7/28/2019 Summary for Motivation

1/2

Summary

Views described by Ozigi (1992), Ndu (1998), Ala-Adeyemi and Afolabi (1990) and theInternational Labour Organisation (ILO 1996) that the motivation of teachers is very low

and should be improved for better education results. Therefore, this research study on

teacher motivation is an important factor for the effectiveness of classroom and schoolimprovement. In the process of education, motivation of teachers is related to the desire

or intention of the teachers.

Authors interpret as a matter of good motivation to encourage and influence the behaviorof individuals in the workplace. Thus, the motivation of teachers is related to the behavior

and preferences of teachers in the teaching and learning process. In other words,

motivation is something that makes the teachers happy, fulfilling the needs or satisfaction

and commitment that encourage them to work with the best good for the school.Teachers have the intrinsic and extrinsic needs. Accordingly, the intrinsic motivation can

be said for the fulfillment of teaching. Extrinsic motivation is in the form of wage

employment. This research is continuity from Ozigi statement (1992) which states that

teachers in Nigeria unhappy, disappointed, uninteresting and not motivated. Further,Nwadiani (1998) on the other hand make statement that school in Nigeria happen lacks of

effective leadership and suitable teacher motivation. To achieve the study of this researchquestions which circulated and answered were related to:

1. Is the motivation of teachers to improve classroom effectiveness in Nigeria?

2. What specific factors motivate teachers to determine the effectiveness classroom and

school improvement in Nigeria between male and female teachers.

Therefore, the assumption of the study is motivated lead the teachers efforts to

determine the objectives of the school and improvement in all branches. Next, for thepurpose of sample and sampling procedures, seven hundred and seventy-two public

school teachers have been selected (primary and secondary) to participate in the study.Stratified random sampling procedure used to ensure that every school is represented

accurately. In the meantime, Teacher Motivation Questionnaire (TMQ) was used as a toolto collect data for this study and divided into three sections: The first part is the

demographic data with information on variables such as gender, qualifications and

experience of teachers, location and types of schools. In the second part consists ofstatements agree or disagree. The aim was to find out from teachers how and if the

teacher motivation determines the classroom and school achievement. In the third part,

the Motivational Factors Inventory (IMF) created by the researchers. Participants wereasked to assess the motivational factors most likely to encourage the teachers to the

effectiveness of the classroom. As a result, in the first part shows that most teachers agree

that teachers' motivation will increase the effectiveness of the classroom. They alsoagreed that teachers that motivated will be more interested to control and disciplining

students. Next result is related to factors which influenced teacher motivation. Found that

leadership factor and public image of teacher become lowest rate. Emolument factor on

the other hand experience highest rate. This show emolument is positive factor whichinfluenced teacher motivation. Survey results confirm assumption that teacher motivation

is important factor for classroom effectiveness. The advantage of this study is the

motivation of teachers is a factor that must be addressed is important to the effectiveness

7/28/2019 Summary for Motivation

2/2

of the classroom. Teachers' views fully taken in this study. Factors that influence the

motivation of teachers was also identified