Perceived Contributory Motivational Factors to Teachers’ Effective Job Performance in Secondary Schools in Afikpo Education Zone, Ebonyi State (Published)
The study was focused on examining perceived contributory motivational factors to teachers’ effective job performance in Secondary Schools in Afikpo Education Zone. Descriptive survey research design was adopted for the study. The population of the study covered all the five Local government areas in the zone, which consists of (43) public schools with all the teachers totaling two hundred and sixty-five (265). The selection of sample was first done in clusters, based on the 5 local government areas under the zone. Stratified random sampling technique was used to select 5 schools from each cluster, (2) under urban and (3) under rural areas, making a total of (10) and (15) urban and rural public secondary schools respectively. With the use of proportionate sampling technique a total of (125) teachers were selected for sampling, (50) from urban and (75) from rural areas. The gender composition from the total sample size of 125 consists of (29) female and (96) male teachers respectively. The instrument for data collection was a self developed instrument questionnaire titled, “Perceived influence of Teachers’ motivation on teachers’ job performance in Secondary Schools in Afikpo Education Zone (PTMTJP)”. The instrument was given face validation and corrections were incorporated adopted as final version of the instrument. The Cronbach’s alpha was used to calculate the index, which gave a reliability of co-efficient of 0.67 which showed that it was usable. Descriptive statistical tools; mean and standard deviation were used to answer the research questions while t-test was used to test the null hypotheses at 0.05 alpha levels of significance. Results showed that both extrinsic and intrinsic motivational related factors influence job performance of teachers. However, low public opinion on teaching profession as well as non-material rewards were not accepted as significant teachers’ intrinsic motivational factors for job performance. Recommendations showed that government needs to improve on teachers’ material need while administrators need to adopt more human relation approach to school governance among others.
Keywords: Afikpo Education Zone, Ebonyi State, Extrinsic and Intrinsic Motivational Needs, Job Performance, Secondary Schools, Teachers’ Motivation
TEACHERS’ MOTIVATIONAL SKILLS AS A STRATEGY FOR ENHANCING EFFECTIVENESS IN METHODS OF TEACHING SOCIAL STUDIES EDUCATION TOWARDS NATIONAL DEVELOPMENT IN NIGERIA (Published)
Within the background of most graduates of Social Studies Education not being entrepreneurial enough to contribute to national development after school, The research on Teachers’ Motivational Skills In Social Studies Education And Comprehensive Education Towards National Development in Nigeria aimed at determining if motivational skills of the teacher important for a comprehensive learning of Social Studies Education is a factor for comprehensive education towards the development of our nation. The ex-post facto research design was adopted for the study. A null hypothesis was formulated to guide the study. The data for the work were collected with the help of a PTMSIC questionnaire as the working instrument. The stratified random sampling technique and the simple random sampling technique were adopted for the choice of samples from the population which was made up of Social Studies Education Students from Akwa Ibom State. The face and content validity were established and the alpha Cronbach coefficient was used to establish the reliability of the instrument. The collected data were coded and analysed using the one way analysis of variance (ANOVA). The hypothesis was calculated at F-value of 31.89 and was significant at 0.05 levels with a critical value of 3.00. The Fishers’LSD Multiple Comparison Analysis was used to determine the group means that brought the significance. All showed that students with moderate and high level perception of teachers’ motivational skills experienced more competence in Social Studies Education towards national development than students with low level perception. Based on the above result conclusions were drawn and some recommendations made
Keywords: National Development, Social Studies, Teachers’ Motivation