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INFLUENCE OF MOTIVATION ON TEACHERS’ WORK PERFORMANCE
IN SECONDARY SCHOOLS IN OBUBRA LOCAL GOVERNMENT AREA,
CROSS RIVER STATE.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
- Background to the study………………………………………..………………… 2
- Theoretical frame work………….………………………………….…….………. 3
- Statement of problem…………………………………………………..…………. 5
- Purpose of the study ……………………………………………………….……… 6
- Research questions…………………………………………………………………. 6
- Statement of hypotheses…………………………………………………………… 6
- Significant of the study……………………………………….…………………… 6
- Assumptions of the study………………………………………..…………….…. 7
- Limitations of the study…………………………………………..………………. 7
- Scope of the study………………………………………………..………………. 7
- Definition of terms………………………………………………..……………… 8
CHAPTER TWO: LITERATURE REVIEW
- Teachers’ remuneration and work performance…………………………………. 9
- Teachers’ promotion and work performance……………………………………..11
- Teachers’ involvement in decision making and work performance ……..……… 13
- Teachers’ on-the-job training and work performance…………………….……… 16
- Summary of literature review…………………………………………………….. 19
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research design…………………………………………………………………. 20
3.2 Research area……………………………………………………………………. 20
3.3 Population of the study………………………………………………………….. 21
3.4 Sampling technique……………………………………………………………… 21
3.5 The sample………………………………………………………………………. 21
3.6 Instrumentation………………………………………………………………….. 22
3.6.1 Validation of the instrument…………………………………………………….. 22
3.6.2 Reliability of the instrument…………………………………………………….. 22
3.7 Data collection procedure………………………………………………………. 23
3.8 Data preparation/scoring………………………………………………………… 23
3.9 Procedure for data analysis…………………………………………………….. 23
3.10 Operational definition of Variables……………………………………………. 24
References…………………………………………………………………………. 25
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Education is one of the vital tools for emancipating mankind, such that each society puts a lot of capital on it to ensure that the entire generation acquires the necessary skills, knowledge and the desired attitudes critical for future survival. However, owing to its value, the extent to which education is measured greatly anchors on examination scores, yet academic achievement also corresponds to teachers’ job performance.
In the light of this reality, human capital investment plays significant role in addressing students’ performance gaps. The most crucial resource for organization is human capital, development through continuous training. It is advised that regular training should be encouraged to renew the employees’ vigor in undertaking tasks effectively, as this motivates individual workers to get committed to the ideals of the organization (Ombuya, 2015).
The developed world has realized the invaluable contribution of education to the development of nations. The United Nations Educational Scientific and Cultural Organization’s (UNESCO) recommendation on the status of teachers as far back as 1966 is an eloquent attestation to this recognition. In this regard, Ogundele (2000), observed that no nation rises above the level of its education and no educational system outgrows the quality and status of its teachers and no nation can afford to pay lip service to the education of its people. The nation which fails to realize this importance of education, does so at its own peril. This assertion attempts to correct the erroneous impression that teachers’ rewards are in heaven. This is supported by section 9 No. 59 of the Federal Republic of Nigeria, National Policy on Education.
FRN, (2004) stated that teachers’ education will continue to be given a major emphasis in all our educational planning because no educational system can rise above the quality of its teachers. The section also added that all teachers in our educational institutions from pre-primary to university will be trained. The school can change the society for better through the agency of the teachers, but the society has to first empower the teacher and enrich the climate of the school.
The importance of welfare scheme on teachers’ job performance is greatly being felt all over the world. As Locke and Latham (2004) theory opined that a satisfied worker will produce more and use this as a basis for relating motivation, satisfaction and job performance. The need to motivate workers is a fundamental issue in all organizations that are aimed at achieving set goals. Teachers like workers in other organizations, need the renewed energy brought by motivation. From observations, teachers tend to perform well when provided with conducive working environment. The working environment, not necessarily high pay, if properly improved to satisfaction of a worker, one gets motivated and the output is high.
A motivated and qualified workforce is crucial to increase productivity and the quality of the organisational services in order to achieve organizational objectives. The challenge and dilemma for many managers is how to create this type of motivation (Dieleman, 2006). Motivation is significant because even people with the required knowledge, skills, and abilities will perform poorly if they are not motivated to devote their time and effort to work (Milapo, 2001).
Workers have needs which a workplace must fulfil in order to avoid demotivation. When workers lack motivation they tend to resort to anti-work behaviours such as absenteeism, negligence of duty, late-coming, failure to meet deadlines, display of open frustration and all these factors work negative to the performance and credibility of an organization. Organizations need to place all efforts to ensure that incentives such as intrinsic motivators, extrinsic motivators and performance management approaches are used in order to retain, attract, increase workers efforts, satisfaction and commitment.
