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University of Nigeria
Research Publications A
utho
r
OGARA, Millicent I.
PG/M.Sc/03/34089
Title
Motivation of Teachers in Government Secondary
Schools in Nsukka Urban of Enugu State
Facu
lty
Social Sciences
Dep
artm
ent
Public Administration and Local Government
Dat
e October, 2007
Sign
atur
e
UNIVERSITY OF NIGERIA, NSUKKA
DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT
MOTIVATION OF TEACHERS IN GOVERNMENT SECONDARY b
SCHOOLS IN NSUKKA URBAN OF ENUGU STATE
OGARA MILLICENT IFEOMA
SUBMITTED TO THE DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF SCIENCE IN PUBLIC ADMINISTRATION
OCTOBER 2007
-.
APPROVAL PAGE
This project has been approved for the Department of ,Public
Administration and Local Government, University of Nigeria Nsukka.
-- DR. B.C. NWANKWO SUPERVISOR HEAD OF DEPARTMENT
PROF oKEY~BEANu DEAN FACUI-TY OF SOCIAL SCIENCES
-- -- PROF. R.N.C ANYADIKE
DEAN SCHOOL OF POSTGRADUATE STUDIES
,,. 111
CERTIFICATION
This is to certify that OGARA MILLICENT IFEOMA with registration
number PGlMSCJ03134089 has successfully completed all the necessary
~equirements for course work and Thesis for the award of Degree of
Master of Science in Public Administration.
This work is original and has not been submitted in part or full for #
any other diploma or degree of this or any other University.
DR. B.C NWANKWO , . . .
HEAD OF DEPARTMENT PROJECT SUPERVISOR .
DEDICATION
This work is dedicated to God Almighty for giving me the grace to
cope with the challenges involved and to my mother Mrs. Grace Ogara for
her encouragement.
ACKNOWLEDGEMENT
I wish to express my gratitude to my supervisor Dr. 6.C Nwankwo
whose immense assistance and expert advice made this work possible.
My appreciation also goes to my Lecturer Dr. C.U Agalamanyi who
guided and encouraged me in the work. Indeed his contribution is
unquantifiable in making this work a success. #
I am also grateful to the following persons - Mrs. A.N Odo, Mrs. F.1
Nzekwe, Mr. Chris Obileke, Mrs. Beatrice Onah.
They supported me morally and academically. May God reward them
graciously.
Finally my indebtedness goes to my family, the Ogara's who provided
the conducive home atmosphere for the completion of this work.
TABLE OF CONTENTS
ii. Certification - - - - - - - iii
- iii. Dedication - - - - - - iv
iv. Acknowledgement - - - - - - v
v. Table of contents - - - - - - vi
vi. List of tables- - - - - - - - ix t
vii. Abstract - - - - - - - - X
Chapter One: Introduction
1.1 Background of the study - - - - - - I
1.2 Statement of the problem - - - - - 2
1.3 Objectives of the study - - - - - - 4
1.4 Significance of the study - - - - - - 5
I .5 Scope of the study- - - - - - - 5
1.6 Limitation of the study - - - - - - 6
Chapter Two: Literature Review and Methodology
2.1 The RoleJimportance of Motivation - - - - 10
2.2 Motivation Theories - - - - - - 11
2.3 Motivation Techniques - - - - - - 15
2.4 Motivation: Implication for Management - - - 26
2.5 Theoretical Framework - - - - - - 28
2.6 Research Hypothesis - - - - - - 29
Operationalization of Concept -
Research Method - - -
Area of the Study - - -
Population of the Study - -
Sample Size - - -
Sampling Technique - - Instrument for Data Collection -
Questionnaire used in the Study
Validation of the lnstrument - Method of Analysis - -
Chapter Three: Findings and Discussions
Research Question 1 - - - - Research Question 2 - - - -
Research Question 3 - - - - Research Question 4 - - - - Chapter 4: Presentation and Analysis of Data
Questionnaire Distribution - - -
Personal Data of Respondents - - -
Distribution by Age - - - -
Distribution by Years of Experience - -
Distribution by Qualification - - -
MEAN CALCULATION - - -
vii
30
3 1
3 1
3 1
31
3 1
31 t
32
32
32
33
34
36
37
38
39
39
39
40
41
4.3.1 Testing Hypothesis 1 - - - - -
4.3.2 Testing Hypothesis 2 - - - - - -
4.3.3 Testing Hypothesis 3 - - - - - -
4.4 PERCENTAGE CALCULATION - - - -
4.4.1 Testing Hypothesis 1 - - - - - -
4.4.2 Testing Hypothesis 2 - - - - - -
4.4.3 Testing Hypothesis 3 - - - - - -
Chapter 5: Summary, Conclusion and Recommendations
5.1 Summary - - - - - - - -
5.2 Conclusion - - - - - - - -
5.3 Recommendation - - - - - - -
Bibliography
Appendix
LIST OF TABLES
Table 1 :
Table 2:
Table 3:
Table 4:
Table 5:
Table 6:
Table 7:
Table 8:
Table 9:
Table 10:
Numerical strength of schools - - - - 38
Distribution by Age - - - - - 39
Distribution by years of experience - - - 39
Distribution by qualification - - - - 40
Motivation of teachers in public secondary schools and high #
productivity questionnaire nos 1 - 12 - - .. 42
Motivation of teachers in Nsukka Urban and their self
actualization questionnaire nos 13 - 17 - - 43
Poor motivation of teachers and increase in incidence of
exam-malpractice and moral decadence. Questionnaire nos
18-21 - - - - - - - - 44
Percentage calculation: - Questionnaire no. I I - 46
Percentage calculation: - Questionnaire no. 14 - 47
Percentaae calculation - Questionnaire no. 20. - 47
ABSTRACT
This study examined the motivation of teachers in government
owned secondary schools in Nsukka Urban.
In the course of this work, four research questions were raised and
three research hypothesis formulated. All these gave guidance to the work.
Further more, structured questionnaire was developed and validated #
by experts in the department. The questionnaire was administered to two
hundred teachers in ten public schools in Nsukka urban. The data
collected were analysed using simple percentage and mean score.
Findings made from the study show that
- motivation of teachers in government secondary schools in
Nsukka urban is poor.
- the prevalence of high rate of exam-mal-practice and moral
decadence among youths is linked with poor motivation of
teachers.
- The national goals for secondary education are not being
realized on a high level.
- Teachers do not experience job satisfaction and self-
actualization in their profession
Based on the findings, some recommendations were made among them
are: -
- the government must recognize that teachers are important
assets in her education industry. Their pay must compare
with other employees, in other sectors with the same
qualification.
- The government should of utmost urgency adopt other
motivational techniques which have never been used to
boost employee productivity. #
CHAPTER ONE
INTRODUCTION
I .I BACKGROUND OF THE STUDY
National policy on Education (2004) describes secondary
education as the education children receive after primary education and
before tertiary stage. The policy states that the broad goals of
secondary education shall be to prepare the individual for -
(a) Useful living within the society #
(b) Higher education
Further more, the policy (1978) expresses one of its goals as that of the
acquisition of appropriate skills and the development of mental, physical
and social abilities and competencies as equipment for the individual to
live in and contribute to the development of his society. According to the
policy, to achieve the stated goals, secondary education shall be for six
years duration, given in two states: -
- a junior secondary school stage
- a senior secondary school stage. Each shall be of three
years duration.
The junior secondary school shall be both pre-vocational and academic.
Students who complete junior secondary shall be streamed into -:
- the senior secondary school
- the technical college
- an out of school vocational training centre
- an apprenticeship scheme
On the other hand, the senior secondary school shall be comprehensive
with a curriculum designed to broaden pupils' knowledge and outlook
(National Policy on Education 2004).
