IOSR Journal Of Humanities And Social Science (IOSR-JHSS)

Volume 22, Issue 5, Ver. 3 (May 2017) PP 22-28

e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org

Influence Of Motivation On Teachers Performance In A Local

Government Area In Nigeria
#Meindinyo R. O K, *Ikurite N.
#Department of Physics, Niger Delta University, Wilberforce Island, Amasoma, Nigeria. *Isaac JasperBoro
College of Education Sagbama Nigeria.

Abstract:- The hue and cry over the falling standard of education in Nigeria has assumed alarming dimensions
in recent years. This has equally evoked tremendous research interests to investigate the possible causes of this
ugly development. Some have blamed It on lack of motivation of teachers while others on lack of necessary
facilities and so forth. This work presents the results of a survey conducted in a particular local government area
in Nigeria as to how motivation may influence teachers performance. The research instrument used for the study
was a two-part 35 items questionnaire which was meant to test the influence motivation may have on teachers
performance. It was administered to 100 randomly selected teachers from 10 of the sampled secondary schools
used for the study. Seven research questions were analyzed and series of cross tabulations were used for the
analysis. The data collected were analyzed by means of frequencies and percentages of the various responses
provided by the teachers.The study revealed that: applying the right motivation factor has positive influence on
teachers performance.That the factors that are currently being used to motivate teachers namely; annual get-
together parties Organizing send-off parties for teachers on transfer, Constant supervision of teacher’s work,
provision of attendance register and provision of movement books have minimal influence on teachers
performance That factor such as age, sexprofessional training may affect a teacher’s performance.Based on
these findings it was recommend that; management of secondary schools should make use of correct
motivational strategies such as attitude motivation, incentives, and recognition. there should be regular training
for teachers workshops to motivate teacher for higher productivity. government should always try as much as
possible to pay teachers’ salaries promptly and regularly. management of the schools try and provide
accommodation to teachers within the school premises and teachers should be given opportunities to develop
themselves through study-leave with pay or in service –training.

Key words :- Motivation, teacher’s performance Local Government Area.

I. INTRODUCTION
In recent years there has been growing concern over the falling standard of education in Nigeria which
is premised on the consistent abysmal performances of students in public examinations. A number of factors are
suggested to be responsible which include poor attitude of students to learning, lack of infrastructure and
teacher’s aids, leadership issues and such others Meindinyo et al (2017), as well as motivation of teachers,
Ajayi (1983,2009). According to Ayayi motivation cannot seen but its presence can only be assumed. In
general, motivation of workers from various originations continue to remain a challenge to managers over the
years, including the education sector. The implementation committee on the national policy on Education in
Nigerian may have recognized the teachers plight when it recommended that teachers should be treated in such a
way that they have job satisfaction.However, issues of how to motivate teachers to give them more satisfaction
with their jobs continued to engage the attention of government’s educational administrators and educational
policy makes but without much success, for not much has been done to actually motivate the teachers and the
resultant effects of this are that,many people see the teaching professional as a gate-way or stepping-stone to
better jobs.Many in the profession attempt to combine teaching with some other endeavors such trading and are
thus distracted and their morale is usually very low.
Nwankwo (1982) writing on staff motivation in schools pointed out that, “the problem of what to do
make teachers work hard for the interest of the school and in their own interest is a fundamental one. Effective
staff motivation demands that, on the one hand, the teachers be so engineered to devote themselves to achieve
the objectives of education, the school or of the students, and on the other hand, that the individual teacher’s
goal and needs be met. Several writers associated staff motivation with the satisfaction of the needs of a staff.
That the more the needs of the workers are satisfied within the organization, the more they are motivated to
work and thus satisfy the needs of the organization.Similarly, Nwagu (1976), pointed out that productivity in
education, which is very crucial to economic productivity, depends primarily (though not entirely) on teachers
competence. Whereas an increase in productivity in manufacturing textiles may be due to many causes, some of

