THE INFLUENCE OF MOTIVATION ON TEACHERS JOB PERFORMANCE

CHAPTER ONE

1.1 Background to the Study

Motivation and performance are very important factors in terms of organization success

and achievements. (Latt, 2008). Motivation plays an important role in the organization

because it increases the productivity of employees and the goals can be achieved in an

efficient way. The behavior of employees can be change through motivation in any

organization. From situation to situation, the level of motivation differs with in an

individual (Robbins et al 2005). Motivation also takes part in an important role for

teachers because it helps to achieve the target in an efficient way. Teacher motivation is

very important because it improves the skills and knowledge of teachers because it

directly influences the student’s achievement (Mustafa, and Othman, 2010). If in schools,

the teachers do not have sufficient motivation then they are less competent which directly

influence the students and the education system. The teaching profession previously was

accorded with respect, honor and dignity. This enviable profession was a sort of

motivation to many teachers. Also not only afford life career and permanent membership

but also renders services to the public. It has code of ethics; the code of ethics for

teachers is contained in the handbooks of the Nigeria union of teachers. They were

revealed and give pride of place in the study. But recently, the government and all its

organs neglect teachers and the educational sector, while motivation can be brought about

by adequate remuneration, fringe benefits and recognition. They can also be made to

occupy high social status in the society. Adelabu (2005) found in Nigeria that teacher’s

motivation is very poor and teachers are also dissatisfied with their working environment

and salary conditions. The reason behind the poor motivation of teachers is that they

having low salaries as compared to other professionals, poor work environment, no

decision making authority, and also not giving them opportunity of develop their career.

Motivation guide people‘s actions and behaviours toward achievement of some goals

(Analoui, 2000). In work and other contexts therefore, motivation is often described as

being ―intrinsic‖ or ―extrinsic‖ in nature (Sansone & Harackiewicz, 2000). Intrinsic

motivation, deriving from within the person or from the activity itself, positively affects

behavior, performance, and well being (Ryan & Deci, 2000). Extrinsic motivation on the

other hand, results from the attainment of externally administered rewards, including pay,

material possessions, prestige, and positive evaluations among others. Teachers‘ job

performance is a concern of everybody in the society. Oxford Advanced Learner‘s

Dictionary defines performance as ―the act or process of carrying out something or

execution of an action or a repetitive act or fulfillment or implementation‖ (Hornby,

2000). In this respect, teacher performance connotes the teachers‘ role of teaching

students in class and outside the class. The key aspects of teaching involve the use of

instructional materials, teaching methods, regular assessment of students, making lesson

plans, assessment of pupils, conduct of fieldwork, teachers‘ participation in sports,

attending school assembly and guidance and counseling. Therefore, teacher job

performance is the teacher‘s ability to integrate the experience, teaching methods,

instructional materials, knowledge and skills in delivering subject matter to students in

and outside the classroom.

1.2 Statement of the Problem

It is pertinent to note that teachers activities must be compensated and rewarded as

an encouragement in order for them to work harder, the absent of motivation has a

negative effect in the standard of education in the country as the students are being

deprived of the needed knowledge that should be imparted on by a well motivated

teacher. However, in spite of the facts that this motivation was not really there,

teachers still did their work conscientiously producing desired result. There is no

doubt before now teachers started to recognize their own worth and demand for

their right when these was not forth coming their attitude to their work began to

change and this was the beginning of the down word side in education in the

country. It was also the beginning of industrial actions by teacher’s nationwide.

From 1980 till date, the country had witnessed countless number of strikes and

counters strikes as the many other establishments, strikes is a common action

embarked upon by workers over the years. There have been wide spread concern

on what teachers can do effectively and how this condition of services could be

achieved, the resultant effect was a further determination of students performance.

This has been the major concern of the researcher who has decided to find out the

influence of motivation on teachers job performance.

1.3 Objectives of the Study

This study examines the influence of motivation on teacher’s job performance; some

other specific objectives are:

i. To find out whether motivation of teachers has any effect on their morale to perform.

ii. To find out the effect of intrinsic motivation on the performance of teachers.

iii. To find out the effect of extrinsic motivation on the performance of teachers

iv. To find out whether the proper use of motivation techniques have a positive or

negative effects on the performance of teachers.

v. To find out whether teachers are presently satisfied with the condition of service.

