CHAPTER ONE

INTRODUCTION

1.1 Background of Study

Good remuneration has been found throughout the years to be one of the measures the company

may use to boost their workers commitment and consequently increase the companies

productivity. With the current global economic pattern, nearly all employers of labour have

realized the reality for their businesses to compete advantageously, that the effort of their

workers goes a long way in deciding the success of the organisation., Commitment of workers in

any company is vital, not only for the success of the company as a whole, but also for the

personal development and advancement of each worker (Meyer and Becker, 2004).

Organizations must recognize who are its excellent personnel, those who need Also, with the

current global economic pattern, nearly educating and those not helping to improve the

efficiency and wellbeing of the firm or organization. Also, commitment on the job can be

examined at all stages of the terms of employment such as: personnel choice relating to

advancement, job rotation, work improvement etc. (Aidis, 2005; Meyer and Peng, 2006).

In the 1970s, Nigeria witnessed a growing interest in the effective utilization of incentives to

enhance employee performance and motivation. This era saw a multitude of researchers delving

into this subject, with notable contributions from individuals such as Oloko (2003), Nwachukwu

(2004), Meyer and Nguyen (2005), and Egwurudi (2008). The dedication and commitment of

employees have assumed paramount importance in light of the escalating concerns among

human resources and personnel specialists regarding the productivity levels achieved by

employees, primarily stemming from inadequate compensation. This issue not only holds

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significance within organizational contexts but also carries substantial social implications.

Therefore, it is imperative to address the challenges arising in industrial settings due to managers'

casual approach to employee rewards, as effectively incentivizing staff can lead to optimized

output.

For every industrial organization whether private or public, there are goals which are slated in

form of visions and missions that are required of them pursue. The pursuit and implementation of

these visions tend to increase the image, output and productivity of the organization. Such

pursuit can only be fulfilled when there is an impassioned level of dedication on the part of

people working in the organization.

Significantly speaking, such commitment level can also be boosted through proper and

effective motivation in the part of the employees. INEC as an organization in geared towards

ensuring well ordered, coordinated, transparent and peaceful conduct of election at local, state

and federal level. This is done through even distribution of PVC to electorates and voting on the

part of the electorate. The commitment level on the part of INEC staff has become worrisome

especially in this election dispensation whereby the body ensures that electorates have access to

their PVCs. The stress, rigor and the work environment where the staff work as well as the

excuses workload in terms of closing late at work and coming to work during weekends

(Saturdays & Sundays) tend to discourage staff of the organization. This is because proper

motivations are not put in place in terms of better and secured work environment, feeding

allowances, excess workload allowances and rest. Absence of all these have gone a long way in

thwarting the commitment level of employees in the organization which in term affect employee

performance and productivity of the organization adversely. Little wonder there are clamors on

national societies and other electronic media of the inability of citizens to access their PVC

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despite its availability. Against this study background, this study attempts to examine the

influence of motivation on employee's commitment in INEC.

1.2 Statement of Problem

The commitment of employee and employee motivation has been the target of intense study

effort in past few decades. How successful a company is in encouraging its people in order to

fulfill its goal and vision is of crucial relevance to this. Employees in both public and

commercial sector organization are becoming more conscious that motives boosts commitment

and productivity. From the above, and looking at today's economic trend, it is obvious that the

velocity of change in our business environment provides novel obstacles everyday. Despite

these, no study effort has intended to analyze the motivation and employee commitment in

Kwara State Nigeria. Existing research in Nigeria targeted at the influence of motivators and

cleanliness on work performance by Jibowo (2007). Related studies on this study was on

monetary incentives and its removal on performance (see Bergum and Lehr's, 2004). Of these

studies in Nigeria, very few assessed motivation and employees commitment in an organization.

(Akerele, 2001) did not cover indeed, the areas that the objectives of this work covers. To this

effect, this research seeks to experimentally assess how motivating tools might be employed by

enterprises in Kwara State to successfully formulate strategies for growth and development.

1.3 Significance of the Study

Improving the performance of workers through motivation and commitment has gained

attention in both private and public sector. Attention needs to be placed in the effort of

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motivating workers. Efforts also need to be made to ensure that reasons preventing optimal

commitment are identified.

1. First, the research study will serve as eye opener for staff of INEC about factors

that enhance commitment in the organization.

2. Second, this study will also help in identifying the impacts of motivation on

employee commitment in public sector.

3. Third, the research will also inform the policy makers to find ways to curb the

present undesirable situation and to understand pertinent motivational issues in

regards to the organization.

4. Lastly, the study will add on to the existing literature on motivation and workers

commitment measures in the organization.

