OMOTOLA ABIDAKUN

:
Research topic Impact of Motivation on Teachers Productivity. A case
study of Aduvie International School, Jahi, Abuja

CONTENT
1. Title
2. Introduction
3. Theoretical Framework/Conceptual Framework
4. Methodology
5. Ethical Considerations
6. Significance and Contribution to Knowledge
7. Timeline
8. Budget
9. Conclusion
10. References
11. Appendices

INTRODUCTION
Motivation is defined as a management process of influencing people’s behavior to achieve
stated goals. It also refers to all forces and influences that employees want to behave in a
certain way. Education is one of the vital tools for emancipating mankind, such that each
society puts a lot of capital on it to ensure that the entire generation acquires the necessary
skills, knowledge, and desired attitudes critical for future survival. School productivity is the
result of every learning activity, both in the class and outside the class, this cannot be separated
from the role of the teacher in the school. However, the extent to which education is measured
greatly anchors on examination scores, yet academic achievement also corresponds to a
teacher's productivity. To be able to give excellent services, it is most important that teachers
feel good about themselves and their jobs. In essence, motivation, commitment, and
engagement levels are key systems for what teachers do and can motivate them to be
productive as well, Motivation is concerned with the factors that influence people to behave in
certain ways.
Teacher motivation has become an important issue given their responsibility to impart
knowledge and skills to learners. It is argued that well-motivated teachers are generally more
productive and can influence student achievement (Craig A. Mertler Author, 1992) Motivation
guides teachers' actions and behavior toward the achievement of goals (Farhad Analoui, 2000).
In work and other contexts, therefore, motivation is often described as being intrinsic or
extrinsic (Sansone & Harackiewicz, 2000). Intrinsic motivation, deriving from within the person
or from the activity itself, positively affects behavior, performance, and well-being (Ryan &
Deci, 2000). Extrinsic motivation, on the other hand, results from the attainment of externally
administered rewards, including pay, material possessions, prestige, and positive evaluations
among others. In contrast to extrinsic motivation, intrinsic motivation exists when behavior is
performed for its own sake rather than to obtain material or social reinforcers.
Productivity is technically an understanding of production efficiency, especially in the use of
science and technology. Productivity is formulated as the ratio of output to input. Work
productivity will be achieved if employees in an organization have high motivation to achieve
their goals. Work motivation that is owned by an employee will affect the level of achievement
of productivity, whether it is appropriate or still below the standard goals. Scott G. Isaksen,
1998 [4], states that “within this diagram, the cognitive style would have the most influence
within the frame of psychological and organizational processes”. Organization and
psychological processes, problem-solving, decision-making, learning, motivation,
communication, effects on quality, creativity, productivity, well-being, job satisfaction”.
Motivation is the willingness of an employee to contribute high levels of effort towards his or
her work, conditioned by the capacity of the effort to satisfy needs as well as his or her
environment. A motivated employee willingly tries hard to contribute his or her best
performance towards accomplishing his or her work (Ngirwa, 2006). Harry (2005) defined
motivation as a person‘s active participation and commitment to achieve the prescribed results.
Basically, from the above definitions, employee motivation was seen as the inner drive or push
that led to a certain human action or inaction in a given time, given specific prevailing
conditions. It is a force that considers individual inner drive in the pursuit of pushing people to
do something in turn.
Teacher productivity plays an important role in school performance. It comprises what the
teacher does or doesn‘t do. Productivity involves the quality of output, the quantity of output,
timeliness of the output, cooperation, and the presence at work (Gungur 2011). Teacher
productivity can be defined as the record of outcomes achieved for each job function during a
specified period of time (Macky & Johnson, 2000). However, productivity could be measured by
a variety of parameters that show teacher‘s patterns of performance over time. According to
Farazmand (2007), employees who receive the same salary regularly with some incentives are
more likely to perform better than employees who do not receive their salary regularly.
Increasing salary motivates employees in the organization and makes it easy for them to
perform well. Another indicator of remuneration is the health insurance scheme, which is not
offered by all companies and varies as to quality and cost. Companies typically pay part of the
insurance premium. Health insurance may or may not extend to immediate family members