1.4 Research Questions

The following questions will be answered in the course of this study:

i. Does motivation of teachers has any effect on their morale to perform?

ii. What is the effect of intrinsic motivation on the performance of teachers?

iii. What is the effect of extrinsic motivation on the performance of teachers?

iv. Does the proper use of motivation techniques have positive or negative effects on the

performance of teachers?

v. Are are presently satisfied with the condition of service?

1.5 Research Hypothesis

1. H0: There is no significant relationship between teacher’s salary and the

performance of teachers

H1: There is significant relationship between teacher’s salary and the performance

of teachers

2. H0: There is no significant relationship between teacher’s job environment and the

performance of teachers

H1: There is significant relationship between teacher’s job environment and the

performance of teachers

1.6 Scope of the study

The study will be carried out in two selected secondary schools in Abeokuta South Local

Government. The schools will be selected for study based on their easy accesbility for

concise information and teacher’s population.

1.7 Significance of the study

This study is of importance in the educational sector of today, especially now that Nigeria

needs motivated staff if performance is to be enhanced at this level. The study, therefore,

seeks to explore possible strategies for improving school management and

administration.

The study is of importance to the policy makers and school administrators as it identifies

major strategies to modify the behavior of teaching staff towards their job performance. It

has in particular identified strategies that will help to improve teacher morale and

working conditions, at the same time counteract the factors that lower the teachers‘

motivation.

1.8 Definition of Terms

Motivation: The process of including or causing someone to behave in the most desired

way in the aid of certain incentives.

Performance: This is the way in which something react under certain condition of fulfils

the purpose for which it was intended.

Remuneration: This is the monetary compensation an employee receives of work done,

condition of service, this is both the monetary and non-monetary compensation given to

an employee.

Satisfaction: This is a feeling of happiness or pleasure because you have achieved

something or get what you want.

Productivity: Is the rate at which goods are produce and the amount produce compared

with the work, time and money needed to produce them.

CHAPTER TWO

LITERATURE REVIEW

Introduction

Several factors are believed to influence a person’s desire to perform work or

behave in a certain way. The need based theories explained these desires; they

explained motivation primarily as a phenomenon that occurs intrinsically, or within

an individual. We can widely recognize two need-based theorists and their

theories: Maslow’s hierarchy of needs and Herzberg et al.’s two factor theory.

Abraham Maslow’s Hierarchy of Needs

Abraham Maslow’s (1943, 1970) need-based theory of motivation is the most

widely recognized theory of motivation and perhaps the most referenced of the

content theories. According to this theory, a person has five fundamental needs:

physiological, security, affiliation, esteem, and self-actualization. The

physiological needs include pay, food, shelter and clothing, good and comfortable

work conditions etc. The security needs include the need for safety, fair treatment,

protection against threats, job security etc.

Affiliation needs include the needs of being loved, accepted, part of a group etc.

whereas esteem needs include the need for recognition, respect, achievement,

autonomy, independence etc. Finally, self-actualization needs, which are the

highest in the level of Maslow’s need theory, include realizing one’s full potential

or self development; I call it the pinnacle of one’s calling. According to Maslow,

once a need is satisfied it is no longer a need. It ceases to motivate employees’

behavior and they are motivated by the need at the next level up the hierarchy.

However, in spite of Maslow’s effort and insights into the theories of motivation,

replicate studies failed to offer strong support of the need-based theories. Also,

studies aimed at validating Maslow’s theory failed to find substantiation in support

of the needs hierarchy (Ifinedo 2003; Lawler & Suttle 1972), although many

continue to find the hierarchy model very attractive (Naylor, 1999).

The security needs include the need for safety, fair treatment, protection against

threats, job security etc.

