MOTIVATION’S EFFECT ON SECONDARY SCHOOL TEACHERS’ PERFORMANCE
THE STUDY’S BACKGROUND
Secondary schools are established to educate students so that they can contribute to their country’s economic, political, and social and cultural well-being. There appears to be a barrier to achieving secondary school objectives in Imo State’s Isu Local Government Area. Inadequate staff motivation is a significant contributor to secondary school’s failure to achieve its overall goal.
Secondary school teachers differ in gender and socioeconomic status. However, the government, proprietors, and some parents are not making enough efforts to motivate secondary school teachers in Isu Local Government Area to teach the students.
According to Bulya (1992), the government is not alone in making teachers feel inferior.
One of these is economic depression, with teachers bearing the brunt of the consequences. If the economy continues to deteriorate, as if there is no charge of altitude on the part of administrations of teachers’ welfare, I see the year 200AD as the year teachers will go home without pay. The Government had decreed in the 1989 Budget that officers who wanted to refurbish their cars would be given a loan.
Deserving education officers teaching in secondary schools also applied for but did not receive the loan. This game exacerbated the teachers’ frustration. As a result, Nigerian teachers continue to provide critical services to the country without adequate compensation from the government.
As a result, there is a need to motivate teachers in the Isu Local Government Area so that they can provide excellent instruction to their students. Teachers should be paid on time, students’ parents should not snub teachers, and the government should provide car loans, entertainment allowances, and meal subsidies to teachers.
Furthermore, Bulya (1992) observes that the delay in payment of teacher salaries is responsible for the teacher’s poor image. He went on to say that in 1993, primary school teachers’ salaries in Gongola State were delayed due to a months-long strike. In the same year, teachers in Bauchi Local Government Area petitioned the State Government to do everything in their power to ensure that they were paid the arrears of their two-month salaries.
Secondary school teachers’ salaries are not paid on time, making it difficult for them to meet their family’s financial obligations at home.
Some teachers dress shabbily, some are embarrassed to introduce themselves as teachers, and some families are no longer proud of their children entering the teaching profession. They consider it a last resort.
As a result, teachers must be motivated by the government, proprietors, all, and sundary to perform in secondary schools.
No wonder Okon and Anderson (1982) argued that money has a double effect in lending status because it provides power to its possessor. Money allows a wealthy person to live a life that others may enjoy. Wealth can be obtained through salary earnings, so give teachers their due so that they may live and be envied by others.
Teachers are very important in our secondary schools because they teach the students; therefore, there is a need to motivate teachers to enable them to perform in secondary school in Isu Local Government Area, Benin City.
According to Bolarinwa (1996), academic performance of students in our schools is lower than in the past because of the teacher. He went on to say that those responsible for this type of change are teachers, and one of the reasons for this could be the current status of the profession in Nigeria.
He went on to say that many people see teaching as a job that should only be done when there are no other options. There is insufficient support for teachers who are in charge of steering the wheel of learners’ education. Teachers’ salary packages are the lowest in society when compared to other professions; some administrators do not see teaching as something the government should spend so much money on; they see it as a profession that squanders money with little to show for it.
As a result, most local government chairpersons prioritize contract awards for their own benefit. Because they are unconcerned about how well a contract is carried out, little attention is paid to the welfare of teachers, and salaries are paid whenever the chairperson desires.
Money allocated by the federal government to local governments for primary education has been diverted and used for other purposes. Because teachers’ salaries were not paid for months, this resulted in a change in the quality of classroom instruction and output.
According to Ogonor (2003), the Nigerian educational system
has been subjected to government During times of financial constraint, the educational system bears the brunt; at times, teachers’ salaries go unpaid for a few months. Teachers in the situations described above were free to engage in other activities while school was in session because there was no moral justification to call the neglected and hungry teachers to order.
Ogonor (2003) went on to say that, aside from irregular salary payments, many teachers have never had the opportunity or been sent on in-service training to update their learning and competence for an upward period of about ten years. As a result, many teachers are able to respond to current curriculum and pedagogical changes.
Teachers are extremely important in Nigeria, as they are in most developing countries. This is primarily due to the role they play in student education as well as in political and social issues. In addition to its traditional role of educating students, it not only employs approximately half of the Nigerian workforce but also serves as a development tool.