Secondary school as an institution serves as an agency to realize
the above goals. it is equally an organization equipped with both human
and material resources to achieve desired course. Being an
organization the importance of motivation as good management #
technique cannot be over emphasized.
Motivation has been an age long issue between employees and
employers. It has also been noted by management scholars that
employee motivation is an effective instrument for increased
productivity. According to Lindner (1998), motivated employees help
organizations survive. They are more productive.
In the light of this background, this research seeks to investigate
on the motivation of teachers who teach in government secondary
schools in Nsukka urban.
1.2 STATEMENT OF THE PROBLEM
In the recent times, there has been a very strong outcry by stake
holders in Education and the public against some vices which are so
common among students in public secondary schools. These vices
include: - - escalating indiscipline
- examination malpractice and poor performance in
external examinations
- drug addiction
- disobedience to parents and constituted authorities
- promiscuity and moral decadence
- violence and cultism among others.
The prevalence of the above unpatriotic behaviour among our
youths in government secondary schools leaves much to be desired. It @
has equally raised some questions among leaders and concerned
citizens as regards its causes. Prominent among these causes is the
issue of motivation of teachers who are directly involved in teaching
these students.
Further more industrial actions frequently embarked by teachers
and poor performance by students in external examinations suggest
that teachers welfare are not being adequately addressed by the
government. One therefore wonders the extent to which the National
goals for secondary education are being realized in the face of these
problems.
The issues raised above, have created an urge to probe into this
topic Motivation of teachers in government secondary schools in
Nsukka urban. The following research questions will be used in cause
of the work.
4
RESEARCH QUESTIONS
Are teachers in government secondary schools in Nsukka
urban motivated on their job?
Is there any relationship between employee motivation and job
performance?
Are the National goals for secondary education being realized
on a high level?
Has poor motivation of teachers in government secondary b
schools resulted in wide spread exam-malpractice and moral
decadence among youths?
1.3 OBJECTIVES OF THE STUDY
The broad objective of this research is to investigate on the
motivation of teachers in government secondary schools in relation to
the realization of the National goals for secondary education. This
research intends to achieve the following at the end: -
To find out whether teachers who teach in public schools are
adequately motivated on the job.
To establish the effect of motivation on employee productivity.
To find out the extent to which the national goals for secondary
education are being realized in government owned schools.
To ascertain whether poor motivation of teachers has resulted
in wide spread exam mal-practice and moral decadence
among our youths.
1.4 SIGNIFICANCE OF THE STUDY
One of the major issues facing human resource department and
specialist is the issue of motivation. Motivation is the primary factor
when it comes to getting work down. This research will present the
following significance.
- to confirm to the government and school administrators that
motivation of workers has positive influence on the realization
of organizational goals. b
- To identify other motivational techniques and work incentives
which the government has not been using in motivating her
workers.
- To encourage employers of labour (the government) to
motivate their teachers adequately so that they can be
actualized in their profession and have job satisfaction.
- To reduce the prevalence of examination mal-practice which is
associated with low performance due to poor motivation of
teachers.
1.5 SCOPE OF THE STUDY
The scope of this research is government owned secondary
schools in Nsukka urban. The research intends to reach teachers who
teach in government secondary school in Nsukka urban of Enugu State.
I .6 LIMITATION OF THE STUDY
The research of this type is always faced with problem which
hinder the full realization of its objectives.
The main limiting factor is on how to get true and realistic
information from respondents. Some respondents (teachers) may
express fears or indifference in opening up; incase their views and
feelings be made known to the government and they will be
subsequently victimized. @
Secondly, time may pose some hindrances as research of this type
is time consuming.
CHAPTER TWO
2.1 LIERATURE REVIEW AND METHODOLOGY
One of the major problems confronting management is that of
motivating workers to perform assigned tasks to meet or surpass
predetermined standards (Nwachukwu, 1988). According to Dickson
(1973)) employee were considered just another input into the production
of goods and services at one time. What perhaps changed this way of
thinking about employees was the research referred to as the 6
Hawthorne studies conducted by Etton mayo from 1924 to 1932.
The hawthorne studies began the human relation approach to
management, whereby the needs and aspirations of employees
become the primary focus of managers (Bredeian 1993). In an
organization, personnel are said to be motivated if they perform their
jobs effectively and efficiently (Mondy et al 1980).
The concept of motivation is at the very heart of the study of work
organizations. The issue of motivating employees is of great concern to
both management and workers in the organization.
in the words of Atkinson (1964), motivation has no fixed meaning in
contemporary psychology. One thing is clear, motivation is derived from
Latin word "Movere" meaning to move .... However contemporary
authors have defined the concept of motivation as: - - the psychological process that gives behaviour purpose
and direction (Kreitner, 1995).
- A predisposition to behave in a purposive manner to
achieve specific unmet needs (Buford, Brdian and
Lindner, 1 995).
- An internal drive to satisfy an unsatisfied need (Higgin,
1 994).
- The will to achieve (Bedian, 1994)
- The inner force that drives individuals to accomplish
personal and organizational goal (Lindner 1998). b
- The willingness to exert effort to achieve organizational
goals, conditioned by this effort's ability to satisfy
individuals needs (Robbin and Coulter, 1996)
- The process of influencing or stimulating a person to
take action that will accomplish a desired goal (Mondy et
al 1980)
- A prepotent state that energizes and guides behaviour
(Omode, 1991).
Jones (1955) also defined motivation as being concerned with how
behaviour gets started, is energized, is sustained, is directed, is
stopped; and what kind of subjective reaction is present in the organism
while all this is going on.
Obi-Keguna (2004) states that in the context of industrial
psychology, work motivation primarily concerns: - - what it is that energizes human behaviour
- what directs or channels behaviour
- how the behaviour is maintained or sustained
When we emphasize these three aspects, work motivation may be
defined as conditions which influence the arousal, direction and
maintenance of behaviour relevant in work settings.
Based on the foregoing definitions, Akinbo (2004), posits that
motivation is concerned with all the inner striving condition often
described as gives, desires and wishes which make the individual act in #
a certain way. It is an inner state that activates or moves the individual.
Without motivation, there would be no purpose or goal, exhibited by the
individual either at work or elsewhere. Okpara (2004) says
behaviourists view motivation in the same way that they view learning,
that is in terms of stimuli, responses and reinforcers. Individuals are
motivated when drive stimuli impel and guides their responses. It is the
stimuli that both direct and reinforce behaviour.
The review of literature will consider this topic under the following
headings: -
- the role/importance of motivation
- motivation theories
- motivational techniques
- motivation - implication to management practices.
2.1 THE ROLEIIMPORTANCE OF MOTIVATION
Why do we need motivated employee? The answer is survival
(Smith, 1994). According to Linder (2005), motivated employees help
organizations survive. They are more productive.
Harry Levinston in Nwachukwu (1988) made a very interesting
observation about an unmotivated employee thus:
The characteristics of a jackass are stubbornness, stupidity and
unwillingness to go to where someone is driving him. These by #
interesting coincidence are also characteristics of unmotivated
employees. Unmotivated employees are a threat to an organization and
will not perform to meet organizational goals.
Onah (2004) states that job performance depends on ability, the
environment and motivation. The relationship is stated as follows: - P =
f(M + A + E).
Where P = performance
A = ability
E - - environment
M = motivation
Ajileye (1992) asserts that employee performance has a strong
functional relationship with his ability and desire (motivation) on the job.
According to him, the prime focus of the major public service review
efforts has been how to increase performance and productivity through
motivation. For example Harrigin report (1946), Gorsuch (1955),
Mbanefor (1959), Morgan (1964), Elwood (1 966), Adebo (1 971)
addressed the issues affecting salary and wages, pay and
compensation systems in the bid to introduce reforms into the public
service structure and function.
