CHAPTER ONE
INTRODUCTION
Background to the Study
This discourse examined the influence of motivation on teacher’s job performance in the school system. There is no doubt that the reward system in an organization determines the performance of the workers which either lowers or enhances productivity. The vision/mission of every organization is to ensure that its stated objectives are achieved, and for this to be possible, the employees must be motivated for the sake of effectiveness and efficiency. There is direct relationship between motivation and job performance.
Motivation and performance are crucial variables in achievements of an organization. According to Inayatullah and Jehangir (n.d.), motivation plays a very significant part in an organization because it enhances the productivity of worker and the expected goals can be realized in an efficient manner. For teachers, motivation plays a big role in their performance because it contributes immensely to their competence. Education is the bedrock of any development and the efficiency of the education system of any country depends on the teachers who constitute the most significant input in the school system that allows it to attain and accomplish its goals.
The federal government of Nigeria recognizes the fact that teachers need to be motivated so as to raise the quality of education in the country. That is why the government has given emphasis to teacher education in its educational planning and development “…since no education system may rise above thequality of its teachers” (FGN 2012). This conviction has made the government to initiate some reforms and innovations in the education of teachers and their welfare. The National Action Plan and 10-year Strategic Plan laid emphasis on expansion of teacher training opportunities and upgrading of qualification. The reforms include the introduction of Pivotal Teachers Training Programme (PTTP), Federal Teachers Corps, the introduction of Teachers Salary Scheme (TSS) with other incentives. This was designed to improve the status and condition of service of teachers.
In spite of the beautiful design of the government, teachers have not been adequately motivated for their job. For any nation to achieve high and quality standards, the needs of teachers must be taken seriously (Ofojebe and Ezugoh, 2010). The future of our education system lies in the hands of teacher who not only make learning take place but determine the quality of instruction that will be given to learners. It must be mentioned that:
Teachers are the hub of the educational process; it is upon their number, their education, training, quality and devotion to duty, their effectiveness and efficiency, their competence, their productivity and their capability that the entire educational system and enterprise depend. (Gbenda Batur – Lawa, 2006: 92 – 93).
It is quite disheartening to saythat there is failure in service delivery in education sector. Udi (2012) posited that in the past decade, West African School Certificate results of students have been very poor. Accusing fingers have been pointed at teachers for the low standards. The teachers on their part have complained of neglect, lack of adequate instructional materials, irregular and poor salaries and poor conditions of service.
Teachers are human beings, who have their needs and aspiration; and needs vary according to person. When these needs are not met, they (teachers) tend to develop withdrawal syndrome, absenteeism, abandonment of responsibility which affect their job performance and productivity. Teachers performance entails the duty of teaching students which involves the use of instructional materials, teaching methods, evaluation of students every time, preparation of lesson notes and plans, taking part in extracurricular activities, regularity, punctuality, guidance and counseling etc. Teacher job performance relates to their being able to combine all these in mentoring and delivery subject matter to students (Aacha, 2010). It is clear from the position of Aacha that teachers’ job entails making the students complete and total persons equipped for the journeys of life.
Teachers need to be motivated so that they can perform excellently in the teaching profession for efficiency of service delivery and education system. Certain factors tend to affect teachers motivation; some of the several things that influence it are “nature of school infrastructure to salary, recognition/ professional status, achievement, advancement/ further training,relations with others, school leadership and policies, working conditions, recruitment, deployment, vocational intent and many others” (Gatsini, Jesse and Makewa,- 2014:262).
It is relevant to say that the attention given to teachers’ motivation is not encouraging; this has impacted negatively on the school system. According to Benett and Akyeampong (2007) cited in Gatsini, Jesse and Makewa (2014), teachers in sub-Saharan Africa are poorly motivated, and children are not properly taught in schools and as a result do not receive or acquire minimum acceptable education. Schools are faced with teacher motivation problems that are connected with pay, achievement, advancement, recognition, responsibility, poor school facilities which have negative consequences on education system. In recent time, our education system has been marred and blighted by fallen quality and standard. This phenomenon has become a topic of concern by participants in the system. Teachers’s motivation cannot be glossed over as an impetus for performance and assurance for efficiency of the school system; it will also douse the palpable tension in the system and bring satisfaction to teachers. The Nigerian Union of Teachers and government are in frequent face-off over salary increase, benefits and enhancement in the working conditions of teachers. Both the federal and state governments contended that the prevailing economic difficulty and situation cannot sustain the demands of teachers; the government often gives excuse of lean resources that is not enough to meet teachers’ demand (Ololube, (n.d).
Again, the government has shown that it is not satisfied with the performance of teachers; teachers have been accused of indolence, negligence, unenthusiastic, lack of dedication, absenteeism and ineffectiveness and therefore do not deserve any salary increase, and other incentives. On the other hand, teachers contend with government over salary structure, incentives and other working conditions which they believe do not meet their basic needs and aspirations. Teachers also feel that the salary of those in the other sectors is bigger with higher motivation and better working conditions; they agitate for better teachers’ salary structure that will be as good as others (Ololube (n.d.). This development is ill wind that portends danger for the future of our education system, and the society at large.