Unfortunately, while the number and importance of teachers continue to grow, their effectiveness and efficiency have suffered as a result of a lack of motivation. Teachers’ commitment, performance, and productivity have been declining since the early 1980s, while various reports of tribunals and commissions of inquiry indicate that most public sector organizations in Nigeria are characterized by inefficiency, mismanagement, corruption, wastage, and abuse of office, among other things (1975).
The aforementioned concern is heightened by the fact that if teachers are not motivated, they will not do their best in teaching the students in secondary school in Isu Local Government Area. Students’ academic performance will be harmed as a result of poor performance in internal and external examinations as a result of their inability to complete their scheme of work due to industrial actions, work to rule, or engaging in other business because they have not been paid their monthly salaries for several months.
According to Ogonor (2003), the Nigerian educational system has suffered greatly under successive governments. The educational system bears the brunt of financial constraints. Teachers’ salaries were sometimes not paid for a few months at a time. Teachers were free to engage in other activities unchecked while schools were in session because there was no moral justification to summon the neglected and hungry teachers.
She went on to say that, aside from the irregular payment of teachers’ salaries, many teachers have never been sent on in-service training to update their learning in competencies for an upward period of about ten years. As a result, many teachers are unable to respond to current curriculum and pedagogical changes.
Thus, teachers are extremely important in Nigeria, as they are in most developing countries. This is primarily due to the role they play in student education as well as the country’s political, social, educational, and economic development. In addition to its traditional role of educating students, it employs approximately half of Nigeria’s workforce and serves as a development tool.
Unfortunately, while the number and importance of teachers continue to grow, their effectiveness and efficiency have suffered as a result of a lack of motivation. Teachers’ commitment, performance, and productivity have been declining since the early 1980s, while various reports of tribunals and commissions of inquiry point to the fact that most public sector organizations in Nigeria are characterized by inefficiency, mismanagement, corruption, wastage, and abuse of office, among other things.
Kano State Reports 1067 and Federal Republic of Nigeria Reports 1067 (1975). According to Garba (2001), the use of incentives to motivate employees is not new, but it has grown in popularity in recent years. Organizational incentives include the use of money, the provision of amenities and fringe benefits, involvement in decision making, and the use of factors such as job security and promotion.
Furthermore, motivation influences secondary school teachers’ performance. Depending on how the government and school administrators motivate them, they can be motivated in a variety of ways.
According to Musa (1997), the delay in paying teachers’ salaries and other fringe benefits is sufficient evidence for this unchallant attitude toward teachers’ welfare.
He went on to say that not paying teachers’ salaries has far-reaching consequences for our educational system and its products. Among these consequences is a decline in educational quality. When teachers go on strike, the effect is delayed, so the government is unconcerned, parents are unconcerned, and children rejoice that they are idle and free. However, the consequences are felt later.
Kayode (1996) stated that, ironically, even when the economy is doing well, teachers continue to be the lowest paid workers—the beast of burden. As a result, teachers are invariably unwilling to teach or remain in the profession due to a lack of motivation, a lack of devotion and commitment, and a lack of societal recognition of their worth. Imo State was in the same boat in 1982, 1999, and 2002.
As a result, some secondary school teachers in Isu Local Government took up menial jobs as a form of financial coping, withdrew their children from fee-paying schools to non-fee-paying private schools, and others wished they could work somewhere else.
As a result, it is clear that there is a low percentage of teachers who can be said to be teaching effectively at any given time. As a result, Kayode (1996) stated that if you feed peanuts to teachers, you should expect nothing but monkeys.
In this regard, the researcher would like to investigate the effect of motivation on the performance of secondary school teachers in Isu Local Government Area, Imo State.
STATEMENT OF THE PROBLEM
In order to achieve an effective and functional secondary education, it is critical to consider the performance of the inputs (in this case, teachers). However, given the unfavorable attitude of the government, private proprietors, and school administrators toward making a significant impact on motivating teachers to perform in secondary schools, it could be rightly asserted that delay in payment of teachers’ salaries, poor working conditions, lack of job security, nonpayment of entertainment allowance and meal subsidy, grant of car loans, and other factors are to blame for teachers’ lack of motivation.