Enumerating factors influencing teachers’ productivity in public institutions in Nigeria, Emenike (2013) observed that; working conditions, availability of working tools and resources, improved knowledge and skills through regular training, accessibility to information and a sense of recognition, superior remuneration and handsome reward system, are the critical ingredients of worker job performance.
From the foregoing, it means that organizations seeking to remain relevant in their operations within an industry that is characterized by heightened competition must emphasize on investing more in human resource than any other. It was also noted that schools that were able to remain relevant in undertaking their key mandates to society focused on the human capital development through superior motivational rewards.
Available literatures above show that a lot of studies have been conducted on the subject of motivation. None of these studies however, have been conducted to explain or show the relationship between variables such as remuneration, promotion, involvement in decision making, on-the-job training and work performance in Cross River State, Nigeria. This study has been undertaken to fill such gaps.
1.2 Theoretical framework
This study is based on Adam Stacy’s Equity Theory of motivation and Victor Vroom’s Expectancy Theory. The Equity Theory states that employees expect fairness when being rewarded for the work done. The theory was developed from the Hertzberg’s job satisfaction theory and linked to the reward system by Adam Stacy. An important factor in employer’s motivation is whether individuals perceive the reward structure as being fair. The Equity theory essentially refers to an employee’s subjective judgment about the fairness of the reward she/he got in comparison with the inputs (efforts, time, education, and experience) when compared with others in the organization. The Equity theory of motivation concerns on the people’s perception and feelings on how they are treated as compared with others (Armstrong, 2001). The argument is that people work well in accordance to what they regard as fair. Employees consider whether management has treated them fairly, when they look at what they receive for the effort they have made. Maicibi (2003) in Kirunda, (2007), agrees with this that employees expect rewards or outcomes to be broadly proportional to their effort. In this regard, Boddy and Patron (1998; in Kirunda, 2007), gave the formula below to illustrate the comparison.
Input (A) =Input (B)
Reward (A) =Reward (B)
Employee A compares the ratio of his/her input to his/her reward to that of employee B. If he/she feels the ratios are similar, he/she is bound to be satisfied with the treatment received. If he/she feels inadequately treated, he or she is bound to be dissatisfied. This dissatisfaction is likely to breed tension and frustration in such employees and their consequent performance may be negatively affected and this may perhaps further lower rewards (Boddy and Patron 1998; in Kirunda, 2007). Much as Employees must be rewarded, employers’ perception towards performance-based rewards can depend on many factors such as politically rewarding someone because of his/her political affiliation, circumstantial instances like one being in the right place at the right time and be rewarded with a high office position, it can be gender sensitivity, strategic, just because someone teaches well mathematics so it is assumed that he can equally teach physics, it can be ethical, personal, such as one being rewarded because of the relationship he/she has with the head teacher. The factors can even be policy based in that some schools are led and not managed but stagnant because there is a management blockage or poor management. The reasons can vary or be a combination of all the above and many more (Maicibi, 2003) in Kirunda, (2007).
On the other hand, the Expectancy theory helped the study to understand how individuals are drawn to make decisions as regards various behavioral alternatives and perceptual differences among people. It also suggests that motivation is based on how much one wants something and how likely he/she could get it (Bodden, 2008). This is because the motivational force of every individual is influenced by his or her expectancies, valances all of which depend on a personal way of perception. The formal framework of expectancy theory was developed by Victor Vroom (1964). This framework states basically that motivation plus effort leads to performance, which then leads to outcomes. According to this theory, three conditions must be met for individuals to exhibit motivated behavior and these include: effort to performance expectancy must be greater than zero, performance to outcome expectancy must also be greater than zero, and that the sum of the valances for all relevant outcomes must be greater than zero.
The Expectancy theory explains that in any given situation, the greater the number and variety of rewards that are available to the employees (teachers), the greater is the probability that extra effort will be exerted in attaining the set goals or targets in the hope of getting the desired rewards (Bodden,2008). Gerald-Cole (2004 in Kirunda, 2007), agrees with this and explains that Vroom focused especially on the factors that are involved in stimulating an individual to put an effort in doing something since this is the basis of motivation. The outcomes are the consequence of behavior.
These theories are both suitable to this study because the use of rewards can be likened to remuneration of teachers, and other incentives that are likely to boost their morale and efficacy to deliver and discharge their duties effectively.