Affiliation needs include the needs of being loved, accepted, part of a group etc.

whereas esteem needs include the need for recognition, respect, achievement,

autonomy, independence etc. Finally, self-actualization needs, which are the

highest in the level of Maslow’s need theory, include realizing one’s full potential

or self development; I call it the pinnacle of one’s calling. According to Maslow,

once a need is satisfied it is no longer a need. It ceases to motivate employees’

behavior and they are motivated by the need at the next level up the hierarchy.

However, in spite of Maslow’s effort and insights into the theories of motivation,

replicate studies failed to offer strong support of the need-based theories. Also,

studies aimed at validating Maslow’s theory failed to find substantiation in support

of the needs hierarchy (Ifinedo 2003; Lawler & Suttle 1972), although many

continue to find the hierarchy model very attractive (Naylor, 1999).

Herzberg, Mausner and Snyderman’s (1959) two-factor theory is heavily based on

need fulfillment because of their interest in how best to satisfy workers. They

carried out several studies to explore those things that cause workers in white-

collar jobs to be satisfied and dissatisfied. The outcome of their study showed that

the factors that lead to job satisfaction when present are not the same factors that

lead to dissatisfaction when absent. Thus, they saw job satisfaction and

dissatisfaction as independent. They referred to those environmental factors that

cause workers to be dissatisfied as Hygiene Factors. The presence of these factors

according to Herzberg et al. does not cause satisfaction and consequently failed to

increase performance of workers in white collar jobs. The hygiene factors are

company policy and administration, technical supervision, salary, interpersonal

relationship with supervisors and work conditions; they are associated with job

content: Herzberg et al. indicated that these factors are perceived as necessary but

not sufficient conditions for the satisfaction of workers. They further identified

motivating factors as those factors that make workers work harder.

They posited that these factors are associated with job context or what people

actually do in their work and classified them as follows: achievement, recognition,

work itself, responsibility and advancement. Achievement is represented by the

drive to excel, accomplish challenging tasks and achieve a standard of excellence.

The individuals’ need for advancement, growth, increased responsibility and work

itself are said to be the motivating factors.

Herzberg et al., (1959) pointed out that the opposite of dissatisfaction is not

satisfaction but no dissatisfaction. Both hygiene factors and motivators are

important but in different ways (Naylor 1999: 542). Applying these concepts to

education for example, if school improvement depends, fundamentally, on the

improvement of teaching, ways to increase teacher motivation and capabilities

should be the core processes upon which efforts to make schools more effective

focus.

In addition, highly motivated and need satisfied teachers can create a good social,

psychological and physical climate in the classroom. Exemplary teachers appear

able to integrate professional knowledge (subject matter and pedagogy),

interpersonal knowledge (human relationships), and intrapersonal knowledge

(ethics and reflective capacity) when he or she is satisfied with the job (Collinson,

1996; Connell & Ryan, 1984; Rosenholtz, 1989).

Nonetheless, commitment to teaching and the workplace have been found to be

enhanced by psychic rewards (acknowledgement of teaching competence),

meaningful and varied work, task autonomy and participatory decision-making,

positive feedback, collaboration, administrative support, reasonable work load,

adequate resources and pay, and learning opportunities providing challenge and

accomplishment (Firestone & Pennel, 1993; Johnson, 1990; Rosenholtz, 1989). In

contrast, extrinsic incentives, such as merit pay or effective teaching rewards have

not been found to affect teacher job satisfaction and effectiveness among Nigerian

teachers (Ubom, 2001). The extrinsic factors evolve from the working environment

while the actual satisfiers are intrinsic and encourage a greater effectiveness by

designing and developing teachers higher level needs. That is giving teachers

greater opportunity, responsibility, authority and autonomy (Whawo, 1993).

Conversely, Ukeje et al. (1992: 269) are of the opinion that however highly

motivated to perform a teacher may be, he or she needs to posses the necessary

ability to attain the expected level of performance. Nevertheless, it is hoped that if

educational administrators and education policy makers can understand teachers’

job satisfaction needs, they can design a reward system both to satisfy teachers and

meet the educational goals.

Process Theories

What all process theories have in common is an emphasis on the cognitive

processes in determining employee level of motivation and need satisfaction.

