NIGERIAN PUBLIC AND PRIMARY SCHOOL TEACHERS’ MOTIVATING NEEDS
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NIGERIAN PUBLIC AND PRIMARY SCHOOL TEACHERS’ MOTIVATING NEEDS
ABSTRACT
Teacher motivation is inextricably linked to teachers’ desire to participate in the educational process. Motivation is widely thought to be a good quality that influences people’s actions and performance at work. The study addressed teachers’ motivational needs.
The elements responsible for teachers’ lack of motivation and techniques for addressing motivational needs, which include needs from society, a decent school facility, and entitlement. Furthermore, low income and entitlement payment, bad school building conditions, and a lack of social respect are some of the variables that contribute to a lack of teacher motivation.
However, restoring teachers’ former glory will go a long way towards motivating them; pay must be paid on time, and instructional facilities must be improved to increase teacher productivity.
INTRODUCTION TO CHAPTER ONE
BACKGROUND OF THE STUDY
Motivation is the phrase used to explain the processes, both instructional and rational, by which people seek to satisfy their basic desires, perceived requirements, and personal goals, which activate human conduct (Cole 1885).
The researcher’s task is to determine what motivates teachers to work hard and to use those factors to propose solutions in order to get the best out of the teachers or to allow the teachers to contribute effectively towards the achievement of the set goal while also satisfying their own needs in the process.
An employer should be aware that employees have different needs, desires for responsibility, levels of knowledge and skills, and are manipulated, motivated, and controlled by the government because the government knows what the citizens need and provides some of these needs.
Needs can also be influenced by activity. For example, a person’s need for accomplishment may be heightened by the satisfaction he obtains from completing a desired objective, or it may be lessened by failure (William 1993).
Teachers education is one of the mainstays of democracy and national stability in any country because teachers are said to be the most reliable industry that can put the country on the path to self-reliance because teachers are the producers of the nation’s manpower needs,
which will in turn provide the needed skills and labour of every sector, such as industrial, technological, health, scientific, and social, which form the core of the nations.
In any educational institution, the teacher is an important component to consider. Education is essential in the lives of a nation striving for greatness. A good education should be both qualitative and functional.
A qualitative and functional education is mostly dependent on a core of dedicated, knowledgeable, competent, and well-trained teachers who are exposed to real-life situations, according to the State Primary Education Board (SPEB, 1994).
The sustainability and viability of our educational system at all levels is heavily reliant on the number and quality of professional instructors. This can only be accomplished by satisfying instructors’ motivating needs; need identification refers to what you need to conduct your job more effectively.
However, saying this is simpler than doing it for a variety of reasons.
To begin with, your own requirements as an individual are constantly changing as you get older and more mature. Second, the nature of your profession, whether as a teacher or as a leader, continues to evolve, partially as a result of your own country’s progress, but also as a result of new innovations and the changing relationship of the human race to planet Earth (Sisimayi, 1993).
“Education was seen as the necessary instrument immediately and essentially for the consolidation of independence, for securing the new nation against neocolonialism, and for making workable the newly established self – government in a multi – ethic society,” writes Best (1984).
In light of this, Nigerian leaders saw widespread education, at least to the level of literacy, as the groundwork for establishing a good foundation for a democratic government. Until now, the desire to use education for national construction has been very powerful, as has confidence in education as a school of socialisation, but also for other social roles and economic growth and development.
In an attempt to achieve these goals, Universal Primary Education (UPE) and Universal Basic Education (UBE) were implemented nationwide in 1970 and 2000, respectively, although these were seen and practised in some parts of the country prior to these times, such as the former western Nigeria under the late Chief Obafemi Awolowo. Today, Nigeria has seen amazing growth at all levels of education.
Despite the laudable motives that appeared to justify the very high cost of the expanded education programme, particularly in the late 1970s, schools in Nigeria are not really effective engines for the resulted in very disappointing performance at the school level, and as the basis of further academic achievements, the situation actually tends to threaten the nation’s future. This is the case because the capable leaders of the future cannot be illiterate and ignorantly trained.
The dreadful situation has caused widespread anxiety and alarm among government officials, educators, philanthropists, parents, and the general public.
“This declining trend has been causing a lot of concern and fears in of various governmental quarters since the report concluded that the nation is heading for the breeding of generations of illiterate Nigerians,” Kolo (2000) stated. The failure of Nigerian schools so indicates that the nation’s society’s health and well-being may be jeopardised.”
STATEMENT OF THE PROBLEM
The study’s problem is that primary school teachers are not properly motivated because the authorities and society, as well as the system, do not appear to meet their needs, morally, economically, psychologically, and socially, to name a few.
As a result, teachers are not given the due respect in society, and even students that they teach, because of their low level of economic power in a society that worships material rather than dignity. They are frequently treated and regarded as nothing in the eyes of society.
In light of the foregoing, this study attempts to analyse their motivating needs so that, at the end of the study, solutions that can offer the teacher his appropriate place in society can be provided or proposed.
Ironically, teachers at all levels have been relegated to the background, and teaching, which was once a humble, respected, and highly motivated profession, has become a job, and thus a dumping ground that is not respected even by those in the teaching profession, let alone others.
While those in charge of providing sufficient monitoring, supervision, and evaluation, as well as rewarding hardworking employees and punishing truants, are not doing their jobs because they, too, are unmotivated.
The primary school teachers are the hardest hurt by this act of share neglect, as they are most of the time teaching in a very pitiful and unfavourable environment that presents nothing but the ghost shadow of this great profession.
OBJECTIVES OF THE STUDY
The study’s broad objectives are to evaluate the motivational needs of primary school teachers in Kaduna North L.G.A. The study’s specific objectives are as follows:
i. Determine the motivational requirements of primary school teachers in Kaduna North Local Government Area.
ii. To identify the elements that contribute to teachers’ lack of motivation.
iii. Identifying ways for increasing motivation among elementary school instructors.
SIGNIFICANCE OF THE STUDY
It is hoped that when this research is completed, the findings will be useful not just to instructors, local government authorities, and students, but also to society as a whole.
It is intended that the findings will be useful to instructors by recognising their motivating demands, which when met will restore their lost glory and make them more productive, which is a step in the right path towards developing a virile society.
v For the authority, the recommendations can help them improve their workforce planning and development while also being responsive to their citizens’ desires, which is what democracy is all about.
v The students stand to benefit the most because they will receive a high-quality education and become responsible leaders of tomorrow.
v They will profit from a highly productive and efficient teaching staff, as well as disciplined, dedicated, and productive kids, which is an asset to any society.
SCOPE OF THE STUDY
The study’s scope would be confined to primary school instructors in Kaduna North Local Government Area’s public primary schools. This is because public school instructors are the closest to the general public and the most ignored.
LIMITATIONS OF THE STUDY
It is almost true that research work in any academic environment is usually related with specific challenges and difficulties; hence, this research activity, like any other research, has encountered a number of difficulties.
The restriction imposed on this study is the researcher’s inability to reach out to the entire population due to the large number and spread of respondents throughout the Local Government Area.
Other limitations include incorrect and unqualified personnel answering the questionnaires, as well as a very long delay before the questionnaires are completed.
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