An Assessment of Teacher’s Level of Motivation in Damaturu Local Government Area Yobe State
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To identify factors of motivation that can lead to teacher’s job dissatisfaction in damaturu local government area yobe state
- To assess factors of motivation that are available at good performing schools in damaturu local government area yobe state
- To document suggestions for improving teacher’s job satisfaction and performance.
HAPTER TWO
REVIEW OF RELATED LITERATURE
Empirical Literature Review
Teachers Motivation towards Job Satisfaction
In formulating the employee grade and the corresponding salaries structure the first thing is to evaluate jobs and arrange them relative to each other in relation to complexity and skills required to perform them. This will result in what we can call job titles which later can be translated into grades with salary. The second step is to associate grades with points and the size of grades will depend on the size of organization and how diversified is its activities. Teachers continue to work after normal hours in the education system of Tanzania. Besides, a teacher has to attend to other emergencies in the school where such extra time is not considered for incentives or other motivation package. There is a tendency of heads of school to encourage teachers to stay in school to make correction and to prepare for the coming day lesson. In other situations teachers are asked to use weekends and after school hours of profession development but there is no motivation for them. This will lead to discouragement of other people from joining this field due to dissatisfaction of motivation. (Babyegeya, E. (2007). Due to absence of motivation many teachers have been forced to supplement their meager income by offering private lesson or running their own business (Unicef 1999: 39)
Goals for Motivation
A fourth area of Motivation and Goal Setting Theory focuses on the use of goals for motivation. Locke (1976) argues that employee motivation is likely to be enhanced if work goals are specific, challenging, formed through employee participation and reinforced by feedback. This argument raises important issues for educational system of Tanzania, in which teachers are often left to guess at what their professional goals should be, or have goals imposed on them without consideration of their views. Even where goals have been specified, feedback to teachers may be limited by infrequent contact with supervisors. Work motivation has a collective, as well as an individual dimension, which is explored by “equity theories” (see Wilson and Rosenfeld, 1990:69). Teachers compare their own efforts and rewards with those of peers. The peers in question may be in other occupations as well as within the teaching profession. Such comparisons are likely to influence teachers’ perceptions of their own status and are just as relevant to motivation in Tanzania as in industrialized countries. Patterns of motivation may be expected to depend on teachers’ personal characteristics and perceptions of their role, as well as the circumstances of their work. Williams (1998) mentions research evidence that teacher attrition (i.e. individual decisions to leave the profession permanently) is negatively related to age and positively related to intellectual capacity and educational attainment. One cannot assume that teachers’ motivation, even if it is related to attrition, necessarily has the same set of relationships. Murnane (1987), with reference to the USA, suggests that some degree-holders are attracted to teaching as a medium-term occupation rather than a permanent career. However, teachers’ age and qualifications are treated as potentially important factors in this study. Teachers’ perceptions of their role are discussed by Jessop and Penny (1998), in a qualitative study of primary school teachers in rural South Africa and Gambia. They identify two distinct “frames of understanding” about teaching, described as “instrumental” and “relational,” which affect the way teachers discuss job satisfaction and motivation. The individual teachers studied are classified according to whether they lean towards one frame or the other. The authors find that instrumental teachers, who see education mainly as a technical process, are more likely to show concern about the inadequacy of physical resources for learning, support from inspectors and extrinsic incentives. Relational teachers, however, see education mainly as a moral activity and are motivated mainly by a nurturing relationship with students. The typical complaints of this group are not mentioned and one is left to assume that they complain less. The authors argue that neither group perceives “ownership” of the curriculum as a goal. From the perspective of Maslow, however, this is not surprising if the teachers are poorly paid and little respected by their supervisors. The categories developed by Jessop and Penny can be compared with those of researchers in other settings, such as the “student-oriented,” “subject-oriented” and “benefits-oriented” categories used by Griffiths, Gottman and McFarland (1965).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to an assessment of teachers level of motivation in damaturu local government area yobe state
Sources of data collection
Data were collected from two main sources namely:
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain an assessment of teacher’s level of motivation in damaturu local government area yobe state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teacher’s level of motivation
Summary
This study was on an assessment of teacher’s level of motivation in damaturu local government area yobe state. Three objectives were raised which included: To identify factors of motivation that can lead to teacher’s job dissatisfaction in damaturu local government area yobe state, to assess factors of motivation that are available at good performing schools in damaturu local government area yobe state and to document suggestions for improving teacher’s job satisfaction and performance. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in damaturu local government area yobe state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, teachers, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Concluded that teachers in public schools are motivated but what demotivated them is that they are not paid well thus they did not manage to satisfy their basic needs which is the most motivation factor and also they claimed that no got fringe benefits in their schools which demoralized them. This has been caused by uneffectiveness of administration system and low budget located to Ministry of education. Due to this fact government is required to ensure they set the budget which could be enough for many other activities, facilities and motivation to teachers. This could contribute much to the effectiveness and efficiency of teacher’s duties and responsibilities.
Recommendation
The Government should also review policies on secondary education. The policies should be well-designed and implemented to meet the demands of teachers; for example by making them participating and have a say on matters regarding themselves and provide them more opportunities for training and development teachers will likely be motivated.
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