Equity theory matches the notions of “a fair day’s work for a fair day’s pay”. It

really focuses on perceptions of inequality in the output ratio whose effect may be

similar to the hygiene factors of Herzberg et al. (Naylor,1999). Equity and fairness

in the workplace has been found to be a major factor in determining employee

motivation and job satisfaction (Lewis et al. 1995: 502). As such, equity theory

assumes that one important cognitive process involves people looking around and

observing what effort other people are putting into their work and what rewards

follow that effort. This social comparison process is driven by our concern for

fairness and equity.

Research by McKenna (2000, p. 112) and Sweeney (1990) confirms equity theory

as one of the most useful frameworks for understanding and has a role to play in

the study of work motivation.

According to Lewis et al. (1995), expectancy theory is the most comprehensive

motivational model that seeks to predict or explain task-related effort. The theory

suggests that work motivation is determined by two factors: the relationship

between effort and performance and the desirability of various work outcomes that

are associated with different performance levels. Simply put, the theory suggests

that the motivation that will lead to job satisfaction is a function of the perceived

relationship between an individual’s effort, performance, and the desirability of

consequences associated with job performance (Lawler, 1973; Vroom, 1964). That

is, employees are influenced by the expected outcomes of their behaviors and

motivation at work or the perceptible link between effort and reward.

The most important attribute of both types of process theory has been to draw

attention to the effects of cognitive and perceptual processes on objective teachers’

work conditions. It suggests that educational administrators and policy makers

need to pay attention to the expectancy values that is the link between effort and

teachers’ needs satisfaction and job performance, determine what outcome teachers

value, link the reward that teachers value to their job performance, and ensure that

teachers wages and salary rates are not perceived as unfair.

CONCEPTUAL REVIEW

Forms of Motivation

Intrinsic motivation

Refers to motivation that is driven by an interest or enjoyment in the task itself,

and exists within the individualcrather than relying on any external pressure.

Intrinsic motivation has been studied by social and educational psychologists since

the early 1970s. Research has found that it is usually associated with high

educational achievement and enjoyment by students.

Explanations of intrinsic motivation have been given in the context of Fritz

Heider's attribution theory, Bandura's work on self-efficacy, and Deci and Ryan's

cognitive evaluation theory. Students are likely to be intrinsically motivated if

they, attribute their educational results to internal factors that they can control (e.g.

the amount of effort they put in),believe they can be effective agents in reaching

desired goals (i.e. the results are not determined by luck),are interested in

mastering a topic, rather than just rote-learning to achieve good grade

Extrinsic motivation

This comes from outside of the individual. Common extrinsic motivations are

rewards like money and grades, coercion and threat of punishment. Competition is

in general extrinsic because it encourages the performer to win and beat others, not

to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual

and trophies are also extrinsic incentives. Social psychological research has

indicated that extrinsic rewards can lead to over-justification and a subsequent

reduction in intrinsic motivation. In one study demonstrating this effect, children

who expected to be (and were) rewarded with a ribbon and a gold star for drawing

pictures spent less time playing with the drawing materials in subsequent

observations than children who were assigned to an unexpected reward condition

and to children who received no extrinsic reward. Self-determination theory

proposes that extrinsic motivation can be internalized by the individual if the task

fits with their values and beliefs and therefore helps to fulfill their basic

psychological needs. The self-control of motivation is increasingly understood as a

subset of emotional intelligence; a person may be highly intelligent according to a

more conservative definition (as measured by many intelligence tests), yet

unmotivated to dedicate this intelligence to certain tasks. Yale School of

Management Professor Victor Vroom's "expectancy theory" provides an account of

when people will decide whether to exert self control to pursue a particular goal.

Drives and desires can be described as a deficiency or need that activates behavior

that is aimed at a goal or an incentive.

These are thought to originate within the individual and may not require external

stimuli to encourage the behavior. Basic drives could be sparked by deficiencies

such as hunger, which motivates a person to seek food; whereas more subtle drives

might be the desire for praise and approval, which motivates a person to behave in

a manner pleasing to others.