Wubbolding (2002), lists some problems that are common in
workplace today. They are employee who.. .
- are consistently late to work
- perform below their potential
- lack initiative
- fail to follow through
- seem to be moody
- perform poor quality work. These and other organizational
problems are addressed by motivation skills.
Akinbo (2002) expresses the importance of motivation as: - - it enhances individual and organizational growth
- it improves productivity and performance
- it enhances group dynamism
- it enhances good labour - management relations
- it enhances quality.
2.2 MOTIVATION THEORIES
Understanding what motivated employees and how they were
motivated was the focus of many researches following the publication of
the Hawthorn study results (Terpstra 1979). Five major approaches that
have led to our understanding of motivation are: -
- Maslow's need hierarchy theory
- Herzberg's two factor theory
- Vroom's expectancy theory
- Adam's equity theory
- Skinner's reinforcement theory
According to Maslow, employees have five levels of needs #
(Maslow, 1943):
- physiological, safety , social, ego and self-actualization. He
argued that lower needs had to be satisfied before the next higher need
would motivate employees. In Maslow's (1970) expatiation on the
characteristics of the basic needs, the point was made that the
hierarchy of needs was not as rigid as might have been implied. He
believed that in some people for instance, self-esteem may be more
important than love. He however, cautioned that the hierarchy should be
understood in terms of consciously felt desires rather than actual
behaviour. Although MaslowJs original concern centered around the
development of a model which was generally descriptive of the relation
between motivation and personality, he later focused his attention
specifically on motivational problems of employees in work settings
(Maslow, 1965).
HERZBERG'S THEORY
Herzberg's work categorized motivation into two factors: -
motivators and hygienes (Herzberg, Mausner and Snyderman 1959).
According to Herzerg and his associates, motivators or intrinsic factors
are such as achievement, recognition, responsibility, individual growth,
produce job satisfaction. If the above factors are absent, they
maintained that they would not cause dissatisfaction. The hygiene or
extrinsic factors such as pay, job security, promotion on the other hand #
produce job dissatisfaction. If the above factors are absent, they
maintained that they would not cause dissatisfaction. The hygiene or
extrinsic factors such as pay, job security, promotion on the other hand
produce job dissatisfaction.
VROOMJS THEORY
Vroom's theory is based on the belief that employees effort will lead to
performance and performance will lead to rewards (Vroom 1964).
According to him, rewards may be either positive or negative. The more
positive the reward, the more likely the employee will be highly
motivated conversely the more negative the reward, the less likely the
employee will be motivated. Vroom's theory advocates three variables
which are involved: - valence, instrumentality and expectancy. Taylor
(1 974) adduces the following issues inherent in Vroom's theory.
- what kind of behaviour must the employee produce in
order to achieve these objectives?
- What outcome does the job offer employees?
- How attractive do employees view these outcomes?
ADAM'S THEORY
Adam's theory states that employees strive for equity between
themselves and other workers. Equity is achieved when the ratio of
employee outcomes over input is equal to other employee outcomes
over inputs (Adams 1965). Obi-Keguna (2004) says that comparisms
with subordinates or with employees in different organization may also #
occur. An employee will perceive his job outcomes to those of other
employees with a similar job or with similar qualifications. Thus
satisfaction results when perceived equity exists but dissatisfaction sets
in when perceived inequity is experienced.
SKINNER'S THEORY
Skinners theory simply states those employees behaviours that lead to
positive outcomes will be repeated and behaviours that lead to negative
outcomes will not be repeated (Skinner, 1953). Managers should
positively reinforce employee behaviour that lead to positive outcomes.
They should also negatively reinforce employee behaviour that leads to
negative outcomes.
Skinner's theory of shaping behaviour is useful to managers but
one should not assume that human behaviour is simple to understand
or modify (Mondy et al 1980).
2.3 MOTIVATION TECHNIQUES
McNerny (1996) states: "motivating employees is a very
challenging task because of the varying needs and desires that drive
employees' behaviour. No single theory can guide efforts to bolster
employee motivation since they are not purely economic, social, political
or psychological beings.
According to Blaire (2004), motivation must come from within
each person. Many people believe that management cannot motivate #
employees. Robbin and Coulter (1996) state: many people view
motivation as personal trait; which they cannot change. It means some
employees have it some do not. Some employees are motivated and
some are not. Managers must create the environment for employees to
exert effort, they must be approachable by the employees in such a way
that they an see and understand what employee needs are. After
understanding what employee needs are, human resource managers
work to meet those needs while considering the goals of the
organization.
Matejka (1990), states that a true leader must find out what his
people are pursuing. Leaders must understand how to help peers and
subordinates meet their needs. Managers can then begin to help
employees reach company goals. Kamery (2004) posits that positive
motivational techniques could be intrinsic or extrinsic. Intrinsic
techniques tap the positive satisfaction an employee gets from the job
itself eg job enrichment challenging work, growth and development
opportunities. On the other hand extrinsic techniques deal with rewards
an employee gets from the employer e.g. pay, promotion benefits etc.
This paper will discuss these techniques (intrinsic and extrinsic) in
detail: -
TECHNIQUES AVAILABLE TO ENHANCE MOTIVATION
There are several approaches and techniques the practicing
manager should consider in getting work done. These techniques + include: -
2.3.1 MONEY
One of the oldest and longest standing rewards or reinforcers of
behaviour is money. Mondy et a1 (1980) states that managers are
hopeful that money can be utilized for two basic purposes: - - to attract and retain qualified personnel in the
organization
- to motivate these personnel to higher levels of
performance.
Good pay is essential employee satisfaction and must be
carefully considered in all personnel matters (Mcintosh 2004). Onah
(1996) also asserts that wages and salaries with a competitive
character have a large motivating element in Nigeria. He went further to
urge that even though there is a limit to which salaries could be
increased given the harsh economic environment, within which
organizations exist in the country, it should be remembered that these
employees' depend heavily on their salaries and they also exist in a
harsh economic environment. Nelson (1996) found that money is not a
top motivator. In a research study of 1500 employees in a variety work
setting, employees reported that personalized, instant recognition was
one of the most powerful tools of motivation of the 65 potential
incentives evaluated.
2.3.2 EMPLOYEE PERFORMANCE AND EQUlN b
Equity involves an individual comparing his or her performance
and rewards received with the performance and reward received by
other for doing similar work (Mondy, Holmes and Flippo 1980). JS
Adams (1963) says that equity theory is based on the simple premise
that people want to be treated fairly.
An employee who perceives that there is equity in management's
actions and processes feels motivated and maintains the current
situation and is in high spirits. On the other hand if inequity is perceived,
there is the motivation to reduce inequity by changes in input outcomes
and alterations in the perception of self and others (Onah 1996).
2.3.3 JOB SECURITY
Kuhnert (1987) found that there is a strong relationship between
perceived job security and health. The more permanent the employees
thought their position was, the greater their physical and mental well
being. The more permanent employees perceive their jobs, the more
their strong relationship with their job and the more they harmonize their
need to the organizational goals (Onah 1996).
2.3.4 PROVIDING EFFECTIVE SUPERVISION
The supervisor can make or break an employee (Nwachukwu
1988). He forms essential link between the general manager and the
workers. The worker must have good and effective supervision to
perform to the best of his ability. According to Mcintosh (2005) the
quality of supervision will largely determine the level of employee #
performance. Since much personal motivation is derived from
competent supervisor, efforts to improve quality supervision will reflect
directly in higher employee motivation, achievement and morale.