like spouses and minor children. Dental and life insurance could also be offered as part of a
remuneration package (Babagana, & Dungus, 2015). Transport allowance is granted to an
employee to meet his expenditure to commute between the place of his residence and place of
duty (Abhishek in Babagana, & Dungus, 2015).In the context of this study, this implies that if
teachers work beyond the stipulated time, they should be entitled to additional pay or overtime
allowance but this is very rare in the Nigerian context.
Training is the process by which knowledge and skills are imparted to individuals to effectively
address the challenges of life (Ramsley, 2005). In the view of Kizito (2004), training is perceived
as the process that results in the effective preparation of individuals capable of performing
tasks competently. Door (2010) views training as an endeavor that molds people to develop
desirable knowledge, skills, and attitudes needed to solve real-life problems. Seen from another
perspective, training is the process by which an individual‘s ability to execute a task is enhanced
through the acquisition of skills, knowledge, and positive attitude necessary for harmonious co-
existence in a social setup (Hommer, 2008). Since training is perceived as the process of
acquisition of knowledge, skills, and desirable attitudes needed in addressing threats in real life,
an institution that seeks to solve its job performance (productivity) challenges must consider
investing in human capital (Njeri, 2010). The indispensable and noble profession of teaching is
confronted with the problem of poor morale, low and late payment of salary, infrastructural
deficit (like well-equipped laboratories, libraries, etc.), incommensurate reward for the extent
of work, low budget or funding of school operations, constant agitation for salary increase,
incentives, and better working conditions. Therefore, this leads to poor planning and
disillusionment of teachers. Also, it further translates into inefficient professional conduct and
students‘ underachievement in Aduvie International School, Jahi, Abuja. Optimum productivity
is the desire of government and education stakeholders, but motivating teachers who are
regarded as one of the ingredients to achieve greater productivity in school is usually not given
the necessary attention. Many reasons are cited for this insensitive attitude of employers. For
example, some management think it is a complete waste of financial resources to sponsor
teachers on in-service training. Others too are of the view that it is an additional cost of
production to grant promotion at certain appropriate intervals in the teaching service. To some,
the right strategy to adopt to ensure a conducive working environment and prompt payment of
salary is not known. This and many more are the reasons for problems associated with
motivation. Seminars, conferences, and workshops to improve teachers' productivity have been
held yet there have been deteriorating standards of professional conduct, including serious
misbehavior (in and outside of work), poor preparation of teaching materials especially lesson
notes, lack of continuous student assessment, and general poor professional performance.
Teacher absenteeism is unacceptably high and rising, time on task is low and falling, and
teaching practices are characterized by limited effort with heavy reliance on traditional teacher-
centered practices. It is such a situation that prompted the researcher to conduct a study to
establish how regular payment of salary, in-service training, conducive working environment,
and promotion would lead to optimized teachers‘ productivity in Aduvie International School,
Jahi, Abuja.
Lack of motivation if not well handled by school principals, lack of motivation will hinder the
educational outcome because it can lead to stress, eventually leading to ineffective classroom
instruction, management, and school improvement (Ofeogbu, 2004). Teachers are motivated to
perform their teaching tasks for three main reasons: altruistic, intrinsic, and extrinsic reasons
(Barmby 2006). Improved students’ performance therefore depends on teachers’ performance.
Many government secondary schools in Cameroontodau face the problem of low teachers’
output epitomized by the high rate of absenteeism, poor preparation of teaching materials,
constant requests for transfers, general discontentment, etc. leading to poor academic
performance by the students. Thus, the school administration finds it difficult to manage and
motivate teachers to perform optimally. Adequate and effective motivation strategies, not
necessarily financial rewards, need to be identified and implemented in secondary schools for
teachers to be effective and efficient, thereby, maximizing their output. Research evidence
shows that the level of stress amongst teachers is higher than that of other workers and that
fatigue, lack of motivation, and personal crises negatively affect teacher performance. It is
based on those above that this study sets out to identify and examine the effects of motivation
on teacher output. The variables considered here are teachers’ morale, promotion, work
environment, and interpersonal relationships as they affect teachers’ output.

