1.1 Introduction
Teacher motivation is defined as the internal drive, commitment, and enthusiasm that a teacher demonstrates towards performing their professional duties effectively (Chandran, 2015). It is a crucial factor in shaping the quality of education, as motivated teachers are observed to employ innovative teaching strategies, engage students actively, and create a positive learning environment. In the context of mathematics education, teacher motivation is particularly important because mathematics is often perceived by students as a challenging subject, requiring sustained effort, encouragement, and effective instructional approaches (Adeyemi, 2010).
Academic performance refers to the extent to which students achieve the learning objectives set within a curriculum, commonly measured through tests, examinations, and continuous assessment scores (Ogbonnaya, 2018). In many educational settings, students' performance in mathematics has remained below expected standards, and this underperformance is often linked to both student-related factors and teacher-related factors, with teacher motivation being one of the most significant determinants.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The issue of teacher motivation and its impact on students' academic performance has been a subject of scholarly attention for decades. According to Adeyemi (2010), concerns about the quality of education and student outcomes in mathematics became prominent in the late 20th century as educators and policymakers observed persistent low performance in this subject. In many countries, including Nigeria, reports indicated that students were underperforming in mathematics despite investments in curricula, instructional materials, and examination reforms.
Researchers have asserted that one of the major contributing factors to poor student performance is the level of teacher motivation. Ogbonnaya (2018) reported that motivated teachers tend to employ more effective teaching methods, show higher levels of engagement, and inspire students to perform better academically. Historically, teacher motivation has been linked not only to financial incentives but also to intrinsic factors such as recognition, professional development opportunities, and supportive working conditions (Ukeje, 2014).
Teacher motivation is recognized as a significant factor that influences the effectiveness of educational delivery and the overall academic performance of students. According to Chandran (2015), teacher motivation involves the internal drive, enthusiasm, and commitment demonstrated by educators in executing their professional responsibilities. Motivated teachers are reported to exhibit higher levels of classroom engagement, innovative instructional methods, and sustained efforts to ensure that students understand and master subject content. In the context of mathematics education, motivation becomes even more critical because students often perceive the subject as complex and challenging, requiring effective facilitation by teachers (Adeyemi, 2010).
Researchers have asserted that teacher motivation directly impacts student learning outcomes. Ogbonnaya (2018) reported that students taught by motivated teachers tend to perform better in mathematics examinations and demonstrate higher interest in the subject. Similarly, Ukeje (2014) stated that when teachers are motivated through recognition, professional development opportunities, and supportive work environments, they show increased dedication, improved instructional quality, and greater student engagement. On the other hand, lack of motivation among teachers is contended to lead to absenteeism, minimal effort in lesson planning, and low classroom interaction, which ultimately reduces students' academic achievement (Okeke, 2016).
Several studies have highlighted the factors affecting teacher motivation in Nigerian secondary schools. According to Okeke (2016), inadequate remuneration, high workloads, insufficient teaching resources, and limited opportunities for career advancement are reported to be major demotivating factors. Chandran (2015) affirmed that these challenges often discourage teachers from performing optimally, thereby affecting students' comprehension and performance in mathematics. Furthermore, Adeyemi (2010) stated that teacher motivation is not limited to financial incentives but includes intrinsic factors such as recognition, job satisfaction, and the sense of professional accomplishment, which collectively influence teaching effectiveness. This study is set against the backdrop of understanding how teacher motivation affects students' academic performance in mathematics.
1.3 Purpose of the Study
The purpose of this study is to examine the impact of teacher motivation on the academic performance of students in mathematics. The study seeks to investigate the factors that influence teacher motivation, identify the relationship between motivated teachers and students' performance, and determine strategies that improve instructional effectiveness in mathematics.
1.4 Statement of Problems
Investigation revealed that the academic performance of students in mathematics remains a major concern in educational systems worldwide. In many schools, students consistently exhibit low achievement in mathematics despite the availability of instructional materials and curricula designed to improve learning outcomes. Research shows that the quality of teaching and the motivation of teachers are closely linked to student performance. When teachers are motivated, they are more likely to employ innovative teaching methods, maintain classroom discipline, and engage students actively in learning (Adeyemi, 2010).
Additionally, lack of motivation among teachers often results in poor lesson delivery, minimal effort in lesson planning, and limited engagement with students, which ultimately leads to substandard student performance (Ogbonnaya, 2018).
Furthermore, studies indicate that teacher motivation is not solely tied to financial incentives but also includes recognition, supportive school environments, and opportunities for career growth (Ukeje, 2014). It is against this backdrop that this study seeks to investigate the impact of teacher motivation on the academic performance of students in mathematics.
1.5 Aim and Objectives of Study
The aim of this study is to investigate the impact of teacher motivation on the academic performance of students in mathematics.
The specific objectives of the study include:
- To examine the relationship between teacher incentives and students' performance in mathematics.
- To determine the effect of teacher motivation on students' academic performance in mathematics.
- To identify the factors that influence teacher motivation in secondary schools.
- To propose strategies that will enhance teacher motivation and improve student achievement in mathematics.
1.6 Research Questions
Based on the objectives, the study will seek to answer the following research questions:
- How does teacher motivation affect students' academic performance in mathematics?
- What factors influence teacher motivation in secondary schools?
- Is there a relationship between teacher incentives and students' performance in mathematics?
- What strategies can be implemented to enhance teacher motivation and improve student achievement in mathematics?
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between teacher motivation and students' academic performance in mathematics.
- H1: There is a significant relationship between teacher motivation and students' academic performance in mathematics.
Hypothesis Two
- H0: Teacher motivation has no significant effect on the academic performance of students in mathematics.
- H1: Teacher motivation has a significant effect on the academic performance of students in mathematics.
1.8 Significance of Study
It is believed that at the completion of the study, the findings will guide school administrators in developing policies and practices that improve teacher morale and instructional effectiveness. Also, this research will be informed about motivational factors that influence their professional growth and teaching outcomes.
Furthermore, the study will benefit from improved learning experiences, engagement, and higher academic achievement in mathematics. In addition, students will benefit from improved teaching strategies and a more supportive learning environment.
Lastly, researchers and academics will gain valuable information that will contribute to further studies on teacher motivation and academic performance.
1.9 Scope of Study
This study focuses on the impact of teacher motivation on students' academic performance in mathematics in selected secondary schools in Lagos State, Nigeria.
The research will examine both intrinsic and extrinsic factors that influence teacher motivation and evaluate their effect on student outcomes within these schools.
1.10 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: The willingness of teachers to provide accurate information about their motivation levels was sometimes restricted, which was considered during data analysis.
1.11 Definition of Terms
Teacher Motivation: Refers to the internal drive and external factors that influence a teacher's enthusiasm, commitment, and effectiveness in delivering lessons (Chandran, 2015).
Academic Performance: The measurable achievement of students in learning objectives, often assessed through tests, exams, and continuous assessments (Ogbonnaya, 2018).
Intrinsic Motivation: Motivation that comes from within the teacher, such as personal satisfaction, professional growth, and recognition (Ukeje, 2014).
Extrinsic Motivation: Motivation derived from external factors, including salaries, incentives, promotion, and supportive work environment (Adeyemi, 2010).
Student Engagement: The degree to which students are attentive, participate, and invest effort in learning activities (Okeke, 2016).
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