EFFECT OF MOTIVATION ON WORKERS PERFORMANCE
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EFFECT OF MOTIVATION ON WORKERS PERFORMANCE
Chapter One: Introduction
Background to the Study
The relationship between the organisation and its members is determined by what inspires people to work, as well as the benefits and fulfilment they gain from it (Mullins 2005). The manager must understand how to best elicit employee cooperation and lead their performance towards accomplishing the organization’s goals and objectives.
The study aimed to investigate the impact of motivation on the job performance of business instructors in Delta State’s senior secondary schools.
Motivation and performance are critical aspects in determining organisational success and achievement. Motivation is vital in the organisation because it promotes staff productivity and allows goals to be achieved more efficiently. Motivation may affect employee behaviour in any organisation.
Individuals’ motivation levels vary depending on the situation (Robbins, Judge, and Sanghi, 2005). Motivation is also crucial for instructors since it allows them to attain their goals more efficiently. If teachers in schools are not sufficiently motivated, they are less competent, which has a direct impact on pupils and the educational system.
Quality education has a direct impact on national prestige, greatness, and cohesiveness. The information and skills that young people learn influence their level of patriotism and contribution to national integration and progress.
For the past decade, senior secondary schools in Delta State’s Sapele Local Government Area have performed poorly. The government has put mechanisms in place through the Ministry of Education to help enhance school performance, but nothing has been accomplished in terms of pushing teachers to perform better.
Low levels of performance among teaching staff can be attributed to a lack of motivation and monetary remuneration, a lack of training and promotion possibilities, a lack of resources or logistics, and general dissatisfaction with their jobs.
Against this backdrop, the government separated teachers from the civil service compensation structure and implemented a 27.5% inducement incentive programme for teachers in primary and secondary schools across the Federation of Nigeria, including Delta State.
Schools continue to serve as a foundation for human development. The instructor faces the problems of educating, socialising, empowering, and certifying students, but with the support of a positive teaching environment (Fafunwa, 2004).
By implication, a teacher’s obligations, which include preserving the education system, are dependent not only on his or her professional skill, but also on the overall characteristics of the school atmosphere (Loukas, 2007.
However, a healthy school climate requires effective teaching and learning methodologies, enough instructional materials, a more diverse classroom ecology, a positive school culture, objective administration, and good school physical structures.
As a result, the absence of these can cause secondary school students to be badly socialised, ignorant, misinformed, undertrained, and unskilled (Carpenters, 2011).
Secondary school is a transitional period in education (FGN, 2004). This is a forecasted phase for juvenile ability (evaluating talents) to specialise in science, social science, art, or commerce, depending on the pupils’ abilities.
The major goal is to educate each individual student for a strong education (university, polytechnic, or college of education), with a straightforward concentration on subject tracking in order to create and produce experts or specialists in subject areas. The success of this is viewed as the primary responsibility of the teacher in school.
These exciting aims resulted in the compartmentalization of secondary school topics into junior secondary school (JSS) and senior secondary school (SSS) subjects, with the goal of having a diverse field of experts in the Nigerian social system’s workforce.
However, the failure of school atmosphere in Delta State and Nigeria in general is mainly associated with public senior secondary schools (Nakpodia, 2011). The school climate (environment) refers to the written and unwritten academic, social, and administrative rules that affect and influence the behaviour of instructors and students at school and beyond. This is why teachers are viewed as the guardians of educational success and failure (Smith, 2010).
The school’s failure to meet students’ expectations has resulted in poor academic performance, frequent absenteeism, and dropout rates.
Given the reported decline in academic success, attitude, and values among secondary school students in Delta State public secondary schools, one questions if the high failure rates and low student quality are not a reflection of the school’s instructional quality.
The purpose of this study is to investigate the impact of motivation on job performance among senior secondary school teachers in Delta State.
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