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TEACHERS`
PERCEPTION OF MOTIVATION AS A MEASURE OF INCREASING EFFICIENCY IN THE TEACHING
PROFESSION
ABSTRACT
Teachers`
motivation has been found to be a measure of increasing efficiency in the
teaching profession. This research work examined the teachers` perception of
motivation as a measure of increasing efficiency in the teaching profession. To
affect the purpose, three hypotheses were formulated, while literatures
relevant to the study were reviewed with a view of showing its relevance to the
study. The descriptive survey research design was employed using random
sampling technique in obtaining the samples for the study. Seventy-five (75)
questionnaire copies were designed and administered to teachers from five
secondary schools in Amuwo-odofin. Three research hypotheses were formulated
and analyzed using chi-square inferential statistic. The findings revealed
that, teachers` motivation is major determinant in their morale to perform in
Amuwo-Odofin Local Government. Also teachers` intrinsic motivation correlates
strongly with teachers` efficiency in Amuwo-Odofin Local Government. And
extrinsic motivation of senior secondary school teachers plays a very vital
role in influencing their productivity in schools in Amuwo-Odofin Local
Government.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Teacher
motivation has become an important issue given their responsibility to impart
knowledge and skills to learners. It is argued that satisfied teachers are
generally more productive and can influence students’ achievement. Motivation
guide people‘s actions and behaviours toward achievement of some goals
(Analoui, 2000). In work and other contexts therefore, motivation is often
described as being intrinsic or extrinsic in nature (Sansone &
Harackiewicz, 2000). Intrinsic motivation, deriving from within the person or
from the activity itself, positively affects behavior, performance, and well
being (Ryan & Deci, 2000). Extrinsic motivation on the other hand, results
from the attainment of externally administered rewards, including pay, material
possessions, prestige, and positive evaluations among others.
The
systematic literature review of Edmonds et al. (2002) concluded that teachers
are primarily attracted to teaching as a career by intrinsic motivators, for
reasons of intellectual satisfaction and in order to make a contribution to
society. Morgan (2005) highlighted the appeal of intrinsic rewards: working
with young people, pupils’ learning, rapport with pupils, improved teaching,
relations with colleagues, feeling part of a team and enjoying autonomy at work.
Teachers are highly dissatisfied with their remuneration and other conditions
of service (Chimwenje 2003). There is also a broad consensus among other
stakeholders, including community members and students that poor incentives and
conditions of service have resulted in low morale and thus poor performance
among teachers (Kadzamira 2003). Absenteeism and attrition were largely
influenced by teacher motivational factors with low salaries and poor working
conditions coming out strongly as underlying causes of absenteeism and
attrition (Moleni and Ndalama, 2004).
Teacher job
efficiency is a concern of everybody in the society. Wordweb Dictionary defines
efficiency as Skillfulness in avoiding wasted time and effort. In this respect,
teacher efficiency connotes the teachers’ role of teaching students in class
and outside the class. The key aspects of teaching involve the use of
instructional materials, teaching methods, regular assessment of students,
making lesson plans, assessment of pupils, conduct of fieldwork, teachers’
participation in sports, attending school assembly and guidance and counseling.
Therefore, teacher job efficiency is the teacher‘s ability to integrate the
experience, teaching methods, instructional materials, knowledge and skills in
delivering subject matter to students in and outside the classroom. Teacher
efficiency in this study will be measured by regular and early reporting at
school, participation in extra-curricular activities, supervision of school
activities, adequate teaching preparation (schemes of work, lesson plans),
marking and general punctuality among others. Teaching is a mass occupation,
which accounts for one-half to two-thirds of public sector employment in most
developing countries (Bennell, 2004). While other professions (engineers,
medical doctors and lawyers) enjoy a high degree of self-regulation and are
successful in maintaining high barriers to entry in terms of qualification
requirements and registration, teachers on the other hand, tend to have weak,
state-dominated professional organizations with several trade unions. In
addition, public sector recruitment freezes in many countries during the 1990s
have seriously constrained the growth of the number of teachers in government
or government-aided schools. Although such events are expected to have affected
the morale of teachers to perform, detailed studies examining the effect of
motivation on efficiency of teachers are still scanty. Available evidence,
however, reveals that the teaching force has expanded rapidly in only a
relatively few countries (most notably Bangladesh, Malawi, Ethiopia, Eritrea,
Mozambique and Uganda) (Bennell, 2004).
Teaching has
become employment of the last resort among university graduates and secondary
school leavers. Teachers often lack a strong, long term commitment to teaching
as a vocation. Besides, the status and pay of primary school teachers compared
to secondary school teachers is generally much lower in developing countries.
Thus, in the absence of alternative employment opportunities, becoming a
secondary school teacher is the main avenue for social and economic advancement
for the most able primary school teachers. This has had important implications
for intrinsic motivation of primary school teachers (Bennell, 2004).
In Nigeria,
the Ministry of Education controls primary and other levels of education. It
trains, registers, constructs schools and teachers houses, supplies all
required teachers, prescribes a national curriculum and provides text books,
administrators and inspects all schools in the country. The primary school
system since independence has continued to expand, through service providers
such as government and the private sector who have been encouraged to open up
schools. There is growing fear that perhaps the massive number of teachers
without commensurate expansion in facilities, learning and teaching materials;
teaching morale may have compromised the quality of education along the
remuneration prior to the introduction of Universal Primary Education (UPE)
when most schools charged additional fees through Parents‘ Teachers Associations
(PTA) which money was used to supplement teachers‘ salaries. This is no longer
the practice and thus teachers must rely on the government salary.