STATEMENT OF THE PROBLEM

The motivation in Africa is a wide range of discussion. While most of teachers who working in
public secondary schools are poor motivated, for instance poor incentives and inadequate
payments of salary, irregular salary payments, lack of proper housing and inadequate teaching
facilities.
Davidson (2005) focused on the role of teachers in providing good quality of education in
primary schools through motivation where it suggested some initiatives to increase the
teacher’s level of motivation that will improve the performance in. Also Mustafa and Othman
(2010) examined the perception of teachers about the effects, of motivation on the teachers
job performance in teaching and learning process, they found that there is a positive
relationship between motivations and working performance of teachers, for example the
greater level of motivation the job performance will increase, but the absent of motivation to
teachers always demonize teachers in academic performance and lead to teacher absenteeism
and poor performance, Therefore ,this study aims to analyze the role of motivation in teacher’s
job performance in public and private secondary schools in Tabora municipality.

OBJECTIVES OF THE STUDY

This study was set out to:
1. Find out the impact of regular payment of salary on teachers' productivity in Aduvie
International School, Jahi, Abuja.
2. Determine the impact of in-service training on teacher’s productivity in Aduvie International
School, Jahi, Abuja.

RESEARCH QUESTIONS
The following research questions were answered in the study:
1. What is the impact of regular payment of salary on teacher's productivity in Aduvie
International School, Jahi, Abuja?
2. What impact does in-service training have on teachers productivity in Aduvie International
School, Jahi, Abuja?
3. What is the relationship between motivation and teacher’s job performance in Aduvie
International School, Jahi, Abuja?

RESEARCH HYPOTHESES
The following null hypotheses were tested at a 0.05 level of significance:
H01: There is no significant impact of regular payment of salary on teachers' productivity in
Aduvie 7 International School, Jahi, Abuja.
H02: There is no significant impact of in-service training on teacher's productivity in Aduvie
International School, Jahi, Abuja.

LITERATURE REVIEW
This paragraph provides the presentation of related literature that presents other author's
works on the topic. The presentation is done based on the research objectives presented in the
chapter. This presentation is presented as follows. The focus was on the topic of teacher
motivation and teacher performance in schools.
Teacher Motivation and the Implementation of the School Curriculum Teacher motivation is an
important field of research, especially in countries where teacher retention and quality have
become prominent concerns. Individuals are motivated by many factors to pursue a teaching
career, including the desire for personal growth and continued learning, to have a positive
impact on others’ lives and contribute to society, and to attain stable, secure employment. This
in turn impacts curriculum implementation. Teacher motivation research has conceptualized
the reasons individuals choose to become teachers as intrinsic and extrinsic factors (Sinclair,
2008), and altruistic factors (Chong & Low, 2009). Intrinsic factors include desire for personal
growth and extrinsic factors include material benefits and job security. According to Nzuve
(1999), motivation is the individual’s internal process that energizes, directs, and sustains
behavior. Okumbe (1998) sees it as ‘… that process which starts with a physiological to
psychological deficiency or needs that activates a behavior or a drive that is aimed at a goal or
incentive. This implies that motivation is an activity that managers do to employees in an
attempt to boost their productivity in an organization. Motivated employees exert extra effort
to perform a given task than those who are less motivated. Intrinsic factors are generally
described in terms of a desire to work with children and contribute to society (Chong & Low,
2009). Furthermore, studies have suggested teacher motivation is related to professional
commitment, efficacy, organizational citizenship, and participation in professional development
(Morgan, Kitching, & O'Leary, 2007). Teacher motivation has also been examined from
particular theoretical perspectives. For example, Riley (2009) in a study focusing on attachment
and student-teacher relationships suggests that individuals may enter the teaching profession
“partly motivated by an unconscious desire for corrective emotional experiences, through the
formation of new attachments to their students” (p. 628). Such unconscious motivations to
teach may be important in teacher motivation, although challenging to investigate. In Kenya,
several studies have been undertaken on teacher motivation. The study by Karugu (1980)
shows that teachers are motivated to stay in their jobs if the physical socio-economic and
security dimensions associated with the conditions of work are satisfactory. To curb what he
called’ dissatisfactions among teachers’ then there must be provisions of proper salaries, good
working conditions, food supervision, teaching materials, and overtime payments. Mumo
(2000) used a similar model to study technical school teachers in Nairobi and found that 63%
expressed slight satisfaction with their overall job. In a study on Performance Improvement in
Kenya Public Service, Marangu (2004) notes: “…motivation is an aspect of management that
requires human behavior to be manipulated to harmonize an individual employee’s goals to
those of the organization”. Therefore we argue that well-motivated employees are those who
work along clearly defined goals and who take action that will result in these goals being met.
Employees who manage to motivate themselves seek, find, and carry out work that satisfies
their needs. However, the majority of employees need to be motivated by the management
through pay, praise, promotion, transfer, training, and development to improve their
performance. Teachers are employees who need to be well-motivated to improve their
performance. The Implementation of the School Curriculum Curriculum Implementation is an
interaction between those who have created the curriculum program and those who are
charged to deliver it, implementation requires educators to shift from the current program
which they are familiar with to the new or modified program (Ornstein & Hunkins, 1998). It
involves changes in the knowledge, actions, and attitudes of people hence seen as a process of
professional development and growth involving ongoing interactions, feedback, and assistance.
Implementation involves change which requires effort and will produce a certain amount of
anxiety and to minimize these, it is useful to organize implementation into manageable events
and to set achievable goals. Implementation requires a supportive atmosphere in which there is
trust and open communication between administrators, teachers educators, and the board of
governors as in Kenya (Kindiki, 2009). Curriculum implementation is thus seen as the trying out
of a new practice and what it looks like when used in a school system. The key to getting
teachers committed to innovation is to enhance their knowledge of the program. This means
teachers need to be trained and workshops have to be organized for professional development.
Unfortunately, in any curriculum implementation process, not all teachers will have the benefit
of such exposure. There are just too many teachers and insufficient funds. The most common
approach is to have one-day workshops given by experts from the Kenya Institute of Curriculum
Development with the lecture method being the dominant pedagogical strategy. Among the
many extrinsic factors identified that may impede curriculum change are adequacy of
resources, time, school ethos, and professional support. The intrinsic factors are; professional
knowledge, professional adequacy, and professional interest and motivation. This research
therefore argues that teachers must be well motivated to be able to implement the curriculum
in Kenya’s schools so that the overall goals of education are met.