1.4 Aim and Objectives of the Study

The general objective of the study is to investigate the influence of motivation on

employee commitment among staff of INEC, Ilorin. The specific objectives are to:

i. Investigate the level of commitment of employees in INEC

ii. Examine various motivational packages available for staff of INEC.

iii. Investigate factors that affect commitment of employees in INEC.

1.5 Research Questions

i. How does employee motivation affect employee commitment in INEC?

ii. What is the level of commitment of employees of INEC staff?

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 iii. What are the factors that affect commitment of employees in INEC?

1.6 Scope and Limitation of the Study

The scope of this study covers motivation and employee commitment among staff of INEC. The

limitations of this study include:

● First, time constraint: The available time is not sufficient for the study due to the time

available for the submission of the thesis.

● Second, financial constraint: A study of this nature requires huge amount of money which

the researcher could not afford.

● Lastly, there is difficulty in terms of assessing the staff of INEC due to security purpose.

1.7 Definition of Terms

Employee Commitment: This is a force that binds an employee to a course of action that is of

relevance to a particular goal.

Motivation: This is the internal and external drive that stimulates desire and energy in people to

be continually interested in and committed to a job, role or subject and to exert persistent effort

in achieving a goal.

Employee Turnover: It is the rates at which workers leaves a particular organization for

another.

Job Satisfaction: It is a sense of fulfilment and pride in one's work

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Job Involvement: It is the degree to which one is psychologically engaged in preoccupied with

and concerned with one's job.

1.8 Plan of the Study

This research study is structured into five chapters. The chapters one contain the introductory

including the background of the study, statement of the problems, the aims and objectives of the

study, relevance of the research, scope and restriction of the study,

The chapter two also contains the literature review which is concerned with the existing literature

that has been done by others scholars' on this research topic.

The chapter three also contains theoretical framework related to this topic (classical and

contemporary theories such as Abraham Harold Maslow, McGregor theory X and Y, Goal

settings theory e.t.c.) and Methodology. Chapter Four entails data analysis while chapter five

dealt with summary, conclusion and recommendations.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

In this chapter, our focus revolves around examining the body of work produced by various

researchers and scholars in the realm of motivation and employee commitment. Alongside this

examination, we will also conduct an evaluation of the reviewed literature. Fitpatrick, Polis, and

Stevenson (2009) as well as Lobiondowood and Haber (2002) emphasize the significance of a

critical literature review, which involves uncovering both conceptual and data-driven insights

pertaining to a specific subject, concept, or clinical issue. Such a review holds relevance across

all stages of the research process, potentially leading to the creation, validation, or refinement of

theories, identification of research inquiries within the field, dissemination of up-to-date

knowledge for educational purposes, and the revelation of research findings that substantiate

evidence-based practices. The literature review of this research begins with an introduction

followed by conceptual frame works, then empirical literature and lastly an appraisal of reviewed

literature. The literature review therefore contains the following subsections;

● The concept of motivation

● Importance of motivation

● Types of motivation

● Strategies of motivation

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 ● The concept of employee commitment

● Factors affecting employee commitment

● Relationship between motivation and work commitment

● Empirical literature

● Appraisal of reviewed literature.

2.2 The Concept of Motivation

Motivation, as articulated by Bulkus & Green (2009), can be traced back to its etymological root

in the word "motivate," which signifies an impetus, a nudge, or an inner urge that propels an

individual toward the pursuit of fulfilling desires. Clark Dorman and Paulo Gaudaino (2006)

further expound on this term, noting that while it is frequently used in everyday language,

providing a precise scientific definition for motivation remains a challenging endeavor. The

concept of motivation is intricately linked to, yet distinct from, other notions such as instincts,

drives, and reflexes. Motivated behavior is typically oriented toward a specific goal, which may

be tied to a fundamental drive like hunger or thirst, referred to as primary motivation.

Nonetheless, motivation is intricately intertwined with sensory stimuli; typically, an organism

will not engage in eating behaviors until food is presented. Unlike instinctual actions, motivation

hinges on the force of attraction, often associated with an emotional state. It can also be acquired

through learning, in which case it is referred to as secondary motivation, and it generally triggers

more intricate behaviors compared to simple reflexes. According to Bartol and Martin (2008),

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motivation can be defined as a driving force that reinforces behavior, provides direction for

actions, and instills the impetus to persist. Observation underscores that in order to achieve

specific goals, individuals must possess appropriate enthusiasm and clarity regarding their

intentions. According to Bedian (2003), motivation can be defined as an internal drive rooted in

the desire to fulfill unmet desires and the determination to achieve them. Additionally,

Chowdhury (2006) characterizes motivation as a process that propels individuals toward goal-

directed behavior, while also serving as a personality trait that drives personal performance

enhancement and guides the pursuit of specific objectives, as noted by Kalimulla et al. (2010).