The Concept of Motivation

Along with perception, personality, attitudes, and learning, motivation is a very

important part of understanding behaviour. Luthan (1998) asserts that motivation

should not be thought of as the only explanation of behaviour, since it interacts

with and acts in conjunction with other mediating processes and with the

environment. Luthan stress that, like the other cognitive process, motivation cannot

be seen. All that can be seen is behaviour, and this should not be equated with

causes of behaviour. While recognizing the central role of motivation, Evans

(1998) states that many recent theories of organizational behaviour find it

important for the field to reemphasize behaviour. Definitions of motivation

abound. One thing these definitions have in common is the inclusion of words such

as "desire", "want", "wishes", "aim", "goals", "needs", and" incentives". Luthan

(1998) defines motivation as, “a process that starts with a physiological deficiency

or need that activates a behaviour or a drive that is aimed at a goal incentive”.

Therefore, the key to understanding the process of motivation lies in the meaning

of, and relationship among, needs, drives, and incentives. Relative to this, Minner,

Ebrahimi, and Watchel, (1995) state that in a system sense, motivation consists of

these three interacting and interdependent elements, i.e., needs, drives, and

incentives.

Managers and management researchers have long believe that organizational goals

are unattainable without the enduring commitment of members of the

organizations.

Motivation is a human psychological characteristic that contributes to a person's

degree of commitment (Stoke, 1999). It includes the factors that cause, channel,

and sustain human behaviour in a particular committed direction. Stoke( in

Adeyemo 1999) goes on to say that there are basic assumptions of motivation

practices by managers which must be understood. First, that motivation is

commonly assumed to be a good thing. One cannot feel very good about oneself if

one is not motivated.

Second, motivation is one of several factors that go into a person's performance.

Factors such as ability, resources, and conditions under which one performs are

also important. Third, managers and researchers alike assume that motivation is in

short supply and in need of periodic replenishment. Fourth, motivation is a tool

with which managers can use in organizations. If managers know what drives the

people working for them, they can tailor job assignments and rewards to what

makes these people “tick.” Motivation can also be conceived of as whatever it

takes to encourage workers to perform by fulfilling or appealing to their needs. To

Olajide (2000), “it is goal-directed, and therefore cannot be outside the goals of

any organization whether public, private, or nonprofit”.

Strategies of Motivating Workers

Bernard in Stoner, et al. (1995) accords due recognition to the needs of workers

saying that, "the ultimate test of organizational success is its ability to create values

sufficient to compensate for the burdens imposed upon resources contributed."

Bernard looks at workers in an organized endeavour, putting in time and efforts for

personal, economic, and non-economic satisfaction. The question here is what

strategies can be used to motivate workers? The following are strategies:

Salary, Wages and Conditions of Service: To use salaries as a motivator

effectively, personnel managers must consider four major components of a salary

structures. These are the job rate, which relates to the importance the organization

attaches to each job; payment, which encourages workers or groups by rewarding

them according to their performance; personal or special allowances, associated

with factors such as scarcity of particular skills or certain categories of information

professionals or librarians, or with long service; and fringe benefits such as

holidays

with pay, pensions, and so on. It is also important to ensure that the prevailing pay

in

other library or information establishments is taken into consideration in

determining

the pay structure of their organization.

Money: Akintoye (2000) asserts that money remains the most significant

motivational strategy. As far back as 1911, Frederick Taylor and his scientific

management associate described money as the most important factor in motivating

the industrial workers to achieve greater productivity. Taylor advocated the

establishment of incentive wage systems as a means of stimulating workers to

higher performance, commitment, and eventually satisfaction. Money possesses

significant motivating power in as much as it symbolizes intangible goals like

security, power, prestige, and a feeling of accomplishment and success. Katz, in

Sinclair, et al. (2005) demonstrates the motivational power of money through the

process of job choice. He explains that money has the power to attract, retain, and

motivate individuals towards higher performance. For instance, if a librarian or

information professional has another job offer which has identical job

characteristics with his current job, but greater financial reward, that worker would

in all probability be motivated to accept the new job offer. Banjoko (1996) states

that many managers use money to reward or punish workers. This is done through

the process of rewarding employees for higher productivity by instilling fear of

loss of job (e.g., premature retirement due to poor performance). The desire to be

promoted and earn enhanced pay may also motivate employees.