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 Influence Of Motivation On Teachers Performance In

which might be extraneous to the industry, but the general causes of any increase in educational productivity
will probably be the result of greater by teachers.Likewise Likert (1961) in emphasizing leadership style as an
aspect of motivation put it thus, “those managers who are seen by their workers as unselfish, co-operative and
sympathetic are much more apt to be in-charge of superior agencies than those seen as the opposite”. Studies as
those of Mann (1964),Harman(2009),Inbar(2009) arrived at findings that, workers who are free to set their own
work pace, prove to be more productive than workers who lack that sense of freedom.Ajibade (1984) in his
study also emphasized the importance of staff motivation. According to him, whichever leadership style being
used by principals of schools should ensure that teachers are motivated towards higher task productivity.Maslow
(1943) came up with his theory of “Need Hierarchy” which he based on three assumptions:Thathuman beings
are wanting animals whose wants are determined by what they have,That a satisfied need is not a determinant of
human behaviour. That human needs exist in a hierarchy according to importance.Maslow listed his hierarchy of
needs in ascending order of importance as: Physiological needs, security/safety, social, self-esteem or ego and
self-actualization.Maslow believed that a satisfied need no longer motivates and then the effort to satisfy the
next need is focused upon. He therefore advocated that, to motivate staff to high level of performance, it is
necessary to find out what their needs are, and see that while they are striving to achieve the organizational
goals, they should be made to satisfy their own needs alongside. It is only then that they can personalize their
efforts and be made to increase their efforts. In every organization, the most important functions are the
achievement of the organizational goals. This presupposes every worker in an organization of the organizational
goals. Organizations cannot operate alone without the involvement of human beings who are employed to
handle the jobs, and it is the performance of these staff that will lead to success or failure of the organization. It
is therefore imperative that every organization gives great attention to the performance of its workers, so as to
ensure effectiveness and high productivity. In education especially, attention should be given to the level of
performance of the teachers and principals, since they are in the forefront of those people who are responsible
for achieving the goals of the school.According to Luthans (1979)Goldman (2002) motivation has direct
implication for the consequences of the performance and its satisfaction. Duncan (1978) on his part asserted
that, motivation relates to all aspects of individual behaviour, when a conscious attempt is made on the part of
managers to influence the direction and rate of that behaviour. In other words, to motivate staff to a high level of
performance, the administrator might need to create some motivational stimuli or strategy which the worker
perceives, and which therefore influences his behaviour. What we know about motivation helps us to gain an
insight into the individual differences of the workers. It also further exposes the light on why people behave the
way they do and why they prefer to do things in one way, rather than another.Atkinson (1961) argues that
“motivation has to do with the analysis of the various factors which incite and direct an individual’s action. For
a teacher to perform in a way that will be successful and productive, his behaviour might have to be motivated
since it is generally agreed among psychologists that motivated behaviour is often goal oriented. From the few
assertions above, there appears to be an agreement on the fact that to motivate, management should find out the
needs of individuals in an organization and these needs consequently, may tend to influence and stir up or
stimulate a high level of staff performance.
This study is concerned with finding out the influence of motivation on teachers performance in
secondary schools in Emohua Local Government Area of Rivers State. The specific questions which this study
seek to answers include what are the major factors that motivated teachers? Does age have influence on the
motivation of teachers educational qualification Educational six age experience and the like influence teachers
performance. Study was to ascertain whether motivation has any influence on teachers performance. If this
proves true it will ensure job satisfaction which will lead to higher productivity and achievement of educational
objective.

II. MATERIALS AND METHODS

Administration of Research Instrument
Sample Selection
The population studied comprises of secondary school teachers in Emohua Local Government Area of
Rivers State. This local government area has 30 secondary schools. The stratified random sampling method was
used to select 10 (ten) of the secondary schools. This is basically a rural local government and all the schools
used were mixed. Three of the schools had boarding facilities. The selection spread round the whole local
government area. The sample selected for the study comprised of one hundred (100) teachers, randomly selected
from the total of 360 teachers employed in the selected secondary school. The simple random sampling method
was used to select 10 teachers in each of the 10 schools selected for the study. The total number of subjects used
for the study was 100.