THEORETICAL FRAMEWORK ON TEACHER'S MOTIVATION

In line with Camp’s (2001:4) interpretation of a theoretical framework as a basis that provides
the underlying assumptions of the issue under research, this Chapter outlines the theories
underlying employee motivation. A theory is a strong foundation from which a phenomenon
can be explained (Imenda 2014:186). This study is explained in the context of the theories of
employee motivation. Various authors attempted to explain the concept of ‘employee
motivation’ in Chapter one (Hynds & McDonald 2010:525; Legotlo 2014:128; Ofoegbu 2004:81;
Steyn 2002:85). Summarising these definitions, Hodgetts and Hegar (2005:39) define motivation
as a set of processes that move an employee towards a goal. There are two types of motivation,
namely, intrinsic and extrinsic motivation. According to Gagne and Deci (2005:334), intrinsic
motivation is the eagerness and curiosity to perform a task that an employee obtains from
within oneself. Juxtaposed with intrinsic motivation, Mahadi and Jafari (2012:232) explain
extrinsic motivation as the external forces that encourage an employee to execute a task. In
comparative terms, intrinsic motivation comprises the internal forces that make an employee
execute a task, whereas extrinsic motivation comprises the external forces that motivate
employees to execute a task. The intrinsic and extrinsic types of motivation are underpinned by
a variety of theories. This study is informed by the following theories, namely, the Hierarchy of
Needs theory, Two-Factor theory, Existence, Relatedness, and Growth (ERG) theory, Expectant
theory, Equity theory, and the Goal-setting theory. In addition to what was said about these
theories in section 1.2.1.1, these theories are now discussed in detail in the next sections.

METHODOLOGY
This research used a quantitative approach applying the survey method. Gay, Mills, and
Airasian, 2011 [12], describes survey research as “survey research involves collecting data to
test hypotheses or to answer questions about people's opinions on some topic or issue. A
Survey is an instrument to collect data that describe one or more characteristics of a specific
population.” The influence between variables in this study was analyzed using path analysis
techniques.