Staff Training: No matter how automated an organization may be, high

productivity depends on the level of motivation and the effectiveness of the

workforce. Staff training is an indispensable strategy for motivating workers. The

library organization must have good training programme. This will give the

librarian or information professional opportunities for self-improvement and

development to meet the challenges and requirements of new equipment and new

techniques of performing a task.

Information Availability and Communication: One way managers can stimulate

motivation is to give relevant information on the consequences of their actions on

others (Olajide, 2000). To this researcher it seems that there is no known

organization in which people do not usually feel there should be improvement in

the way departments communicate, cooperate, and collaborate with one another.

Information availability brings to bear a powerful peer pressure, where two or

more people running together will run faster than when running alone or running

without awareness of the pace of the other runners. By sharing information,

subordinates compete with one another.

Studies on work motivation seem to confirm that it improves workers' performance

and satisfaction. For example, Brown and Shepherd (1997) examine the

characteristics of the work of teacher-librarians in four major categories:

knowledge base, technical skills, values, and beliefs. He reports that they will

succeed in meeting this challenge only if they are motivated by deeply-held values

and beliefs regarding the development of a shared vision. Vinokur, Jayarantne, and

Chess (1994) examine agency-influenced work and employment conditions, and

assess their impact on social workers' job satisfaction. Some motivational issues

were salary, fringe benefits, job security, physical surroundings, and safety. Certain

environmental and motivational factors are predictors of job satisfaction. While

Colvin (1998) shows that financial incentives will get people to do more of what

they are doing, Silverthrone (1996) investigates motivation and managerial styles

in the private and public sector. The results indicate that there is a little difference

between the motivational needs of public and private sector employees, managers,

and non managers.

Empirical Review: Extrinsic Motivation and Performance

Farel (1993) observed that teachers who fail to get institutional houses had to look

for accommodation elsewhere; a situation which results into demotivation of

teachers to effectively perform at work. In light of the above situation, an

investigation into the effect of extrinsic motivation on the performance of teachers

in Kimaanya-Kyabakuza division was necessary. Wayne (1998) asserts that a

reward in form of pay has a strong impact on the employees‘ performance. Bratton

(2003), agree with Wayne when they state that pay is one of the most powerful

motivating tools. Similarly, Armstrong (1996) emphasizes the value of extrinsic

motivation when he says that money provides the means to achieve a number of

different ends. Above all he asserts that money in form of pay is the most obvious

extrinsic reward. Kiseesi (1998), in her study about job satisfaction of workers

recommends that salaries of workers should be paid promptly and that promotion

of workers should be accompanied by a corresponding increase in the salary they

earn. She observes that salary was a strong force that kept teachers at their jobs.

The researcher feels that this is recognition of the fact that salary is vital in causing

satisfaction among workers and hence likely to influence performance.

A study on difference among levels of employees in terms of rewards was

researched by Maicibi (2003) who observed that rewards such as sickness

payment, contributory pension schemes, free life insurance and subsidized

canteens are fairly evenly spread across all levels of employees. Maicibi (2003) in

agreement with the above view noted that salary was a job satisfier for junior staff

in universities in Uganda, while not a strong satisfier for senior non –teaching and

academic staff. Therefore, all teachers in schools need the desire to be satisfied at

work and once all teachers are motivated, their performance will definitely

increase and they will see a point in what they are doing, which improves the work

morale of teachers. Complaints about the big teaching load of teachers have been

reported by Ward, Penny & Read (2006, the Ministry of Education raised the

teaching load of secondary school teachers to a minimum of 26 periods per week

(out of a possible total of 40) in 2002. However, teachers protested to the President

who reduced the number of periods to the original level of 18 per week. There are

usually major differences in teacher workloads according to school size, type and

location as well as subject areas. The most common reasons for low teaching loads

are small schools, overcrowded curricula with too many specialised teachers,

insufficient classrooms, and a predominance of single subject teachers. Private

primary schools often have strong incentives to expand classes in order to

maximise fee income. If, however, the financial payoff to teachers for teaching

extra classes is not increased sufficiently then this can result in lower motivation.