2.3.5 DELEGATION OF AUTHORITY AND RESPONSIBILITY
Good managers empower employees by helping them to realize
that after many years of getting each step approved and working with
limited boundaries, employees are free to pursue their needs (Kamery
2004). A key to empowerment is to delegate responsibility and duty. If
managers assign a task to an employee without assigning
accountability along with it they have not truly delegated. Employees
must accept responsibility and decide for themselves a course of action.
Onah (1996) asserts that from time to time, it is good to allow staff
of sufficient seniority to perform some functions which belong to
management but which are not strictly of a professional nature. Such
actions throw challenges to staff and give impression that their worth is
being recognized.
2.3.6 JOB ENRICHMENT VERSUS JOB ENLARGEMENT
Strongly advocated by Fredrick Herzberg job enrichment refers to
the basic changes in the content and level of responsibility of a job, so
as to provide for the satisfaction of the motivation needs of personnel.
The individual is provided with the opportunity to derive a feeling of
greater achievement, recognition, responsibility and personal growth in #
performing the job (Mondy et al 1980).
Herzberg (1968) states that there are a number of principles for
implementing job enrichment which include
- increasing job demands
- increasing a workers accountability
- providing work scheduling freedom
- providing feed back
- providing new learning experience
On the other hand job enlargement is said to provide a horizontal
expansion of duties. For instance, instead of knowing how to operate
only one machine, an employee is taught to operate two or more but not
additional responsibilities are provided.
2.3.7 SELF FULFILLING PROPHECY
A manager's expectations have significance influence on
employee motivation and performance. Livingston (1969) states that
- a manager's expectation of employees and the way he or she
treats them largely determine their performance and career
progress.
- a unique characteristic of superior managers is their ability to
create high performance expectations that subordinates fulfill.
According to Mcintosh (2005) another way to create motivation is
the personal conference held in private with each employee. Such talks
smooth out problems and difficulties which may be blocking the b
motivation of the employee.
2.3.8 TRAINING AND DEVELOPMENT
Ajileye (1 992) posits that workers attitude towards their job reveal
that they can be stimulated more by the intrinsic nature of work - that is
the challenges inherent in it than by any of the material benefits or
outward trappings of the job. Based on the above, employee need for
self-realization is no longer dependent on competitive success but more
importantly on personal growth and development.
According to Nwachukwu (1988) employee training and
development are at the heart of employee utilization, productivity,
commitment, motivation and growth. Many employees have failed in
organizations because their need for training was not identified and
provided for as an indispensable part of management function.
Effective training programmes according to Blue and Nay lor
(1976), can result in increased productivity, reduced labour turnover and
employee satisfaction. They also noted that a training programme
should include all employees from factory workers to executives and
apply not only to inexperienced workers but also to experienced
workers in the enterprise.
2.3.9 PROMOTION AND STAFF ADVANCEMENT
An average employee looks forward to the day when he will earn
a promotion. Promotion is a reward for past performance, an
encouragement to help him to continue to excel. It is a vote of #
confidence and a blessing. Promotion is a motivator of behaviour
(Nwachukwu 1988).
According to Onah (1996), promotions and advancement put new
life in the individual and activates his knowledge skills. He feels
challenged and in consequence strives harder to be effective in his new
job.
2.3.10 WELFARE SCHEMES
Staff welfare schemes are generally a part of incentives which
show organization's concern for the whole quality of working life of its
employees and identification of ensuring employee well-being (Ajileye,
1992). According to him some of these welfare scheme include
- eating and recreational facilities
- medical and health facilities
- transportation and accommodation facilities
- training and development opportunities
- pension and gratuity
- communication and encouragement of interpersonal
relationship
- prompt management show of concern in the event of
employee demise or the demise of a close one.
- Pension and gratuity.
2.3.1 1 SEEKING AND USING EMPLOYEES' OWN IDEAS
To feel very much of the hospitality service business and to be
given an incentive, each employee must understand that he is free to
contribute ideas (Mcintosh, 1974). Management must encourage
employee ideas and provide the necessary mechanism for obtaining
them. According to Negro and Negro (1977) upward communication is
in a very important sense unnatural. It is like rowing upstreams against
the current. To obtain these ideas from employee suggestion boxes,
idea discussion, employee meetings can be introduced. Encourage
employees to think about problems of the business. Some excellent
ideas from them may be forthcoming. As a manager, carefully consider
all ideas and if adopted, commend or reward the giver, if not adopted a
word of explanation and appreciation should be always given.
2.3.12 KEEPING EMPLOYEE'S INFORMED
Successful service industry manager build good attitude in their
employees by keeping them informed of affairs of the business.
Important methods of informing employees include
- personal communication
- use of a bulletin board
- regular employee newsletter or newspaper
- individual written notices and meetings
Meetings are one of the best forms of management - employee
communication. They should be kept short and purposeful. There are
two types of meetings: - b
- the regular stop meeting and
- the problem or opportunity meeting
The regular stop meetings are usually held for supervisy8g$ ( A
I . . . . i l . . .. departmental heads. However all employees should be invited to a st&ff?, '
, . meeting probably once a month or once each quarter. p 4 , ,?,
The problem or opportunity meeting is called when someone has
a problem or an idea worthy of consideration and assistance by others
in the organization. Holding regular meetings for the employees is one
of the best means of motivating your staff and building self-esteem.
2.3.1 3 INSTILLING PRIDE IN WORK
Management should show public satisfaction with
accomplishment by occasionally complimenting and expressing
appreciation to the employee for work well done. Thank them one-on-
one, verbally, in writing or both. Give praise often, sincerely, and in a
timely manner (Nelson 1996).
Pride in work well done also builds morale. Morale can be defined
as an emotional attachment to the business itself. It is the end product
of skilled management and is reflected in each individual and in the
general tone of all employees towards their employer and towards each
quest. When employee satisfactions and needs are being met, excellent
moral is the certain result. Morale thus becomes an important indicator
of the quality of employee management and should be carefully
watched and measured as an integral part of the total management $
process.
2.3.14 WORKING MATERIALS
The provision of adequate working materials does a lot in respect
to employee motivation. These materials include ultra-modem
equipment, uniform befitting office paraphernalia, convenience etc.
They relate to and are all part of the working environment. The absence
of some of these can cause frustration and a negative work attitude
(Onah 1996).
2.3.15 RECOGNITION - NONMONETARY
Non-monetary recognition can be tangible or intangible.
Examples of tangible recognition: pins or plaques for length of service
or special accomplishments, announcing a promotion with a story and
employee's picture in the local newspaper or advertisement in the local
newspaper featuring pictures of key personnel, highlighting their training
experience and outstanding services. Intangible means of recognition
are less formal. A kind word of praise "Joe the gardens and lawn look
just great. Or, take employees out to lunch at regular intervals, arrange
a party for them such as at Christmas or send each one a card on his
birthday or when sick.
2.3.1 6 SOCIAL PRESTIGE
Present day management theory says is no longer sufficient to
satisfy only subsistence needs. Such a policy is too limited to motivate
employees enough for today's competitive business condition (Mcintosh #
1974). Superior employee performance will be obtained only when his
social and self-esteem needs are supplied on the job. More money
often becomes an insistent demand when management is concerned
only with satisfying minimum cost of living needs, when a "whole
person" is involved, within an enterprise, the employee is often content
with less money than he might make elsewhere simply because he
enjoys his work and experiences self-esteem and accomplishment
through his work.
Employees like everyone else feel a strong need to belong and
feel accepted. These are important factors in good employee
management. The intelligent and efficient manager considers them
when he formulates policy governing work incentives for his business
family.
2.3.17 BEETER PLACEMENT
Workers will be more productive and interested if they feel they
are in the right job, best employed, and being used to the fullest
capacity. Periodic checks of employees' production and talk with his
supervisor will establish his level of performance. Appropriate
adjustment in his job assignment helps to keep his work up to his
capabilities and are of long-term benefit to both worker and employer.
