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AN
EVALUATION OF STAFF MOTIVATION MEASURES IN THE MANAGEMENT OF SCHOOLS
ABSTRACT
Owing to the
declining productivity of the teaching workforce in our educational system
occasioned by teacher motivation crisis rocking our country evidenced in low
teacher output, high teacher turnover, regular strike actions, poor pupil
performance, refusal of teachers to accept postings to rural areas, irregular
attendance and teacher absenteeism, there is need to undertake a study on the
motivation measures necessary for improving and boosting the productivity of teachers
in our educational system. This is what this study is all about. In doing this,
teachers’ opinions were sought through the use of questionnaire administered
and oral interviews. The Likert- five points scale of weighting was used in the
design of the questionnaire. The aim was to identify the motivation measures in
their order of importance. The findings show that many people at the helm of
affairs in our educational system do not even understand the issue of
motivation, not to talk of employing it as an effective tool to achieve
increased productivity. The findings also show that motivation measures
identified have varying index of importance and can be combined with other good
management practices to effectively achieve the motivation of the teaching
workforce. The study recommends more research in motivation issues in our
educational system for effective planning geared towards improved productivity.
The study is of the view that both the governments and schools proprietors and
managements should discharge the roles expected of them in the motivation of
the teaching workforce so as to have a vibrant and motivated workforce.
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Motivation
is not completely a new term. What is interesting about it is that it is
commonly assumed to be a good thing that goes in influencing individual’s
behavior and performance at work.
Teacher
motivation naturally has to do with teacher’s attitude to work. It has to do
with teachers desire to participate in
the pedagogical process within the school environment. It has to do with
teacher’s interest in student discipline and control particularly in the
classroom. Therefore it could underlie their involvement or non-involvement in
academic and non-academic activities, which operate in school. The teacher is
one that translates educational philosophy and objective into knowledge and
skill and transfers them to students in the classroom. Classroom climate is
important in teacher motivation. If a teacher experiences the classroom as a
safe, healthy, happy with supportive reassures and facilities for teaching for
optimal learning, he/she tends to participate more than expected in the process
of management, administration and the over all improvement of the school. The
teacher commands and emits the image of one who improves knowledge and the
physical condition of the classroom through orderliness, discipline and
control. He makes diagnosis of student’s feelings and attitudes inferred by
their behavior and response in the classroom environment. Hence, Lash and
Kirkpatrick (1990) concluded that in the absence of school programmes, the
major responsibility of working with children in the school rests with the
teacher. Likewise Maeher and Midgley (1991), affirms that what takes place in
the classroom, even through the classroom itself is not an island, is critical.
Therefore,
depending on the degree of congruence with classroom practices and school
environment, teachers teaching activities may dilute or enhance students
learning and performance.
Teachers
motivation is therefore anything done to make teachers happy, satisfied,
dedicated, and committed in such a way that they bring out their best in their
places of work so that both students, parents, and the society will greatly
benefit from their services.
Teachers have both intrinsic and extrinsic
needs. A teacher who is intrinsically motivated may be observed to undertake a
task for it own sake, for the satisfaction it provides or for the feeling of
accomplishment and self actualization. On the other hand, an extrinsically
motivated teacher may perform the activities /duty in order to obtain some
rewards such as salary. Extrinsic motivation plays an important part in
people’s life. It is pre-eminent in influencing a persons behavior. Therefore,
the aim of organization should be to build on and enhance the intrinsic
motivation for teachers to teach
effectively and at the same time, to supply some extrinsic motivation along the
way for school improvement (O’neil,1995). Educators are aware that reformers of
education may establish new schools, effect changes in structure and
curriculum, recommend and prescrib teaching methods and aids, in the end, the
teacher will be solely responsible for applying them.
Unfortunately,
despite the obvious leading role teachers play in school towards attending
educational objectives, several authors including Ndu (1998), Ala-Adeyemi and
Afolabi (1990) and the International Labour Organization (ILO,1990) report
lamented that the motivation of teachers
had reached an intolerable low point. Rosa Mafia Torres, the senior education
adviser in UNICEF declared that the condition of teachers had for too long
become the most critical “Achilles heels” of educational development in our
era.
Berelson and
Steiner (1964), Tracy (2000) defined motivation as all those inner striving
conditions, described as wishes, desire, urges to stimulate the interest of a
person in an activity. It is therefore an inner state that stimulate and
triggers behavior. Ukeje (1991), said “motivation could make a mule dance” The
relative incidence of specific behaviors, such as teaching and learning,
discipline and control in schools could be undermined if teachers were not
motivated.
Sadly, the
lack of effective teacher motivation is a prime factor in experienced teachers
looking for work in other fields.
Management
can be defined as the coordination of all the resources of an organization
through the process of planning, organizing, directing, and controlling in
order to attain organizational goals.
1.2 STATEMENT OF THE PROBLEM
One of the
most troublesome aspects of our educational sector is the issue of low
productivity and lack of motivation. This manifests itself in the lack of zeal
and enthusiasm on the part of both the teaching and the non- teaching staffs in
our school system. The resultant effect of lack of motivation can be seen on
how some staffs carry on their own business during official working hours to
the detriment of their students, some come to work whenever they like and
others due to the same lack of motivation leave the teaching job to seek
greener pastures elsewhere. In all these, the students who are the end products
are the worst hit as they do not get enough in terms of learning.
1.3 RESEARCH QUESTIONS
1. Can the
teaching workforce be motivated through the evolving of effective measures
aimed at increasing the productivity of teachers?
2. Are there
any meeting points between the productivity or performance level of teachers
and the level of motivation available in our schools?
3. Can a
well planned and organized work environment and its resources be linked to as a
key to motivating the teaching workforce and the promotion of job satisfaction
that can provide incentive for teachers to increase their productivity?
1.4 AIM AND
OBJECTIVE OF THE STUDY
AIM:
1. To evolve effective measures at increasing
the productivity of the teaching workforce through motivation.
OBJECTIVE
i. To understand the psychology of
workmen including the teachers in a given work environment.
ii. To understand the various methods of
motivation.
iii. To establish the relationship between
motivation and productivity.
iv. To understand the primary categories
of motivational programmes that are designed and tailored for increased
productivity.
v. To fully comprehend the essentials
of motivations and productivity.
vi. To be acquainted with the need to
identify, correct and remove demotivators in a well – motivated work/
teaching/academic school environment.
vii. To understand the importance of
motivation in a well planned and organized academic environment.
viii. To provide an explanation on how behaviour
is stimulated, sustained, directed and how it can be terminated.
1.5 SIGNIFICANCE OF THE STUDY
This study
will be immense benefit to the government at all levels, school proprietors and
planners in the educational sector who employ, administer and make use of the
services of teachers in getting to know how best to boast the productivity of
teachers in their service.
1.6 SCOPE OF THE STUDY
This study
focuses on the evaluation of staff motivation measures in the management of
schools in Owerri municipal council using three selected secondary schools and
three selected primary schools.
This study
was limited to only three secondary and three primary schools due to time,
energy and cost involved.
1.7 HYPOTHESIS
HYPOTHESIS
1: There is no significant relationship between declining productivity and the
level of motivation available to teachers.
HYPOTHESIS
II: There is no significant effect of increased motivation on productivity.
HYPOTHESIS
III: There is no significant increase in the vigor of an individual’s activity
when motivation is available.
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