Speaking at the graduation ceremony of ATC/ABU, Kano 1981/82 session, Angulu said: “The teaching profession in Nigeria has lost its glamour, social status, and respect due to a lack of incentive for teachers.” As a result, the teaching profession has never been financially rewarding because teachers lack both social status and financial resources.
As a result, the poor treatment of teachers in society has caused great concern among parents, the ministry of education, and the general public. As a result, the researcher wishes to investigate the effect of motivation on the performance of secondary school teachers in the Isu Local Government Area of Imo State. The following issues must be investigated.
1. Are secondary school teachers in the Isu Local Government Area motivated to perform their duties in accordance with the Government’s standards?
2. To what extent do the government and private owners motivate teachers to perform their duties?
3. To what extent does the school administration motivate the staff to do their jobs?
4. Is there a difference in the factors that motivate staff job performance between male and female teachers?
OBJECTIVE OF THE STUDY
Secondary school teachers in Isu Local Government Area, Imo State, are not effectively motivated to do their best in teaching students in secondary schools. According to Bulya (1992), secondary school teachers fared no better. Many of them went months without pay. This nonpayment harmed the teaching profession’s image significantly. Teachers found themselves as borrowers and debtors.
Others went into petty trading, hawking, and peasant farming, while some took on very mean secondary jobs like motor cycle hiring services. There was almost no difference between the teacher and a peasant illiterate. The aforementioned situation occurred in Bendel State in 1982, 1989, and 2003, and in Imo State in 2003. In his study, Kayode (1996) discovered:
The government pretends at various levels and times not to know the priorities of the people they govern; otherwise, how would the Local Government Chairman prefer awarding contracts for office and road renovation to ensuring that primary schools are properly equipped and teachers’ salaries are paid on time? There is no serious effort made to elevate the status of teachers, including projects and activities.
Teachers, on the other hand, are not motivated to improve their performance in secondary school classrooms.
The goal of this study was to determine the effect of motivation on teacher performance in secondary schools. The study specifically seeks to determine whether secondary school teachers are motivated to do their jobs in accordance with the Government’s standards, the extent to which teachers are motivated by the Government/proprietors, the extent to which school management motivates the staff to do their jobs, and whether there is a significant difference in the motivation of male and female employees in the performance of their jobs.
THE STUDY’S IMPORTANCE
The study’s findings will be extremely useful to secondary school teachers, principals, department heads, the government, policymakers, supervisors, curriculum planners, and tertiary institutions. In the same vein, it will be of great assistance to various states, the federal government, and school administrators in improving their various methods of motivating teachers to do their best.
The following assumptions have been made for the purposes of this study. It is expected that all secondary schools in the sampled schools will have the same setting and standard. The sampled schools’ teachers and students are knowledgeable enough to provide reliable information on the impact of motivation on teacher performance in secondary schools.
In order to carry out the research, the following research statements are developed to guide the researcher through the study.
1. Secondary school teachers in Isu Local Government Area are not motivated to perform their duties in accordance with the government’s standards.
2. To what extent do the government and private owners motivate teachers to carry out their responsibilities?
3. To what extent does the school administration motivate teachers to perform their duties?
4. There is no difference in the factors that motivate staff job performance between male and female teachers.
THE STUDY’S OBJECTIVE
The study included twenty schools in Imo State’s Isu Local Government Area. The schools were chosen using a random sampling technique to investigate the impact of motivation on the performance of secondary school teachers in Imo State’s Isu Local Government Area. If teachers in Isu Local Government Area are motivated to perform their duties, how much do the government and private owners motivate their employees to do the same? The study also investigated the extent to which school administration motivates staff and whether there is a difference in the factors motivating male and female teachers in their job performance.
1. Motivation is the act of encouraging people to do something or act in a certain way by providing them with gifts, incentives, or rewards. It refers to giving teachers gifts, promotions, and allowing them to participate in school administration.
2. Impact – It refers to giving something a high level of quality.
3. Performance – It is the process or manna of carrying out duties, outstanding action, or achievement.
4. Secondary schools – These are institutions for the education of children.
5. Teachers – It refers to people who teach, particularly in schools.