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 Influence Of Motivation On Teachers Performance In

Study Population
Table 1:
S/No. Schools Total No. of Sample Percentages of
Teachers Number Samples
1 A 30 10 33.3

2 B 25 10 40

3 C 30 10 33.3

4 D 25 10 40

5 E 36 10 27.8

6 F 50 10 20

7 G 45 10 22.2

8 H 45 10 22.2

9 I 26 10 38.5

10 J 48 10 20.8
TOTAL 10 360 100 27.8

The simple random sampling method was used to select 10 teachers in each of the 10 schools selected
for the study. The total number of subjects used for the study was 100 out of the total 360 teachers in the 10
schools selected for the sample which represents 27.8%. The study sample for the teachers was 100 out of 1,000
teachers employed in Emohua Local Government Area. This represents 10%.

III. RESEARCH INSTRUMENT

The study made use of a questionnaire tagged (I.M.S.S.T.P.Q.) meaning “Influence of Motivation on
Secondary School Teachers’ Performance Questionnaire” to collect data for the work. In some cases personal
discussions and oral interviews were conducted to elicit information such as how many teachers the school had.
How often teachers got promotions among other things. The instrument contained 35 items aimed at measuring
the influence motivation has on teachers’ performance in secondary schools. The Likert type scale was adopted
but each item had a four-point scale weighted as follows: 4 - Strongly Agree, 3 - Agree, 2 - Disagree, 1
- Strongly Disagree. The questionnaire was in two parts. Part I consist of the respondents personal
information such as the name of the school he or she teachers, his working experience, his age range, his/her
subject area of specialization among other things. Part II on the other hand consisted of items on teachers’
motivation and performance; hence it is subdivided into two sections. Section A consisted of 21 items which
were meant to test teachers’ motivation, while section 8 consisted of 14 items which were also meant to test the
performance of teachers.

Table 2: Analysis (I.M.S.St.P.Q.) Respondents According To Age, Sex, And Qualification

Age Qualification
Sex 30 Years and 31 years and Degree holders N.C.E. and
Below Above Below
Males 25 20 30 15
Females 35 20 25 30
Total No. of teachers
for each group 60 40 55 45

The above table shows an analysis of respondents by sex, Age and qualification. There were 25 male
teachers that were below 30 years of age and the females under this group were 35, making a total of 60 male
and female teachers who are 30 years and below. There were 20 male teachers who were 31 years old and
above, while there were also 20 female teachers in the same age group. This brings the total to 40 teachers under
this category.

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 Influence Of Motivation On Teachers Performance In

Concerning qualification, there were 30 males who were degree holders and 25 females who were also degree
holders bringing the total number of degree holders to 55 Under N.C.E. and below we had 15 males and 30
females, making a total of 45 teachers under this category.

IV. METHOD OF DATA ANALYSIS

The method of analysis used was cross-tabulation. the data collection was coded and tabulated by
computing the frequencies and percentages of the various responses provided by the teachers.
Percentages were calculated on the basis of the following formula:
Percentage =NR x 100
n 1
Where NR = The number of respondents belonging to a group.
N = Total number of respondents.
The percentages of respondents who agree or disagree is calculated by dividing the total number of respondents
belonging to a group (for example male/female) by the total; number of respondents used for the study and you
finally multiply that by 100 to get the percentage.

V. RESULTS AND DISCUSSION

The study was conducted to examine the influence of motivation on teachers’ performance. The results
are presented as: Cross tabulation of allowance and promotion factors, age, of allowance and promotion,
qualification sex. Teachers’ perception of other motivation factors. Perception of teachers’ performance about
their duties. trained and untrained teachers etc.