2.3.18 BETTER ENVIRONMENT +
Some places of business look fine from the outside and to the
customer; but much less attractive behind doors in the work areas. This
is detrimental to morale. Also there are indirect bad effects on habits
and sanitation standards. Working areas should be made light airy,
comfortable, orderly, quiet and clean. Actual tests have proven that
morale and productivity are much higher when employees work in /
pleasant and clean areas than when the work environment is
unattractive and depressing.
2.4 MOTIVATION: - IMPLICATION FOR MANAGEMENT
PRACTICES
For motivational tools to succeed, it must be dynamic (Akinbo,
2003)., Motivational techniques which are not flexible are dangerous
and counter productive. According to him organizations must and
should not forget that a satisfied need is no longer a motivator of
behavour. Environment, organizational and even individual changes
should not be forgotten while organizing and implementing motivational
needs.
Mondy et at (1980) on their discussion on motivation stressed the
following for managers: - - managers should recognize and try to develop a better
understanding of human behaviour if they are to create
a climate that encourages greater employee
performance and satisfaction. t
- Personnel have been underutilized and over managed.
Organizations should try to provide more responsible
and challenging jobs that allow a greater degree of self-
control by the individual.
- Many managers have adopted the theory x assumptions
regarding the expected behaviour of their subordinates.
These managers have created a climate of distrust and
one that encourages immature actions on the part of
employees. These conditions do not lead to more
effective performance or a higher level of employee
satisfaction.
Etuk (1981) in a study of job satisfaction and motivation with
executive officers in parastatals and government ministries in Cross
River State, showed that these officers attach great importance to the
following facets of their jobs; achievement, opportunity to grow,
responsibility, opportunity to participate in making decisions, opportunity
to participate in goal setting, opportunity for promotion. According to him
these factors are not only the major determinants for job satisfaction but
specifically they are job factors that are capable for positively
influencing their job attitudes and performance.
2.5 THEORETICAL FRAMEWORK
A theoretical framework is a way of describing, analyzing,
interpreting and predicting phenomena. It involves linking the problem #
under investigation to the assumptions, postulations and principles of a
theory (Obasi 1999). The importance of a theoretical framework in a
research work cannot be overemphasized. It gives a research work the
necessary focus and direction by limiting the danger of eclectic analysis.
This research; motivation of teachers in government secondary
schools is anchored on the Human Relations Approach to management,
also referred to as the Hawthorne studies was conducted by Etton Mayo
from 1924 to 1932 (Dickson, 1973). The studies found employees are
not motivated solely by money and employee behaviour is linked to their
attitudes. The Hawthorne studies began the human relations approach
to management, whereby the needs and motivation of employees
become the primary focus of managers (Bedeian, 1993).
According to Nwachukwu (1988) Human Relations Approach to
management concentrates on the interpersonal relationship between
management and workers. The proponents of this school place
emphasis on the understanding of employees by management. They
stress motivation - meeting workers needs and aspirations.
The school also believes that effective use of human relationship
will aid management in realizing organizational goals. Much behavioural
research does support the thesis that reasonable satisfaction of the
needs and desires of these people who work within and contribute to
the enterprise will lead to greater output. A management approach that
ignores or de-emphasis the human element will often result in only #
partly accomplished objectives, reduced creativity and general
dissatisfaction.
The contributions: - theories and research; applications of such
well known behavioural scientist:
- Abraham Maslow (Hierarchy of needs)
- Herzberg (two factor theory)
- Chris Argyris (etc) have provided considerable insight
into approaches for increased managerial effectiveness.
The criticism for this Human Relations Approach is that it tries to
link management too closely to the field of psychology and sociology.
In the face of the above criticism the theory still remains a good
approach to realizing organizational goals amidst other management
processes.
2.6 RESEARCH HYPOTHESIS
The following hypotheses will be tested in course of this research.
0)
(i i)
(iii)
Motivation of teachers in government secondary schools
enhances high productivity resulting in the realization of
the National goals for secondary education.
Adequate motivation leads to job satisfaction and self-
actualization of teachers in their profession.
Poor motivation of teachers in government secondary
schools increases exam-malpractice and moral-
decadence among youths. #
2.7 OPERATlONALlZATlON OF CONCEPTS
For the purpose of this research, these terms are deemed to have
these definitions: -
VICES: Evil, unacceptable character
PUBLIC SECONDARY SCHOOLS: Government owned secondary
schools
EMPLOYER: Government
EMPLOYEES: Teachers
ENHANCE: Improve the quality of something
MORAL DECADENCE: Behaviours which show a fall in standard
ABERATION: A way of behaviour that is not socially accepted.
MOTIVATORS: Variables that influence somebody to behave in a
particular way
ORGANIZATIONAL GOALS: Targets that are expected to be
achieved by an organization.
2.8 RESEARCH METHOD (DESIGN)
To achieve the objectives of the study and answer questions
raised in the statement of problem, the survey research method was
used. This method also helped to test the hypotheses raised in chapter
two.
2.9 AREA OF THE STUDY
The area of the study is Nsukka Urban in Nsukka Zone of the
Post Primary Schools Management Board of Enugu State. #
2.10 THE POPULATION OF THE STUDY
The population of this study is teachers serving in government
secondary school in Nsukka Urban.
2.11 THE SAMPLE SIZE
The sample size is made up of ten government secondary
schools in Nsukka Urban. This size makes up about forty percent of the
total government secondary schools in the area of study.
2.12 THE SAMPLING TECHNIQUE
The simple random sampling technique was used to elicit
information from respondents. This technique was chosen because it
expresses equal chance for every member of the population.
2.13 THE INSTRUMENT FOR DATA COLLECTION
The following instruments were used in collecting data for the
study: -
(i) The questionnaire
(ii) Oral interviews (where necessary)
2.d4 THE QUESTIONNAIRE USED IN THE STUDY
The questionnaire method was used to gain information from the
target group. The nature of the questionnaire is the structured type
which helped to elicit information from respondents easily. The Likert
five rating scale was used, but for convenience, it was reduced to four
namely: -
Strongly Agree (SA)
Agree (A)
Disagree (D)
Strongly disagree (SD)
4 points
3 points
2 points
1 point
2.15 VALIDATION OF THE INSTRUMENT
The questionnaire designed for the study was given to two
research analysts in social science for validation. It was also tested to a
small group of teachers in public schools before the final bulk of the
questionnaire was distributed.
2.16 METHOD OF ANALYSIS
Considering the nature of the research, the type of data collected,
and the sampling technique, simple percentage, tabular analysis of data
and mean was used.
For simple percentage any value that falls between 0-49% will be
rejected, while any value that falls between 50%-100% will be accepted.
In the same vein, any mean value that falls between 0-2.49 will be
rejected and any from 2.5 and above will be accepted.
CHAPTER THREE
FINDINGS AND DISCUSSION
The research centered on the motivation of teachers in public
secondary schools and its effect on productivity. The theoretical frame-
work anchored on the Human Relations Approach to management.
Some research questions were raised and the following finding made in
respect to the questions.
3.1 RESEARCH QUESTION 1 #
Are teachers in government secondary schools in Nsukka Urban
motivated on their job?
It was noted from empirical data that teachers are poorly
motivated. Little motivation in terms of pay, promotion and growth on
the job are offered. The level at which the above items are given is so
low that they do not effect any positive change in employee productivity.
Mcintosh (1974), states that some ways of motivating employees
include
- seeking and using employees own ideas
- keeping employees informed
- expressing personal interest on employees
- instilling pride in work well done
- providing effective supervision
Other motivational techniques according to Matejka (1 990) are
- creating challenging tasks
- creating opportunities for growth
- sharing ownership
- building group and team identity
- building trust and respect
It is sad to note that most of these techniques posited by
management scholars are not offered to teachers. The intrinsic
motivators which will create the opportunity for self actualization on the
job are scarcely given. How then will teachers be actualized in their #
profession when the means are not provided? The effect is that of job
dissatisfaction.
