IMPLICATION  OF MOTIVATION ON ECONOMICS TEACHERS’ PERFORMANCE: A CRITICAL REVIEW

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Table of Contents

IMPLICATION  OF MOTIVATION ON ECONOMICS TEACHERS’ PERFORMANCE: A CRITICAL REVIEW

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND TO THE STUDY

Education is primarily a learning process including contact between instructor and student. When this technique works well, true learning occurs. Academic success used to be measured more by ear than it is now. Most developing nations, including Nigeria, have a strong desire to alter their educational systems to suit changing social and technical requirements. Dropout rates and teacher motivation have both had a negative impact on the educational system in Nigeria. Significantly, motivation is critical to the ongoing development of educational systems all over the world, and it ranks alongside professional knowledge and abilities, core competencies, educational resources, and methods in determining educational success and performance. Teachers are motivated, according to Sergiovanni (2014), when they can share a shared body of knowledge.

Motivation is the process of persuading someone to do something or act in a specific manner by providing them with incentives. It’s significant because it urges us to stop asking for permission and instead focus on attaining our most essential objectives. These are the stepping stones we’ll need to reach our aspirations, and we’ll need to be inspired to keep going (Cook , 2017). Humans are not born driven, and many people are doubtful about their ability to achieve present or future goals. As a result, motivation is critical in driving these individuals to take the urgent activities required to achieve their objectives (Cook , 2017). Simply said, without motivation, there are no desired goals to pursue and no reason to strive in business and life. It is crucial in life since each person is unique and has a particular purpose and motivation. To effectively manage our mission, we must be inspired to strive for our objectives, which allows us to realize our desires (Cook , 2017). Thus, motivation explains our goals, establishes our life priorities, motivates us to overcome obstacles, instills endurance, combats our anxieties, and increases our self-confidence. Simply said, it is a desirable quality that may motivate others and assist them in accomplishing goals they would not have envisioned (Cook , 2017).

Job performance is typically stated as a function of skill and motivation in organizational psychology. Almost any behavior that is aimed toward task or goal completion can be considered performance. Many firms now realize the importance of motivation and its implications on employee performance and retention. Employee performance in a business has various ramifications, including strong employee enthusiasm, exceptional ability, a positive organizational atmosphere and infrastructure, and superb leadership that can maintain rapport and productivity. Organizational efficiency depends on employee motivation. Job satisfaction and motivation are critical for the continued expansion of educational systems across the world in educational organizations. Job satisfaction and motivation are extremely important for any educational system’s long-term success. They are considered to be true predictors of educational success and performance, alongside professional knowledge and abilities, center competences, educational resources, and methodologies. When one feels effective in their behavior, professional knowledge, skills, and center competencies emerge. In other words, professional knowledge, abilities, and competences may be shown when tackling difficult tasks aimed at improving educational achievement and performance. Teachers’ needs for fulfillment and desire to work are critical in their lives since these are the primary reasons for working. While practically every economics instructor strives to meet other requirements in some way, motivation is believed to be the activation or energization of goal-oriented behavior. Motivation is described as an internal drive that propels someone to take action in order to attain a goal (Hairnes 2017). Thus achievement motivation, which may be described as a proclivity to seek for accomplishment, becomes the driving force for future understanding.

1.2 STATEMENT OF PROBLEM

Teachers’ ineffectiveness has been a source of widespread worry on our society, particularly as the educational system has suffered. This is mostly due to a lack of desire and incentive for teachers. As a result, it has a significant impact on the academic achievement of Economics students in secondary schools. Teachers’ agitation and demands are seen to be beyond the ministry of education’s or the government’s resources. As a result, the Nigerian government and the Nigerian Union of Teachers (NUT) are always at odds over pay raises and improved working conditions for teachers. During the National Council on Education (NCE) meeting in Kano in 2002, the federal and state governments contended that the country’s current economic realities cannot support the demand for teachers.

According to Iheanacho (2021), it is self-evident that without economics instructors, there will be no economists in the country. It becomes an absolute requirement if the country is to progress economically and stay up with the rest of the globe. The issue is that, unlike other courses such as mathematics and English, economics professors do not have a union. The Nigerian Union of Teachers is their sole source of income (NUT). Teachers are accused of neglect, laziness, and a lack of passion and fervor to work by the government, which is concerned about their job performance. It is recognized that ignoring economics teachers’ requests for wage increases, incentives, and improved working conditions will have a negative impact on the nation’s economic progress in the future.

1.3    OBJECTIVES OF THE STUDY

The main focus of this study is to investigate the effect of motivation on economics teachers’ performance in, Nigeria. Specifically, it sought:

  1. To find out the extent at which economics teachers are motivated towards performance.
  2. To examine the sources or areas responsible for lack of motivation among economics teachers
  • To investigate the impact of low motivation on economics teachers performance
  1. To ascertain ways of improving motivation of economics teachers so as to ehance their performance
READ ALSO:  APPRAISAL OF  PRIVATIZATION AND ITS IMPACT ON  PRODUCTIVITY OF  PUBLIC ENTERPRISE

1.4       RESEARCH HYPOTHESES

The research is guided by the following hypotheses:

HO1: The extent at which economics teachers are motivated is low

HO2: There is no significance effect of low motivation on the performance of economics teachers

1.5      SIGNIFICANCE OF THE STUDY

The findings arrived at this study shall contribute to the continuing growth of educational system in Nigeria and around the world. This study would help in describing or explaining the pivotal role of motivation on the needs satisfaction of economics teachers in Nigeria. The result of this study would also help educationist and policy makers in emphasizing the need for the inclusion on motivation packages for economics teachers so as to prepare them for better performance.

1.6     SCOPE  OF THE STUDY

This study investigated the effect of motivation on economics teachers’ performance in Ikot -Ekpene Local Government Area in Akwaibom  State. It addressed issues such as effects of motivations on economics teachers’ performance, benefits of having highly motivated economics teachers, importance of needs satisfaction and job motivation, government view of motivation and job performance of economics teachers.

1.7 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only economics teachers in secondary schools Ikot -Ekpene Local Government Area in Akwaibom   State. Thus findings of this study cannot be used for generalization for private organizations  in other states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint  encountered during the  research,  all factors were downplayed in other to give the best and make the research successful.

1.8       DEFINITION OF KEY TERMS

ECONOMICS: A study of how a society organizes its trade money and industry.

EDUCATION: This is the process of teaching, training and leaving in the school to improve knowledge and develop skills.

MOTIVATION: This is referred as the degree of readiness of an organization to pursue some designated, goals and implies the determination of the nature and locus of the forces that maintains degree of readiness.

NEEDS: Things that somebody requires in order to live in a comfortable way or achieve whatever they want.

ORGANIZATION: A group of people who form a business together in other to achieve a particular aim.

PERFORMANCE: This is regarded as almost any behaviour which is directed towards task or goal accomplishment.

RELATIONSHIP: This is a way in which two people or group of people or things behave towards each other or deal with each other.

SATISFACTION: The good feeling that you have when you have achieved your aim.