Coupled with
that, a high teacher-pupil ratio is a common phenomenon. Given the fact that in
practice it is not un common for a primary teacher to have more than 150
pupils, one may be surprised to note that there is a double shift system where
one teacher teaching two classes, one in the morning, the other one in the
evening as a model of reducing the class size without increasing the teaching
force. Yet as teachers’ salaries are so low, primary school teachers are
sometimes obliged to have a second job to make ends meet for them and their
family. All these coupled with frequent delays in the payment of these little
salaries, absence of staff accommodation, poor or no staff meals; tend to
reinforce absenteeism, low morale and lack of commitment to work (Ward, Penny
and Read, 2006). In view of the above situation, a study to examine the effect
of motivation on the performance of secondary school teachers was deemed
necessary by the researcher.
Purpose of
the Study
The purpose
of the study is to investigate teachers’ perception of motivation as a measure
of increasing efficiency in the teaching profession. The following are the
specific objectives meant to guide the study:
i.
To examine the effect of motivation on teachers’ morale to perform.
ii.
To examine the effect of intrinsic motivation on efficiency of teachers.
iii. To examine the effect of extrinsic
motivation on efficiency of teachers.
Statement of
the Problem
The level of
motivation of teachers remains central in the teaching job performance debates.
Government has improved the teacher payroll management and made resources
available for increase on the secondary school teachers’ salaries as a way of
motivation. Despite the above motivational factors, there has been
deteriorating standards of professional conduct, including serious misbehavior
(in and outside of work), poor preparation of teaching materials especially
lesson notes and general poor professional performance. Teacher absenteeism is
unacceptably high and rising, time on task is low and falling, and teaching
practices are characterized by limited effort with heavy reliance on
traditional teacher-centred practices. Such a situation has prompted the
researcher to conduct a study on teachers’ perception of motivation as a
measure of increasing efficiency in the teaching profession.
Research
Questions
The research
will provide answers to the following questions:
i. What is
the relationship between teacher motivation and their morale to perform?
ii. What is
the relationship between intrinsic motivation and teachers’ efficiency?
iii. What is
the relationship between extrinsic motivation and teachers’ efficiency?
Research
Hypotheses
The
following hypotheses will be tested during data analysis at 0.05 level of
significance:
1: There is no significant relationship between
the motivation of teachers and
their morale to perform.
2: There is
no significant relationship between intrinsic motivation and teachers’ efficiency.
3: There is
no significant relationship between extrinsic motivation and teachers’ efficiency.
Significance
of the study
This study
is of importance in this era of universal primary education, especially now
that Nigeria needs motivated staff if performance is to be enhanced at this
level. The study, therefore, seeks to explore possible strategies for improving
school management and administration. The study is of importance to the policy
makers, primary school and secondary school administrators as it identifies major
strategies to modify the behavior of teaching staff towards their job
performance. It will in particular identify strategies that will help to
improve teachers’ morale and working conditions, at the same time counteract
the factors that lower the teachers’ motivation. The study will be undertaken
with the explicit objective of enabling the researcher obtain a post graduate
degree in education in Lagos State University (LASU).
Delimitation
of the study
The study is
delimited to the following:
i. The study will be carried out in secondary
schools in Amuwo Odofin Local
Government Area of Lagos.
ii. The researcher will limit his findings to
only secondary schools teachers’.
iii.
Regarding its content scope, the study investigated whether motivation of teachers affected their morale to
perform, as well as the effect of intrinsic and extrinsic motivation on the
performance of teachers. Indicators of
intrinsic motivation assessed by the study included job satisfaction
derived from teaching, enjoyment of
teaching, the challenging and competitive
nature of teaching, recognition, career development, control over others and, teaching as one‘s goal in life. On
the other hand, extrinsic motivation
included externally administered rewards like salary, free
accommodation, free meals, weekly
duty and extra teaching allowances, advance payments in case of financial problems, leave of
absence and free medical care among
others.
iv. Also the
study will be limited to five selected senior secondary schools selected schools in Amuwo Odofin Local
Government:
a. Amuwo Grammer School
b. Awori Secondary School
c. Kings High School
d. Hope Bay
Collegeg
e. Kuje
Secondary School
Limitation
of the Study
The
following constraints may be encountered during the study:
Attitudes of
Respondents: - The attitude of respondents in some cases may not be very
encouraging. Many of them may show great apathy, some may withhold necessary
information about themselves, while others may give wrong information for
reasons best known to them. The researcher would persuade the respondents in
filling the questionnaires, assuring and explaining to them that information
provided would be used only for research purpose.
Lack of
inadequate material: The nature of this research work demands a critical search
for materials usage; materials such as journals, textbooks, magazines and other
relevant materials, and this has posed a great challenge to the researcher and
has made the research a tedious exercise. Internet source, libraries, and other
sources will help to ease this burden.
Transportation
problem: There are some secondary schools that are very difficult to reach as a
result of poor communication, distance and bad roads. The researcher will make
use of schools located in urban areas in order to avoid these unpleasant
situations.
Unavailability
of much data due to the fact that the study is restricted to teachers’ alone in
those selected schools. The researcher will increase the sample size in order
to avoid this situation.
Operational
Definition of Terms
Motivation: Is defined as a physiological or
psychological deficiency or need that activates behaviour or a drive that is arrived
at a goal or incentive.
Extrinsic
Motivation: Extrinsic motivation results from the attainment of externally
administered rewards, including pay, material possessions, prestige, and
positive evaluations from others.
Intrinsic
Motivation: Intrinsic motivation is an inducement derived from within the
person or from the activity itself and, positively affects behavior,
performance, and well-being.
Teaching: A
process of impacting knowledge, skills, competence into a learner.
Profession:
An occupation that requires special education.
Efficiency:
Skillfulness in avoiding wasted time and effort.
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