RESEARCH MODEL
This study anchored on three theories or models: Leavitt (1972); Abraham Maslow's Hierarchy
of Needs Theory and Frederick Herzberg’s Two Factor Theory. Leavitt (1972) provides a
motivation model that he derived from three basic premises: 1) Behaviour is caused: The things
we do, do not just happen for there are underlying reasons; 2) Behaviour is directed: in the
ultimate sense, there is no aimless behavior. We are always pursuing some goal or the other; 3)
Behaviour is motivated: underlying what we do are motives and drives which provide us with
energy to attain our goals or at least to move in the direction of our goals.
From the above figure, one can see that human behavior can be viewed as part of a double play
from cause to motive, the behavior towards a goal. Arrival at a goal eliminates the cause, which
eliminates the motive which eliminates the behavior. Thus, when a school has objectives,
teachers should be motivated, to influence their behavior to arrive at these objectives.
Abraham Maslow (1947) came out with a theory of human needs in a hierarchical order,
ascending from the lowest to the highest, and concluded that when one need is satisfied, it
tends to be a motivator. These needs include physiological needs for sustaining human life such
as food, shelter, water, and air; security, or safety needs which involve feeling secure in an
environment; safety needs that center on love and belongingness; esteem needs that revolve
around acceptance, prestige and status and self-actualization which is the feeling of attaining
the highest possible level.

Maslow’s theory is very important to educational administrators. They need to know that
teachers are human beings with aspirations for life that need to be satisfied but in stages or
levels: E.g., Payment of salaries, allowances, and promotion. The result of solving these needs
will foster a good working relationship and improve work performance. Failure will lead to low
morale, increased absenteeism, ineffectiveness, and low output. Frederick Herzberg’s Two
Factor Theory, or “Hygiene Theory” was postulated in 1966 to find out what motivated people
to work. According to Herzberg, different set factors were associated with satisfaction and
others with dissatisfaction.

ETHICAL CONSIDERATION
Ethical considerations that would be carefully addressed when carrying out this research to
ensure the integrity of the study and the well-being of participants are:
1. Getting of informed consent from participating teachers, clearly explaining the purpose of
the study, potential risks and benefits, and how their data will be used.
2. Ensuring the confidentiality of participants' data, including any personal or sensitive
information collected during the study.
3. Participation in the research would be voluntary, and teachers would not be forced or unduly
pressured to participate and would avoid offering incentives to teachers that may unduly
influence participation or compromise the voluntary nature of involvement.
4. Steps would be taken to minimize any potential harm or discomfort to participants. This
includes ensuring that the research methods and questions are respectful and non-intrusive
and that participants are not exposed to undue stress or risk as a result of their involvement in
the study.
5. The Research would be conducted in an unbiased and impartial manner, avoiding any
conflicts of interest or preconceived notions that may influence the interpretation of results
that is there would be transparency and rigor in the research methods which are essential for
maintaining the integrity of the study.
By addressing these ethical considerations, it would ensure that the research on the impact of
motivation on teacher productivity upholds principles of integrity, respect, and beneficence
while contributing valuable insights to the field of education.