1.3 Statement of the problem
The purpose of every organization is to achieve set goals and objectives. These achievement of goals is dependent to a large extent on the quality of workers employed in such organization. Every employer/manager is supposed to ensure that every worker discharge his or her duties effectively. To get the best out of workers, it is not out of place to motivate them by consistent payment of their salaries, wages, allowances and other incentives likely to trigger their dedication, willingness and boost their morale to work.
However, it has been observed that many workers especially teachers, are left to regret choosing teaching careers due to poor promotion schemes, part payment or non-payment of teachers’ salaries, and other incentives that accrue to them. This has made many teachers to withdraw from discharging their duties, develop truant attitude to work, unwillingness to work and absenteeism. All these poor attitude to work by teachers is a consequence of poor motivation from the government and educational managers.
From the above, given the problems highlighted, it implies that organizational goals cannot be achieved in situations characterized by teachers’ poor attitude. This study has been taken to find out the influence of motivation on work performance. The major problem here is that; could teachers’ work performance be related to remuneration, promotion, their involvement in decision making, and on-the-job training?
1.4 Purpose of the study
The main purpose of this study is to determine the influence of motivation on teachers’ work performance in secondary schools in Obubra local Government Area of Cross River State. Specifically, the study has been designed to examine the extent to which:
- Teachers’ remuneration relates to their work performance
- Teachers’ promotion relates to their work performance
- Teachers’ involvement in decision making relates to their work performance
- Teachers’ on-the-job training relates to their work performance
1.5 Research questions
The following research questions have been posed to guide this study.
- In what ways does teachers’ remuneration relate to their work performance?
- What is the relationship between teachers’ promotion and their work performance?
- To what extent does teachers’ involvement in decision making relate to their work performance
- In what ways does teachers’ on-the-job training relate to their work performance
1.6 Statement of hypotheses
The following hypotheses have been formulated to guide this study:
- Teachers’ remuneration does not significantly relate to their work performance;
- Teachers’ promotion does not significantly relate to their work performance;
- Teachers’ involvement in decision making does not significantly relates to their work performance;
- Teachers’ on-the-job training does not significantly relate to their work performance.
1.7 Significance of the study
The findings of this study is anticipated to be beneficial to educational administrators, teachers, government, students and the general public. To the educational administrators, the study will serve as a blueprint for them to understand the usefulness of motivation in the organization. It will serve as a mirror with which educational managers can use to assess themselves in order to determine whether or not to change their strategies or improve existing ones. It will enable them apply the right motivation techniques and good human relations skill and as when due to promote efficiency in the organization.
The study will be relevant to the teachers because they are the target group in this study. It will serve as an eye opener to enable them put efforts into work whenever they are motivated and to discharge their duties effectively for goal attainment.
To the Government, it will enable them see the indispensable role motivation plays in organizational performance. It will also serve as a reminder to enable them pay teachers’ salaries, wages, promotions and other such payments.
The students would benefit from this study through improved academic performance due to the government, educational managers and teachers’ improvement.
This study will benefit the general public because quality graduates will be produced leading to an improvement in the society’s standard.
The finding will also serve as a vehicle and useful guide to future researchers in the field of industrial and labour studies and other related disciplines.
1.8 Assumptions of the study
The following are the assumptions of this study:
- That the variables selected for this study exist and are measurable.
- That the sample of the study is a true representation of the population.
- That the sample obtained is unbiased
- That the results of this study remains valid to the extent of information provided by the respondents
1.9 Limitations of the study
The limitations to be encountered in this study include the fact that the variables selected for this study are a handful of so many other existing variables. This study will be conducted in Obubra, a local Government area in Cross River State, implying that the findings of this study may be different if carried out in another location or a broader scope. The tendency for respondents to fake means that this study remains valid based on the responses provided.
- Scope of the study
This study is restricted to all public Secondary Schools in Obubra Local Government Area, Cross River State. In terms of content, the study shall examine four variables which include the followings: teachers’ remuneration, teachers’ promotion, teachers’ involvement, teachers’ on-the-job training and their work performance.
1.11 Definition of terms
Certain terms or registers used in this study are hereby defined.
Motivation: This is a process of deliberately causing somebody to perform a positive action through such means as payment, use of incentives, praises etc.
Decision making: this is a process of taking a position, accepting others opinions that are good or putting ideas together which are likely to result in problem solving or promoting organizational attainment
Remuneration: this is payment given to workers in monetary terms for a job or service rendered.
On-the-job: this refers to a state where someone is still working.
Training: the action of teaching a person or animal a particular skill or type of behavior.
Performance: the process of carrying out or accomplishing an action, task, or function.
Teachers: a group of people whose primary duties include to modify learners’ behavior, impart knowledge, skills, attitudes and competencies necessary for learners’ self-development, national growth and productivity.
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