Nelson (1996) found that money alone is not a top motivator. It
therefore becomes necessary that a combination of motivators be
offered so that employees will work at best to meet organizational goals.
3.2 RESEARCH QUESTION TWO
between employee motivation and Is there any
productivity?
According to R
relationship
noorhead ant Griffin (1995), to reach high levels of
performance, an employee must want to do the job, (motivation) be able
to the job (ability) and have the right materials to do the job
(environment). A deficiency in any of these areas will hurt performance
Onah (2004). A manager should thus strive to ensure that all these
three conditions are met (Vroom, 1964).
This research found out that motivation of teachers by the
government is very poor. The essence of all motivational efforts is to
increase employee productivity. Motivated workers' out produce
unmotivated employees (Nwachukwu 1988).
According to Lidner (2005), motivated employees help
organizations to survive, they are more productive. Responses from
population group show that adequate motivation results in high
productivity. Many literatures consulted in course of this research reveal #
other techniques of motivation - like
- job security
- sympathetic help with personal problems
- personal loyalty to employees
- interesting work
- good working conditions
- tactful discipline
- good wages and promotions
- full appreciation of work done.
It is unfortunate to state that most of these indicators of motivation
are not part of teachers working condition. Pay has been the most
frequently used; technique. According to Onah (2004), pay alone has
been proved not to be effective motivator for good performance.
Empirically employee motivation in public schools is poor and the effect
is low productivity. It has therefore become imperative that when
motivation is high, productivity will be high and when motivation is low
productivity will be low also.
3.3 RESEARCH QUESTION THREE
Are the National goals for secondary education being realized on
a high level?
All types of organizations - government establishment, business
enterprises, hospitals, cooperative, churches whether profit making or
non-profit making have some goals to achieve. #
The National goals for secondary education stipulates, among
others that - a child must acquire appropriate physical, social and
mental competencies as equipment for the individual to live and
contribute to the development of his society.
Responses from questionnaire sent out show that the extent to
which these goals are being realized is not high. This is evident in the
society as majority of people who pass through public secondary
schools lack sufficient ability to contribute meaningfully to the
development of our society. This indicates a deterioration in the
standard of education.
Furthermore, social vices are more prevalent among youths
within secondary school age and this shows a negation of the goal of
secondary education. It can therefore be said that the National goals for
secondary education are not being realized on a high level.
3.4 RESEARCH QUESTION FOUR
Has poor motivation of teachers in government secondary
schools resulted in wide spread exam-malpractice and moral
decadence among our youths?
In an organization, personnel are said to be motivated if they
perform their jobs effectively and efficiently. In other words when
motivation is poor, job performance will be poor and organizational
goals are hardly realized. The wide spread exam-malpractice and moral b
decadence among youths in public secondary schools are an
affirmation that out National goals for secondary education are not
being realized on a high level.
This research has also proved that the wide-spread exam-
malpractice and moral decadence found among students in secondary
schools are as a result of poor motivation of teachers (questionnaire
Responses: 20).
Many, teachers and even school authority have been implicated
by examination bodies (WAEC, JAMB etc) to have taken part in exam-
malpractice. Others show a kind of apathy to other duties. When
indicted they justify their action on the basis that the government does
not motivate them. The wide spread exam-malpractice and moral
decadence among youths in government secondary school have
become a national problem and an aberration of the goals of secondary
education. This research had proved that these vices are linked with
poor motivation of teachers by the government.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
The number of questionnaire given to serving teachers within the
sample size was two hundred and fifteen copies. Two hundred and
three were returned. Out of the two hundred and three that were
returned, three copies were discarded for lack of compliance to
instruction. The distribution of questionnaire to schools was based on
the strength of teachers in the school. The number that was returned #
from each school is as shown below.
4.1
SIN
1
2
3
4
5
6
7
8
9
10
QUESTIONNAIRE DISTRIBUTION
TABLE 1: NUMERICAL STRENGHT OF SCHOOLS
SCHOOL
C.S.S lsienu
STC Nsukka
NUMERICAL
STRENGTH
CSS Obukpa
NUMBER
RETURNED
59
76
UGSS Nsukka
20
25
43
GTC Nsukka
SCGSS Nsukka
I I
CSS Alor Uno 1 55 (18
16
68
QRC Nsukka
22
47
59
17
20
60
MSC Nsukka
BHS Nru
20
72
49
25
17
The table above shows that one third of teachers in each school
was used to obtain information from the questionnaire.
4.2 PERSONAL DATA OF RESPONDENTS
TABLE 2
4.2.1 DISTRIBUTION BY AGE
The table above reveals that greater a number of respondents are
of age and mature. In other words, they can judge rationally the extent
of motivation given to them by their employer (government).
40 and above
4.2.2. TABLE 3
PERCENTAGE AGE RANGE
DISTRIBUTION BY YEARS OF EXPEREINCE
NO OF TEACHERS
91
RANGE OF EXPERIENCE NO OF
45.5
PERCENTAGE
I I I I From the data shown above, fifty percent of the teachers have put
in about fifteen years of experience on the average. By implication, they
have experienced the different kinds of motivation available to teachers
by different administration and government. Their responses to
questions raised in the questionnaire are without bias. #
4.2.3 TABLE 4
DISTRIBUTION BY QUALIFICATION
EDUCATIONAL
QUALlFfCATfON
NCE
HND
BED
BSC
B A
PGDE
MED
MSC
MA
NO OF TEACHERS
35
4
60
40
15
12
17
15
2
PERCENTAGE
17.5
2
30
20
7.5
6
8.5
7.5
1
The data above shows that all the respondents are qualified to
teach in the secondary school. The least qualification is the NCE which
is also the minimum qualification for teaching.
Secondly majority of the respondents (62%) are educationists by
training and understand the effect of motivation on productivity.
4.3 PRESENTATION AND ANALYSIS OF DATA FROM
RESPONDENTS QUESTIONS 1-21 USING MEAN AND SIMPLE
PERCENTAGE #
4.3.1 DETERMINING THE MEANS VALUE SYMBOLS USED AND
THEIR REPRESENTATION
SA - Strongly Agree 4 points
A - Agree 3 points
D - Disagree 2 points
SD - Strongly Disagree 1 point
X - Number of Responses
Fx - Number of responses x value
xfx - summation of FX
N - Total number of respondents
X - mean (Average)
Testing Hypothesis I using mean
HYPOTHESIS I
Motivation of teachers in government secondary schools in
Nsukka Urban will enhance high productivity resulting in the realization
of National goals for secondary education.
4.3.1 .I TABLE 5
Questionnaire SA
ITEM X FX
I 28 112
2 150 600
3 150 600
4 64 256
5 41 164
6 105 4 F
General Mean (x) = - 731 0 2400
The mean value is 3.04
The above mean calculation (3.04) shows that majority of
secondary school teachers believe that motivation will increase
productivity. In effect the National goals for secondary education will
also be realized on an increasing measure.
From the above mean value, our first hypothesis has been
accepted.
4.3.1.2 HYPOTHESIS II
Adequate motivation leads to job satisfaction and self-
actualization of teachers in their profession.
TESTING HYPOTHESIS II USING MEAN
3.3.1.2 TABLE 6
Questionnaire SA A
ITEM X FX X
General Mean (x) = - 2721 1000
The mean value for questionnaire items 13-17 shows that
hypothesis I I has been accepted. Teachers in government secondary
schools will be actualized in their profession if they are adequately
motivated. They also experience job satisfaction.