TABLE 3: Cross tabulation Of Allowances And Promotion Factors By Age

Variabl Promotion according Promotion according to

e Total Allowance to efficiency experience
No of
Age teacher
agreed Disagree agreed disagreed Agreed disagreed
group d
N % No % No % No % No % No %
o
30 yrs. 60 1 20 48 80 5 8 55 92 6 10 54 90
And 2
Below
31 yrs. 40 4 10 36 90 3 8 37 93 8 20 32 80
And
Above

Table 3 shows that among 60 teachers who are 30 years and below, 12 teachers (20% agreed that car loans, car
basic allowance, housing and transport allowances and leave bonuses are given to teachers. On the other hand,
48 teachers (70%) disagreed that they are being given the above benefits. other factor considered include
acceptance of responsibility, preparation of teaching aids etc.

Acceptance of Responsibilities
Here the result shows that 40 of the younger teachers agreed that teachers accept
responsibilities.willingly this number represents (67%) while 20 of the teachers disagreed with the statement
(33%).Among the older teachers 34 out of the 40 teachers (85%) agreed, while 6 representing
(15%)disagreed.This also means that the two group take their work very seriously and accept responsibilities
willingly even though the older group scored higher percentage.

Teaching Aids Preparation

For teaching Aids preparation 40 out of the 60 teachers (67%) agreed that they prepared aids for their
lessons while 20 of them (33%) disagreed with the statement. Among the teachers who are 31 years and above
34 out of the 40 teachers (85%) agreed with the statement while 6 of them disagreed (15%).The result shows
that the older teachers take the preparation of teachers aids more seriously than the younger ones though the
younger teachers too are trying.

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 Influence Of Motivation On Teachers Performance In

Table 4: Teachers Perception of Other Motivating Factors

MOTIVATING No.of % No. of %
Teachers Agreed Teachers Disagreed
Agreed Disagreed
Attitude to work 100 180 - -
Annual leave 15 15 85 85
Prompt payment of salaries 13 13 87 87
Choice of lecture periods - - 100 100
Teachers involvement in decision making
Annual get –together parties 20 20 80 80
Send-off parties 50 50 50 50
Memorable presents 56 56 44 44
Principals personal help 40 40 60 60
Constants supervision of work 30 30 70 70
Professional help 50 50 50 50
Reading lesion note by principal 15 15 85 85
Attendance register 5 5 95 95
Movement book 75 75 26 26
Facilities 70 70 30 30
Response to teacher’s demand 15 15 85 85
Adequate staff development 10 10 90 90
Accommodation 20 20 80 80
13 13 87 87

On the issues of whether motivation improves teachers attitude to work, all the 100 teachers used for
study agreed with the statement. This means that if teachers are properly motivated their productivity in the
school system will be increased. Concerning the statement on whether teachers are giving annual leave at their
own discretion, 15 teachers out of 100 teachers used for the study (15%)agreed while (85%) disagreed. This
means that choice of annual leave is not used as a motivating factors in our schools. On whether teachers are
paid regularly, 13 out of the 100 teachers (13%) agreed with this while 85 teachers (87%) disagreed.This
resultshows that teachersare not paid promptly and regularly hence teachers are not motivated through prompt
payment.With regard to the choice of lecture periods, none of the teacher agreed that they have a choice as to
the choosing of the periods they used in teaching. This is also means that choice of lecture period is not used as
a motivating factor.Concerning the statement on whether teachers are involved in decision making, only 20
teachers out of the 100 teachers used for the research agreed (20%) while the 80 teachers disagreed representing
(80%). This also means that teachers are not involved in the decision making process of their schools hence it is
not used as a motivating factor to teachers. Regarding the aspect annual get-together parties, 50 out of 100
teachers (50%) agreed while 50 representing (50%) again disagreed that annual get-together parties are
organized. This means that annual get-together isused in motivating teachers slightly and not much since half of
the teachers disagreed.On the issues of whether send-off parties are organized by the school for out-going
teachers, 56 out of the 100 used for the study (56%) agreed, while 44 teachers (44%) disagreed. This means that
send-off parties is used as motivating factors for teachers.Presentation of memorable presents is another factor
that can be used to motivate teachers, but it is not being used properly since only 40 out the 100 teachers (40%)
agreed to the statement while 60 of them (60%) disagreed. With regard to principal’s personal help. 30 out of
the 100 teachers agreed (30%) while 70 out of the 100 teachers (70%) disagreed. This means that this is not used
as a motivating factor in the schools. On the aspect of supervision, 50 out of 100 teachers agreed (50%) that
there is constant supervision of teacher’s work. 50% of the teachers also disagreed that there is
supervision.Concerning the statement on whether principals render professional help to teachers, 15 out of 100
teachers used for the study agreed representing (15%), while 85 teachers (85%) disagreed. This means that the
principals are not helping the teachers professionally, and this also does not motivate the teachers. As for lesion
notes, 5 teachers out of 100 teachers used (5%) alone agreed that principals have time to read teachers lesions
notes. On the aspect of attendance register, 74 teachers agreed (74%) while 26 of the teachers also disagreed
(26%). This shows that keeping of attendance register in schools can be used as a motivating factor.