Kavarlemo (2000) on the other hand re-affirms this in a study by the application of

Maslow‘s hierarchy of needs theory of motivation in a school situation and stated

that teachers need a wage sufficient to feed, shelter and protection of their families

if they are to dedicate their energies and time to school obligations other than for

survival. Ouma (2007) also added that teachers need assurance of sustainability of

above basics so as to continue pursuing organizational goals. Carron (1996) noted

that the teaching profession has suffered greatly from the negative effects, from the

economic crisis and adjustment policies which have had severe impact in the

standard of living of teachers. This phenomenon has had severe effect on their

morale, their sense of commitment and motivation. In agreement, Coombs (1985)

cited that when teachers‘ salaries fail to keep pace with the cost of living they

undergo a reduction in real income, their morale suffers and the able ones shift to

better paying jobs thus pulling down the quality of instruction. Gavinda and

Varghese (1993) looked at this scenario and affirmed that where teachers are

disillusioned and frustrated about conditions of service, the quality of education is

likely to deteriorate even with substantial in put of equipment and material.

However they conclude that if a teaching force is reasonably paid, and well

motivated, they can achieve much for the quality of education even against great

odds. Kasaija (1991) studied about the effects of monetary and non-monetary

rewards on motivation of teachers. He established that both monetary and non

monetary rewards are motivators to teachers. Similarly, Ogomarch (1994)‘s study

agrees with this assertion, he stresses that professional allowances have great

significance in motivating lecturers to do their work effectively.

According to Grusky (in print), rewards are among the most important factors

which influence the strength of a person‘s attachment to an organization. He says

that if a person discovers that he cannot obtain the rewards he originally desired,

he either leaves the organization and joins another, or if it is not feasible, he

accepts those rewards which he can obtain and at the same time feels less

committed to that organization. On the other hand, obtaining rewards sought

operates to further his felt obligation to the organization and this commitment is

strengthened.

According to Mumanyire (2005) the most important motivator to the teacher is

money which can be in form of salaries, allowances, wages, bonuses, duty

allowances and other monetary rewards. However, other factors such as actual

teaching conditions, the environment in which the school is located, teacher

participation in matters which affect them, job security and level of commitment to

the school‘s objectives are all crucial to the level of motivation of teachers. The

factors were in line with the researcher‘s interest particularly extrinsic motivators

like remuneration and how it has affected teacher performance in primary schools

of Kimaanya-Kyabakuza Division.

Similarly, Armstrong (1996) emphasizes the value of financial rewards when he

says that money provides the means to achieve a number of different ends. Kiseesi

(1998) in her study about job satisfaction of workers recommends that, salaries of

the workers should be paid promptly and that promotion of workers should have a

corresponding increase on the salary they earn. Therefore from the above

expression, financial rewards have greater effects than non financial rewards on the

performance of primary school teachers. From the literature above the study

therefore investigated the effect of motivation on job performance amongst

primary school teachers in Kimaanya-Kyabakuza division in Masaka District.

According to Farrant (1997), in many countries the morale of teachers is low

because they possess no great status, lack promotion opportunities, are poorly paid

and have to teach under unsatisfactory conditions. Farrant‘s argument is reflects

the situation in Kyabakuza division where the primary school teachers have

inadequate and at times poor accommodation, limited teaching and learning

facilities amidst poor supervision and inspection. In addition there is a problem of

poor remuneration reflected in inadequate salaries or low or no allowances for

those teachers who are not on civil service pay roll. Consequently, poor working

environment and low remuneration have attracted few qualified (trained) teachers

in the area and have contributed to low morale of teachers in general thereby

leading to their low levels of their job performance.

Appraisal of Literature

From the foregoing literature however, it has been clear that few studies had been

conducted to assess the effects of motivation on the Teachers Job Performance.