4.3.1.3 HYPOTHESIS Ill
Poor motivation of teachers in government secondary schools
increases the incidence of exam-malpractice and moral decadence
among the youths.
TESTING HYPOTHESIS II USING MEAN
TABLE 7
Questionnaire I SA A D SD
General Mean (x) = - 271 5 3.39 - - 800
The mean value is 3.39 which above the set value of 2.49. this
indicates that our third hypothesis has been accepted. From this
empirical result, teachers believe that the wide spread exam-
malpractice and moral decadence among youths is as a result of poor
motivation of teachers who work among them.
4.4. PRESENTATION AND ANALYSIS OF DATA USING SIMPLE
PERCENTAGE
The background study, research questions and hypotheses
indicate that employee motivation affects other variable which include
- high productivity
- self actualization
- exam-malpractice and moral decadence
The three hypotheses are hereby tested.
TESTING HYPOTHESIS I
Motivation of teachers in government secondary school in Nsukka
Urban will enhance high productivity resulting in the realization of
National goals for secondary schools. #
The questionnaire sent out carry some indicators of motivation.
These indicators include the following: -
- prompt payment of salaries and allowances
- good working conditions like retirement benefits,
insurance policy etc
- recreational activities like picnics, sports etc
- recognition of teachers outstanding performances
- in-service training for teachers
- promotion and benefits associated with it
- competitive salaries and allowances
- bonus offer from time to tome
- availability of teaching materials
- conducive working environment
Respondents' opinion on each of these indicators is expressed in
Appendix 6.
The summation of all the indicators above is expressed in
questionnaire number II which also addresses hypothesis I. the data are
shown below
HYPOTHESIS I
4.4.1 TABLE 8
ADEQAUTE MOTIVATION ENHANCES HIGH PRODUCTIVITY
FREQUENCY
The data above conform that adequate motivation has direct
relationship with high productivity 82.5 percent of the respondents agree
to this statement. In effect our first hypothesis has been upheld.
4.4.2 TESTING HYPOTHESIS II
Adequate motivation leads to job-satisfaction and self-
actualization of teachers in their profession.
The second hypothesis is directly summed up in questionnaire
number 14. Information elicited from respondents on questionnaire
number 14 is shown below: -
PERCENT 1
82.5
17.5
AGREE
DISAGREE
t 165
35
TABLE 9
PERFORMING TO MAXIMUM CAPACITY AND BEING ACTUALIZED
FREQUENCY
From the above data 82.5% of the survey group agrpe that
motivation of teachers will make them perform to maximum capacity
PERCENT
AGREE
DISAGREE
and also be actualized in their profession.
The second hypothesis is hereby accepted.
4.4.3 TESTING HYPOTHESIS Ill
Poor motivation of teachers increases the incidence of exam-
malpractice and moral decadence among youths.
The above hypothesis is hinged on questionnaire number 20.
Teachers' responses on the question is shown below
165
35
200
82.5
17.5
100
TABLE 10
POOR MOTIVATION INCREASES EXAM-MALPRACTICE AND
MORAL DECADENCE AMONG YOUTHS
AGREE
DISAGREE
FREQUENCY
1 70
30
200
PERCENT
82.5
15
100
The data above indicate that 85% of respondent agree that poor
motivation of teachers' results in high incidence of exam-malpractice
and moral decadence among youths.
In order words our third hypothesis has been accepted based on
the above empirical data.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
This research focused on motivation of teachers in government
secondary schools in Nsukka Urban of Enugu State. The main purpose
was to find out the effect of employee motivation on high productivity,,
job satisfaction and self actualization of the employee on the job, and
high incidence of exam-malpractice and moral decadence among #
youths.
Some research questions were raised in course of the research.
These include: - - Are teachers in government secondary schools
motivated on their job?
- Is there any relationship between employee motivation
and high productivity?
- Has poor motivation of teachers in government
secondary schools resulted in wide spread exam-
malpractice and moral decadence among the youths?
Three research hypotheses were also posited in order to answer
these questions. Furthermore structured questionnaire was designed to
gain information from teachers in ten government secondary schools in
Nsukka Urban. This number represents 40% of government secondary
schools in Nsukka Urban.
A number of literature was reviewed to gain information on the
subject matter. Oral discussion with the target group was also carried
out.
The data obtained from the questionnaire were collated and
analysed using simple percentage and tabular analysis to obtain mean
score. The mean score and simple percentage obtained from the data
show that employee motivation has direct relationship with - - realization of organizational goals (high productivity)
#
- self-actualization of teachers in their profession
- incidence of exam-malpractice and moral decadence
among youths.
The three hypotheses raised were also accepted.
5.2 CONCLUSION
This research has revealed that adequate employee motivation
helps organizations to realize their goals. Further more teachers in
government secondary schools are poorly motivated and this has
resulted in the prevalence of vices among the youths. These vices are
an aberration of the stated goals for secondary education.
It has therefore become necessary that the government and all
stake holders in education industry should as a matter of urgency
address the needs and aspirations of teachers. This will go a long way
in making teachers effective and efficient on their job.
Ultimately our education industry will be salvage from collapse
and National development enhanced.
5.3 RECOMMENDATIONS
Based on the findings and conclusion made from this research,
the following recommendations are made: - - The government must of an utmost urgency recognize
that teachers are important assets in her education
industry. Their monthly pay should compare dith
workers in other sectors with the same certificates.
- The government should give priority attention to
teachers welfare and aspiration. This will help to restore
the confidence teachers have lost on their employer.
- Other motivational techniques (monetary and non-
monetary) as described in the literature review should
be adopted and given to teachers as and when due. If
the above recommendations are adopted, teachers will
put in their best, get actualized in their profession and
our national goals for secondary education will be
realized on a higher level.
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Norman R. Maier et al (1 961 ). Superior Subordinate Communication in management. Ama Research Studies. No. 52. P. 71
Nwachukwu C. C. (1988). Management: Theory and Practice. Africana Fep Publisher LTD
Obasi Isaac N. (1999). Research Methodology in Political Science. Academic Publishing Company Enugu, Nigeria.
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Terpstra, D. E. (1979). Theories of Motivation. Borrowing the best. Personnel Journal, 58.376
Vroom V. H. (1 964). Work and Motivation. New York. Wiley.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... . . . . . . . . . . . . . . . . . . . .
.... ._ __ . . . . . . . . ........ _ _ _ . _ ....... . . . . ............. -. 't'c:tcl1ct.s
hFalr: I;cn~alc Total .. .. ... - ......- -- ... S.1-(' Nsukka h:l I 3 3 4 :1 7 6
.- . . . . . . . . . . . . . . . . . . . .- .... -. ...... .........--........ M 1 % 4 7 6 5
...... __ ... . . . . . . ^ ............. ... QKSS Nsrrkka I; i 7 4 1 (A)
__ -- . . h?/F 2 4 7 5 5 9
............ -. .... , . -. ..... . .- ....... ........... - ...-.............. -. ........ UGSS Nsukka 1 ; I7 5 1 fix
... _ _ _. __._____I ._ A?/!: 2 5 7 32
....... .- ...... .. -. - ............ .- --- .... ..-..... - -. - - ..- - - hll/l: 2 .i 15 40
. . .... . . .......... ... _ ._ _ _ . __ CSS 1,cjn P,llF I 6 3 I 9
-. - - .. ............... . - . . ........ ..... .. -..
(:SS IJr~~abor hl;; 3.5 12 4 7 ... . . .- .... . . . . . . . . . . ....... .. . .... -. ..
(i.1-C N s ~ ~ k l i ; ~ bl! i.' 7 o I X 4 7 I
- ....... - - -. -. ..... ...... . . Mil: 15 3 I X
.... .- ... ........ -. .... . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . .- ..... -.-. -- ..