VI. CONCLUSION AND RECOMMENDATIONS

This study was conducted in order to find the influence motivation has on the performance of teachers in
secondary schools in Emohua Local government area of Rivers State.The sample consisted of secondary school
teachers in the above local government area. 100 questionnaires were administered and all the 100 were

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 Influence Of Motivation On Teachers Performance In

returned. This represents 100 percent response or return rate.The study sought to answer questions: such asWhat
are the major factors that motivates teachers?Does Age influence motivation of teachers:Does educational
qualification have any influence on the motivation of teachersTo what extent does age influence the
performance of teachers?Does sex have any influence on the performance of teachers?To what extent would
years of teaching Experience influence teacher performance?To what extent does professional qualification of
teachers affect their performance?

VII. CONCLUSIONS
The following conclusions could be drawn on the basis of data collected and analyzed in this study.
The factors that are currently being used to motivate teachers in the school’s which are, annual get- together
parties, organizing send-off parties for teachers on transfer, constant supervision of teachers’ work, provision of
attendance register and provision of movement books have little or no influence on the motivation of teachers
That age has no influence on the motivation of teachers.Educational qualification too has no influence on the
motivation of teachers.Younger teachers seem to perform their duties better than the older teachers.The male
teachers were found to be more hardworking than the female teachers.The less experienced teachers than the
more experienced teachers.Professional teachers seem to perform their duties better than the non- professional
teachers.That motivation has positive influence on teachers’ performance general.

VIII. RECOMMENDATIONS
As a result of the findings, the following recommendations are suggested:That the management of the
state secondary schools in Rivers State should make use of correct motivational strategies such as attitudes
motivation, incentives, and recognition.Since age since to influence performance the age group that is found to
perform better should be employed for better results?There should be workshops which should guide the
management on the right factors that motivate teachers for better performance and higher productivity.The
government should always try as such as possible to pay teachers’ salaries promptly and regularly, and also
make efforts to pay attention to teachers, demands and complaints.The government or the management should
provide accommodation for teachers on the school compound, but where there are none, enough allowances
should be given to teachers to pay for their rents.Every teacher should be given the opportunity to develop
him/herself through study- leave with pay.Finally, facilities should be provided for teachers in order to perform
their duties more affectively.Also as the study covered only Emohua Local government area of Rivers State so I
suggest that a similar study be carried out either in the same state but in different local government areas or in
other states of the federation and beyond. The findings of this study can only be regarded as a beginning
towards many more researches into motivation and the influence it has on performance.The study used the
descriptive survey method so I suggest that further studies be carried out using other research methods, such as
case study using different schools with specific conditions.It is further suggested that further research work
should try and use different method of analysis apart from the cross tabulation and the simple percentages used
for this work.

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