.
1.3 OBJECTIVE OF THE STUDY
The overall goal of this study is to investigate the effects of government incentives on local government teachers, using Akoko Local Government instructors as a case study. The following are the study’s particular objectives:
1. Determine whether Akoko Local Government instructors receive government incentives.
2. Determine how frequently Akoko Local Government instructors receive government incentives.
3. To investigate the effect of salary increases on the performance of Akoko Loval Government instructors.
4. To look at the impact of a pleasant working environment on the performance of Akoko Local Government teachers.
5. Determine the effect of promotion on teacher job performance in the Akoko Local Government Area.
1.4 QUESTIONS FOR RESEARCH
The following are the pertinent research questions for this study:
1. Do Akoko Local Government teachers receive government incentives?
2. How frequently do Akoko Local Government instructors receive government incentives?
3. What effect does a wage increase have on the performance of Akoko Loval Government teachers?
4. What effect does a pleasant working environment have on the performance of Akoko Local Government teachers?
5. What effect does promotion have on teacher job performance in Akoko Local Government Area?
1.5 SIGNIFICANCE OF THE STUDY
The findings of this study will be useful to teachers in Akoko Local Government because they would learn how to improve their performance in various activities. Furthermore, teachers at all levels of education, including elementary, secondary, and higher education, would gain considerably from the study findings by obtaining excellent human capital management practises to improve job performance for the benefit of both the individual worker and the organisation.
Furthermore, the study would be useful to public school administrators in gaining insights into methods aimed at improving teacher performance and developing incentive policies that improve employee performance. The study will also aid the government, particularly the Teachers Service Commission (TSC), in gathering essential information for enhancing teacher terms and working circumstances in order to improve their level of job performance.
1.6 SCOPE OF THE STUDY
The scope of this study is limited to investigating the effects of government incentives on local government instructors, with Akoko as a case study.
1.7 LIMITATIONS OF THE STUDY
Some of the significant obstacles that the researchers encountered while doing this research included a lack of time, respondents’ unwillingness to provide information, and restricted resources.
1.8 DEFINITION OF TERMS
Incentives are things that stimulate or urge people to do things.
A teacher is someone who instructs or teaches.
Work environment: includes the literal geographical location of the workplace as well as the immediate surrounds, such as a construction site or office building.
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