THE INFLUENCE OF TEACHER MOTIVATION ON SECONDARY SCHOOL ACADEMIC PERFORMANCE IN OWERRI NORTH LGA
Abstract
This study looked at the impact of teachers’ motivation on secondary school academic achievement in Owerri North LGA. The study’s overall population is 200 secondary school teachers from Owerri North LGA in Imo state. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research approach. The survey included 133 respondents, including principals, vice-principals, administrators, senior personnel, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.
The first chapter
Introduction
The study’s context
Education is primarily a learning process including interactions between teacher and student. When this technique works well, true learning occurs. Academic success used to be measured more by ear than it is now. The majority of the assessment was based on teachers’ observations, and today’s summation, or numerical, way of measuring how well a kid is performing is a relatively new idea.
Grading systems first appeared in the United States in the late 1800s and were first criticized for their high subjectivity. Different teachers valued different areas of learning more than others, and while some standardization was made to make the system more equitable, the problem persisted.
Today, adjustments have been made to account for individual students’ capacities, and research into other methods of gauging achievement is ongoing. Tracking academic performance serves several uses. In order to stimulate progress and make full use of the learning process, areas of achievement and failure in a student’s academic career must be reviewed.
The results provide a framework for discussing how kids do in school and a consistent standard by which all students are held. Performance data also enables pupils to be graded and sorted on a numerically clear scale, reducing complaints by making instructors and institutions accountable for the components of each grade. School performance is assessed in a variety of ways.
Students demonstrate their knowledge for regular grading through taking written and oral tests, giving presentations, turning in assignments, and engaging in class activities and debates. Teachers use letter or number grades, as well as side notes, to reflect how well a student has performed. Students are evaluated at the state level based on their performance on age-appropriate standardized tests.
Many individuals stress the significance of good teachers, and certain initiatives are aimed at improving teacher quality. According to research using student test scores, some teachers are more effective than others. It also demonstrates that being taught by an effective teacher has substantial repercussions for student achievement and is based on a set of achievements that children in each age group are expected to meet.
Individual qualities, as well as family and neighborhood experiences, all contribute to a student’s academic performance. However, evidence indicates that instructors are the most important school-related element. A teacher is believed to have two to three times the impact on student test performance as any other school aspect, including services, facilities, and even leadership.
Teachers at all levels of education should be sufficiently taught, valued, compensated, and able to participate in decisions that affect their professional life and teaching settings. When teachers can execute their jobs effectively, their students can learn effectively as well. A well-motivated instructor always completes the tasks or assignments assigned to him, even if they are tough or appear uninteresting.
Motivation refers to the reasons that underpin behavior that is defined by willingness and volition and includes a number of psychological elements that initiate and sustain activities toward the achievement of personal goals. Motivation in education can have a variety of consequences on how students learn and their attitudes toward subject matter, according to Ormord (2003).
Motivation of teachers and students in the teaching and learning process can steer behavior toward specific goals, boost effort and energy, improve cognitive processing, increase imitation and persistence in activities, determine whether consequences are reinforcing, and improve performance.
According to Orphlims (2002), motivated instructors are continually looking for new ways to conduct their teaching job, and as a result, they are more productive. As a result, motivated teachers are determined to give their all in order to maximize productivity (qualitative education).
STATEMENT OF THE PROBLEM
Teachers in Nigeria have reported widespread unhappiness with the absence of human resource development, bad working conditions, low pay, and poor interpersonal interactions in schools. This has resulted in high teacher turnover as well as poor performance in Senior High Schools due to a lack of dedication to work. Some newly hired teachers are only on the job for a year.
The operating conditions of service appear to fall short of instructors’ expectations, as evidenced by resignations, vacation of post, non-resumption at post following teachers’ leaves of absence, and study leave. The general mood of those who remain is depressing, as they engage in additional forms of withdrawal behavior such as absenteeism, tardiness, and inactive job behavior.
Unfortunately, despite the relevance and complexity of these issues, there is very little high-quality literature on them ( Bennel 2004). This study focuses on the aforementioned factors. The researcher set out to shed more light on the elements that influence teacher commitment to teaching so that educational administrators might do something to urge teachers to enhance their performance.
THE STUDY’S OBJECTIVE
The purpose of this study is to determine the impact of motivation on teachers’ performance in the educational system. The study is particularly prone to:
To learn how school administration and the government push teachers to do their jobs properly.
Determine the extent to which teacher promotion at the appropriate time influences teacher performance.
Determine the extent to which such activities as seminars, conferences, and workshops for teachers can improve their performance in the classroom.
To determine how low instructor motivation contributes to student exam misconduct.
HYPOTHESES FOR RESEARCH
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: school administration and the government do not motivate teachers to do their tasks properly.
H1: school administration and the government encourage teachers to do their tasks properly.
H02: insufficient teacher motivation does not contribute to student exam misconduct.
H2: Inadequate instructor motivation contributes to pupils cheating on exams.
THE STUDY’S IMPORTANCE
It is hoped that the findings of this study will aid in identifying potential avenues via which motivation can influence productivity/performance in the teaching and learning process, as well as increase student learning. It is critical for the researcher to consider the importance of teachers’ motivation and students’ academic success.
This research, on the other hand, will be significant in the following ways:
When teachers are motivated, society/government benefits greatly since the teachers give their all, and the pupils contribute appropriately to the nation’s economic growth and development, as well as the welfare of its citizens.
Parents profit when teachers are motivated because children will be responsible to their parents and the money invested on them will not be wasted because they will assist in carrying out household chores.
When teachers are motivated, students benefit equally since the research allows them to enhance and improve their performance.
Teachers benefit greatly from positive incentive in the form of promotion, fringe benefits, and timely payment of salaries, since they will give their all in the classroom. Their standard of living will likewise rise.
THE STUDY’S SCOPE AND LIMITATIONS
The study’s focus includes the impact of teachers’ motivation on secondary school academic achievement in Owerri North LGA. The researcher confronts various limits that limit the scope of the study, which are as follows:
RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the investigation.
TIME: The study’s time range does not allow for broader coverage because the researcher must balance other academic activities and examinations with the investigation.
Financial constraint- Inadequate funding tends to hamper the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview).
TERMS DEFINITION
A teacher is someone whose job it is to impart information on others.
A student is someone who is enrolled in school.
Performance refers to how well or poorly you accomplish something.
Motivation is the reason why someone does something or behaves in a certain way.
A classroom is a room in which a group of children or pupils is taught.
Academic Achievement is concerned with achieving progress in education.
A school is a place where students are educated.
Do You Have New or Fresh Topic? Send Us Your Topic
THE INFLUENCE OF TEACHER MOTIVATION ON SECONDARY SCHOOL ACADEMIC PERFORMANCE IN OWERRI NORTH LGA