SIGNIFICANCE AND CONTRIBUTION TO KNOWLEDGE

The motivation of teachers can have a profound impact on their productivity, which in turn
affects various aspects of the educational system. Here are some potential impacts:
1. Motivated teachers are more likely to invest time and effort into lesson planning,
preparation, and delivery and this may bring about more creativity in their teaching methods
and would be more willing to experiment with new approaches, resulting into higher-quality
instruction.
2. Motivated teachers are often more enthusiastic and passionate about their subject matter,
and this would inspire students to be more engaged in their learning which would lead to better
academic outcomes and a more positive classroom environment.
3. It would leads to higher teacher retention rates leading to teacher likely to remain in the
profession for longer period.
4. Motivated teachers are more inclined to seek out opportunities for professional growth and
development and may also attend workshops, pursue advanced degrees, or participate in peer
learning communities that would enhance their skills and effectiveness in the classroom.
5. It would motivate teachers to often more willing to collaborate with colleagues and
contribute positively to the school community and also share resources, exchange ideas, and
work together to solve common challenges, leading to a more supportive and cohesive
educational environment.
Moreover, when teachers lack motivation, productivity may suffer which would lead to
disengagement, decreased student achievement, and higher turnover rates. Therefore, to
foster teacher motivation is crucial for creating a thriving educational environment that
benefits both educators and students alike.
IMPLICATIONS AND RECOMMENDATIONS
The study examined the various motivators that are often used and can be used by secondary
school principals to improve teachers’ output. This includes boasting about teachers’ morals,
promotion, cordial interpersonal relationships, and work environment. Principals therefore
have to improve their know-how and other motivational skills. The implication is that
motivation will improve the work performance and output of teachers, thereby improving the
student's academic performance. Based on the above, it is therefore recommended that:
1. Principals should regularly organize conferences with teachers to identify their
Demotivational factors to handle them.
2. Provision should be made of incentives and output allowances to teachers from PTA funds.
3. In-service training facilities should be strengthened for teachers.
4. Appointment into posts of responsibilities should consider the qualification, experience, and
personal skills
of the teacher concerned.
5. Inter-personal relationships should be encouraged between principals and teachers who
must be able to
understand the individual differences of teachers under their control.
6. Trust, confidence, delegation of power, and a shared decision-making process should be
encouraged
among principals.
7. The principal should make sure that the school environment is enabled with facilities like a
canteen,
library, staff offices, buses, etc.
CONCLUSION
The study raises major concerns about the behavior and performance of teachers, which relate directly
to low levels of job satisfaction and motivation. Poor professional behavior (lateness, absenteeism,
laziness) seriously compromises schooling quality and learning outcomes. Also, weak teacher
management and lack of a sense of accountability means that public school teachers often get away
with underperformance and, at times, gross professional misconduct. Lack of motivation may cause
teachers to be less successful. Unreasonable demands of administrators, discouraging team spirit,
neglecting rewards, and financial problems are the factors related to demotivation. It should not be
forgotten that every teacher is not motivated entirely by the same demands and needs. The job
motivation of each employee is different from the other. Without having intrinsic motivation, a lack of
success is inevitable. If there are not any factors motivating teachers, productivity will decrease
dramatically. Intrinsic rewards outweigh extrinsic ones in educator motivation. The thesis statement of
this study is captured within the epistemological dimensions of the cognitivist orientation to research.
Qualitative methodological approaches stress the importance of multiple subjective realities as an
important source of knowledge building. Epistemology is “the study of the nature of knowledge and
justification” (Schwandt, 2001, p. 71). this paradigm holds that knowledge gathering and truth are
always partial; that researcher values, feelings, and attitudes cannot be removed from the research
relationship but instead should be taken into consideration when interpreting the data as part of the
knowledge construction process; and some of these approaches also argue that the researcher should
establish a reciprocal relationship with research participants to promote an interactional, cooperative
co-construction of meaning. Teacher motivation is a critical field of emerging research (Richardson &
Watt, 2010). While perspectives regarding intrinsic, extrinsic, and altruistic motives have been valuable
in developing an understanding of what motivates teachers and attracts individuals to the teaching
profession, these perspectives focus mainly on motivating factors related to individuals. Because
motivation research more broadly has begun to take account of the contexts in which individuals
participate, and teaching is an inherently social occupation, there is a benefit in moving beyond
individual motives better to understand the complexity of teacher motivation in context.
Conceptualizing teacher motivation in terms of self and self-in-context is important for understanding
teacher attrition and well-being. Much of the teacher burnout and stress literature cites context-related
reasons for teacher distress and attrition. Context must be considered when examining factors that
contribute to teacher retention. Conceptualizing teacher motivation to reflect both the self and the
context may help elucidate some of the nuances of motivation in the teaching profession and contribute
to a greater understanding of how social interactions of the self-in-context can sustain motivation
throughout professional careers.

The conclusion was reached that regular payment of salary and fringe benefits are an
important motivating factor that influences the attitude of teachers on the job. Teachers who
are sponsored to attend workshops regularly have better chances of improving their job
productivity.
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