1.1 Introduction
Motivation is an input to work and job performance is an output from this motivation. Motivational factors take 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 their performance (Mustafa, and Othman, 2010). Motivation is the process that initiates, guides, and maintains goal-oriented behaviors (Verywellmind, 2021). It is of enormous importance with regard to enhancing performance and commitment in any organization. Motivation and performance are very important factors in terms of organization success and achievements. 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 (Robbins, Judge, and Sanghi, 2005).
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, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Work motivation refers to the psychological processes that influence individual behavior with respect to the attainment of workplace goals and tasks. Motivation therefore is the act of getting people to do things more efficiently or quickly with a sense of responsibility (Analoui, 2000). According to psychologists’ remuneration on its own does not increase motivation; there are other issues to be met too, which include occupational, recruitment, attrition, deployment and overall job satisfaction (Bennell, 2004). Only when the basic needs have been met is it possible for higher-order needs, which arc the basis of true job satisfaction, to be realized. Motivation guides people’s action and behaviors toward achievement of some goals (Analoui, 2000).
According to Sansone and harackiewicz (2000), motivation is intrinsic or extrinsic, Intrinsic motivation, derive from within the person or from the activity itself, positively affecting behaviors, performance and wellbeing (Ryan & Dcci, 2000). Extrinsic motivation on the other hand, results from the attainment of externally administered rewards, including pay, material possessions, prestige and positive evaluation among others. More recent studies have found poor or non- implementation of services and deplorable socio-economic conditions in rural areas, where most teachers work as additional factors (Cobbold, 2007).
Bennel (2004) also remarked that teachers’ pay and other material benefits were too low for individual and house hold survival needs to be met in developing countries. Teacher motivation has to do with teachers‟ attitude to work. Teacher motivation could therefore be referred to as those factors that operate within the school system which if not attended to, could slow down their performance, cause stress, discontentment and frustration all of which consequently reduce classroom effectiveness and student quality output. This implies that teacher motivation includes factors that cause, channel, sustain and influence teachers’ behavior towards.
According to (Rawd, 2003), motivation work is mutually exclusive to job performance. Motivation is the combination of a person’s desire and energy directed at achieving a goal. In managing the employees’ performance, motivation is one of the elements that managers should capture into their attention. In fact, to get the best from the employees, managers have to spend much of the managerial time on addressing motivation to them. It is because motivation being the force that acts upon individuals to initiate and direct their behaviors. In the organizational context, motivation influences the way employees behave and respond towards their tasks and how persistent they would maintain a particular attitude with them. To motivate, managers require sustainable approaches and skills to maintain people’s enthusiasm and commitment. An important point to take note is that different people possesses different behavior because their needs and goals vary. So, different people may require different kind and level of motivation. Teachers are needed in developing countries such as Nigeria but due to poor and unattractive remuneration some professional teachers have left the classrooms to seek for greener pastures elsewhere. However, it is assumed that teachers’ agitations and demands are beyond the resources of the Ministry of Education or the government.
Therefore, in Sokoto Metropolis where the research was carried out, the activities that was conducted is to know the Relevance of Motivational Factors to Learning among Pupils in Primary Schools.
1.3 Statement of Problems
Investigation revealed that the competence and commitment of teachers should be the most important determinant of learning outcomes. The learning outcomes in this study are the teachers’ job performance. Indicators of intrinsic motivation assessed by the study included job satisfaction of derived from leaching, enjoyment of leaching, the challenging and competitive nature of teaching, recognition, career development, and control over others and, teaching as one’s goal in life.
On the other hand, extrinsic motivation includes externally administered rewards like salary, free accommodation, free meals, weekly duty and extra teaching allowances, advance payments in case of financial problems, leave of absence and free medical care among others. Motivation of teachers in has been cited in many forums as one of the root cause of administrative problems impeding quality teaching and learning in primary school, therefore this research intends to find out the Relevance of Motivational Factors to Learning among Pupils in Primary Schools.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Relevance of Motivational Factors to Learning among Pupils in Primary Schools using Some Selected Primary Schools in Sokoto Metropolis as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the role of teacher’s motivation in improving the pupils' learning in public primary schools;
- To analyze the impact of teachers motivation on the improvement of quality teaching and learning;
- To find out the factors that motivate teachers performance in primary schools; and
- To suggest strategies for improving teachers motivation to enhance pupils learning in public primary schools.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any significant impact of teacher’s motivation on the improvement of quality teaching and learning?
- What are factors that motivate teacher’s performance in primary schools?
- What are the roles of teacher’s motivation in improving the pupils‟ learning in public primary schools?
- What strategies can be used for improving teacher’s motivation to enhance pupils learning in public primary schools?
1.6 Research Hypothesis
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 impact of teacher’s motivation on the improvement of quality learning among Pupils in Primary Schools
- H1: There is significant impact of teacher’s motivation on the improvement of quality learning among Pupils in Primary Schools
1.7 Significance of Study
The findings of this study may significantly provide a clear picture on the effects of teachers' motivation on pupils' learning in public primary schools.
Secondly, the research findings may help heads of schools and others educational actors to design motivational packages for teachers in public primary schools.
Thirdly, the study findings may provide the necessary information to the education sector about the prevailing teachers' motivation challenges that require immediate and special attention.
Lastly, policymakers may be informed about the ways in which available human resources can be handled to raise the level of productivity in education commensurate to enhancing quality assurance.
1.8 Scope of Study
The scope of the research is focused on the Relevance of Motivational Factors to Learning among Pupils in Primary Schools using Some Selected Primary Schools in Sokoto Metropolis as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
Teacher: A person whose job is teaching, impact knowledge in an individual.
Student: A Person who is studying in school.
Performance: How well or badly you do something.
Motivate: A reason why somebody does something or behaves in a particular way.
School: A place where learners are educated.
Classroom: A room where a class of children or students is taught.
Academic Achievement: This deals with making headway in school.