C'SS Okj,~!jc h I /F 1.2 2 I4 ..... ..... ............... r- --
('S S I Im; \w-A~ i i h l l l l~ 2 0 7 2 7 .- ...................... - . .
CSS Obirno Mil.. 20 I 0 3 9 - . -- - ........ .-....- - .... ... ........... -.- .
CISS Otrr~kp;~ Mil: 2 I 22 4 3 - ...-.. . . .. . . M/i~,; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -. ...
C'SS Ldc-0balI;i 2 '7 2 3 5 0 -. - - -- ..... - --. ... - ......... - ... . . . .- -. . - .- -- .. .- ...... - ....... .
C S S E Z ~ I I L I I I ~ ~ I Al/ .I: 1 1 2 13 - ... -- . . . . . -- ........ .. .. - - .. .
St. (.'?prim SSS Nstrkk.:~ I,. 12 IS 27 ................... . - .. -- ..... -. ....... ..
St. C:!,lxinn L'SS N s ~ k k a i i : 13 40 59
- / / 1-1 / 1-1 8.0 Copyright 1984-2003 StatisticsIData Analysis Stata Corporation
4905 Lakeway Drive College Station, Texas 77845 USA 800-STATA-PC http://www.stata.com 979-696-4600 stata@stata.com 979-696-460 1 (fax)
Single-user Stab for Windows perpetual license: Serial number: 1980529090 Licensed to: University of Nigeria, Nsukka
STATEC COMPUTER CENTRE Notes:
1 . You are running Small Stata. - - preserve Frequencies
Statistics
Frequency Table
Prompt Payment of teachers' salaries
I 1 I I I Cumulative I
Valid Agree
Working Conidition
Disagree Total
I I I I I Cumulative I
Frequency 177 23
200
Percent 88.5
Valid Agree
11.5 100.0
Disagree Total
Valid Percent 88.5
Frequency 190
Percent 88.5
11.5 100.0
10 200
100.0
Percent 95.0 5.0
100.0
Valid Percent 95.0
Percent 95.0
5.0 100.0
100.0
Recreational activities
Recognition of teachers' outstanding
Valid Agree Disagree Total
In-sewice training for teachers
Frequency 1 84 16
200
Valid Agree Disagree Total
Promotion and Benefits
Percent 92.0 8.0
100.0
Frequency 98
102 200
Valid Agree Disagree Total
Cumulative
Valid Agree Disagree 100.0 Total 200 100.0 100.0
Relative Salaries and allowances
Valid Percent 92.0 8.0
100.0
Percent 49.0 51 .O
100.0
Frequency 85
115 200
Cumulative Percent
92.0 100.0
monetary and nonmonetary bonus
Valid Percent 49.0 51 .O
100.0
Percent 42.5 57.5
100.0
Valid Agree Disagree Total
Cumulative Percent
49.0 100.0
Teaching Materials
Valid Percent 42.5 57.5
100.0
Frequency 185 15
200
Valid Agree Disagree Total
Cumulative Percent
42.5 100.0
Percent 92.5 7.5
100.0
Frequency 190 10
200
Valid Agree Disagree
'Total
v
Valid Percent 92.5 7.5
100.0
Percent 95.0 5.0
100.0
Frequency 185 15
200
Cumulative Percent
92.5 100.0
Valid Percent 95.0 5.0
100.0
Percent 92.5 7.5
100.0
Cumulative Percent
95.0 100.0
Valid Percent 92.5 7.5
100.0
Cumulative Percent
92.5 100.0
Condusive environment for teaching and learning
1 I I I I Cumulative I
Valid Agree
Teachers ~roducti*
Disagree Total
Frequency 131
I Disagree I 35 ( 17.5 1 17.5 1 100.0
69 200
Valid Agree
I Total I 200 1 100.0 I 100.0 I
Percent 65.5
Preforming to maximum capacity and bee3actualized
34.5 100.0
Frequency 165
Valid Percent 65.5
Curbing moral decadence and exam-malpractices
Percent 65.5
34.5 100.0
Percent 82.5
Valid Agree Disagree Total
100.0
Valid Percent 82.5
Frequency 165 35
200
Valid Agree Disagree Total
Percent 82.5
Percent 82.5 17.5
100.0
Frequency 170 30
200
Valid Percent 82.5 17.5
100.0
Percent ,
85.0 15.0
100.0
Cumulative Percent
82.5 100.0
Valid Percent 85.0 15.0
100.0
#
Cumulative Percent
85.0 100.0.
A ? ? k m x c
QUESTIONNAIRE RESPONSES
QUESTIONS
DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT, UNIVERSITY OF NIGERIA, NSUKKA
Dear Colleague,
My name is OGARA MILLICENT IFEOMA, a Post Graduate student
in the above department of the University of Nigeria Nsukka. I am
conducting a research in motivation of Teachers in government
secondary school in Nsukka Urban of Post Primary Schools Management
Board Enugu State.
I solicit your help in completing this questionnaire, which has
sessions. The information you will provide is purely academic and,will be
treated with highest level of anonymity.
SECTION ONE: This section seeks information's about your school and
of yourself.
Tick ( J ) against the option that is most applicable to you.
NAME OF YOUR SCHOOL: ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....
AGE: 20 - 24 ( ), 25 - 29 ( )
30 - 34 ( ), 35-39( ) I
40 and above ( )
Years of Experience in Teaching : 1 - 4 ( > , 5 - 9 ( ), 10-14 ( ), 15 -19 (
20-24 ( ) , 25-29( ) 30-34 (
35 and above ( )
Educational Qualifications : (Indicate the highest )
N C E ( ) H.N.D.( ), B E D ( , B S c ( ) , B A ( I t P G D E ( ) ,M .ED( ) , M S C ( ) MA( )
6 1
SECTION B
Rate the following statements by ticking (4) against the option that
best describes your opinion or experience.
The options are Strongly Agree (SA), Agree (A), Disagree (D) and
Strongly Disagree (SD)
Prompt payment of teachers' salaries and
allowances will enhance high productivity
in government secondary school in
Nsukka Urban
Insurance Policy, retirement benefits, job
security and healthy working conditions
when provided to teachers will encourage
them to work hard
Recreational activities like picnics will
enhance job efficiency among teachers in
government secondary school's
Recognition of teacher's outstanding
performances and achievements by the
government will motivate teachers to put
in their best.
Teachers should be allowed to advance
in their profession through in service
training
Promotion of teachers and benefits
associated with it should be given to
teachers as and when due.
Teachers salaries and allowances do not
compare with other teachers with the
same qualification in other states and
other educational establishments
Bonus offer in monetary and non
monetary terms stir the zeal in teachers
to work hard if given from time to time
The government should provide all the
necessary materials for teaching and
learning processes
The school environment must be
conducive before teachers can perform
maximally.
Adequate motivation of teachers in public
schools will enhance high productivity
The national goals for secondary
education are not being realized on a
high level.
Teacher have always realized their
potentials and capabilities by achieving
specific goals
Adequate motivation of teachers will
make them perform to maximum capacity
and be actualized in their job.
There are challenging jobs in teaching
which provide the platform for teachers to
actualize their potentials
Teachers in government secondary
schools experience job satisfaction
Majority of teachers aspire to actualize
their potentials but the means are not
provided.
Students in our public schools will
perform better in external examination if
their teachers are motivated.
The standard of education in our country
will improve if teachers in government
secondary schools are adequately
motivated
Poor motivation of teachers has resulted
to moral decadence among youths and
wide spread exam - malpractice in
secondary schools
Motivation of teachers in government
secondary school will reduce the
incidence of drug addiction, violence,
cultism, disobedience to parents and
constituted authorities among our youths
Recommended