Therefore, a research gap was evident in investigating whether motivation of

teachers increased their morale to perform as well as the effect of intrinsic and

extrinsic motivation on the performance of Teachers

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The design that was adopted for this study for the purpose of data collection

was the survey research method. Principally data was collected through one major

source of evidence, which was questionnaire

3.2 Population of Study

This is the totality of people that are living in a particular area and which are

deemed to pose the same basic feature or characteristic. The information obtained

from the sample was the true representation of the whole population. The

population of this study includes the Secondary teachers in Ogun State.

3.3 Sample Size

For the purpose of this study we will be focusing only on randomly selected

schools in Ogun State

3.4 Sample Technique

As a result of the fact that the whole population cannot be examined, it is therefore

necessary to take a sample out of the population.

A sample is a subset of a population, selected to meet specific objectives.

Therefore a total number of 100 samples will be selected from the case study area

and will be administered questionnaires. The choice of the sample selected is due

to the nature and sensitivity of the data required.

3.5 RESEARCH INSTRUMENT

For the purpose of this study, self-administered questionnaires will be used. The

questionnaires will be divided into two sections A and B respectively. Section A

will contain demographic questions on personal information while section B will

have psychographic questions bothering on issues at stake. The questions will be

designed in an easy to understand language out of the issues being discussed.

3.6 Validity and Reliability of the Instrument

The questionnaire was inspected and checked by the research project supervisor in

order to ensure that the instrument measured what it was developed to measure. The

reliability of the instrument was established using test re-test method. This is when the

instrument was administered again after one-week interval by the same set of respondents

3.7 Administration of Data Collection Instrument

The instrument used in the study was mainly questionnaire designed to

acquire relevant information from the sample of study. This includes open ended

questions that enable the respondents to choose from various options.

For the purpose of this study, questionnaires and personal interviews were

prepared and distributed among the selected teachers in Ogun State. The

questionnaire is divided into two sections: section A (Socioeconomic characteristic

of respondents) and section B (Response to research questions). Section A consists

of personal information question of respondents such as age, educational

qualification of respondents, marital status and length of service in the organisation

while Section B is designed to obtain information on the study.

3.8 Method of Data Analysis

Data analysis is the process of systematically applying statistical or logical

technique to describe, illustrate, condense, recap and evaluate data. For the purpose

of this study, data gathered will be analyzed and presented in frequencies and

percentages

QUESTIONNAIRE

OLABISI ONABANJO UNIVERSITY

AGO IWOYE, OGUN-STATE

FACULTY OF EDUCATION

Dear Respondents,

I am a post graduate students from the faculty of Education in the above named

university. I am conducting a research on “Influence of Motivation on teachers Job

Performance” Your cooperation would be highly appreciated in carefully filling

the questionnaire. All information would be treated in confidence.

Kindly tick and provide relevant answer to each question.

Yours Faithfully

_________________

SECTION A (DEMOGRAPHIC DATA)

1. SEX: Male Female

2. AGE: 25-35 36-45

45-65

3. Marital status Single Married Divorce

4. Qualification: NCE BSC/ED MED

SECTION B

No Questions SA A D SDINTRINSIC MOTIVATION

1. Teaching gives me a great deal of job satisfaction

2. I enjoy teaching as a profession

3. The challenging nature of teaching has kept me in the profession

4. Teaching is a competitive profession in this school

5 Teaching gives me recognition and respect from the community

6. The responsibilities I perform in the school give a sense of control over others

7 I am more useful to the community as a teacher than any other profession

ENTRINSIC MOTIVATION8. I am paid a salary that is enough to cater for my

basic needs

9. The school provides me free accommodation.

10. I get free meals at school

11 Extra teaching allowances paid by the school help me to complete the syllabus

12 The school offers financial assistance to teachers with parties

13 It is possible to get advance payment from the school in case I have a financial problem

14. Salary payments are prompt

TEACHERS PERFORMANCE15. Teachers come very early at school

16. Always teachers come with lesson plans in class.

17. There is regular marking of tests and feedback to students

18. Teachers actively participate in co- curricular activities

19. Teachers actively participate in co- curricular activities

20 Teachers are efficient at maintenance of students discipline