Guay et al. (2010) elucidate motivation as the underlying reasons for one's behavior. Gredler,

Broussard, and Garrison (2004) provide a general description of motivation as the intrinsic trait

that compels or deters individuals from taking action. Intrinsic motivation, as observed by Deci,

Koestner, and Ryan (1999), arises from personal satisfaction, interest, or enjoyment, and it fuels

activities through the inherent rewards found in voluntary actions. This form of motivation is

evident in behaviors such as play, exploration, and the pursuit of challenges, which people often

engage in for the inherent gratification rather than external rewards. Scholars frequently draw a

comparison between intrinsic and extrinsic motivation, with the latter being driven by

reinforcement contingencies.

In the realm of education, there has traditionally been a perception that intrinsic motivation, as

discussed by Deci et al. (1999), is more desirable and leads to superior learning outcomes

compared to extrinsic incentives. Motivation encompasses a complex interplay of ideas,

thoughts, beliefs, passions, and actions, all intricately intertwined. Consequently, diverse

approaches to motivation can either center on cognitive actions, like monitoring and the use of

strategies, non-cognitive components such as thoughts, opinions, and attitudes, or a combination

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of both. For example, Gottfried (1990) defines motivation for studying as "the enjoyment of

school learning characterized by a mastery orientation, curiosity, persistence, task-endogeny, and

the pursuit of challenging, difficult, and novel tasks." In contrast, Turner (1995) perceives

motivation as equivalent to intellectual engagement, which he characterizes as "voluntary

utilization of high-level self-regulated learning strategies, including paying attention, making

connections, planning, and monitoring." Emile R. Lai (2011) asserts that "Motivation refers to

the reasons underlying behavior characterized by willingness and volition."

2.2.1 Motivation: An historical outlook

The concept of motivation has deep roots and has been examined from various perspectives

throughout history. Evolutionary theory, the study of learning, psychoanalytic exploration of

mental illness, as well as behavioral biology and psychology, all converge in considering

motivation as a fundamental driver of behavior. They often frame it within the context of

regulation, as noted by Cofer and Appley (2000). For instance, when we experience hunger, it

triggers a specific behavior—seeking and obtaining food. Pakdel (2013) offers a historical

overview of motivation, tracing it back to ancient Greek philosophers like Socrates, Plato, and

Aristotle. Plato envisioned a hierarchy encompassing dietary needs, emotional elements, and

rationality. Aristotle, on the other hand, extended this hierarchical view for over two decades,

emphasizing the importance of both nutritional and mental factors in motivation. These factors

could encompass specific desires such as advancement and physical well-being (related to food),

as well as sensory experiences like pleasure or discomfort (emotional). These two facets, the

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physical and the emotional, laid the foundation for what could be described as an irrational

driving force. The rational segment, as Aristotle outlined it, encompassed all logical aspects of

the soul, including intellectual ideas and voluntary elements. In summary, the ancient Greeks

postulated a three-part system that integrated the body's needs, pleasures, and suffering (sensory

experiences and voluntary actions) to provide an initial theoretical framework for understanding

motivational activities.

Research on motivation has long acknowledged that drive is just one of many factors influencing

behavior, and this principle extends to the causality of emotions and cognition as well.

Consequently, the central inquiry shifts towards identifying the specific elements of cognition,

emotions, and behavior that stand to gain the most from a motivational analysis.

Traditionally, researchers have delved into several key issues related to motivation. Firstly, they

have explored the question of how motivation facilitates and energizes particular responses.

Pioneers in educational theory like Hull (1943) and Spence (1956) proposed that motivational

processes, while not necessarily directing specific behaviors, can activate innate or learned

associative tendencies on occasion. Secondly, thoughts, feelings, and actions have often been

described as directed, guided, goal-oriented, determined, or purposeful. These attributes pertain

to decision-making as well as to the sustained efforts involved in carrying out those decisions.

Scholars such as Atkinson (1957) and McClelland (1995) have directed their research towards

this aspect, providing insights into the realm of motivational analysis.

2.3 Importance of Motivation

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Between 1950 and 2008, there were approximately 65,000 research articles and books that

featured the term "motivation" in their titles or abstracts, as noted by Landy and Conte (2010).

Notably, the significance of self-driven behavior appears to have grown over the years. Prior to

1980, this term appeared roughly 5,000 times each decade. However, in the 1980s and 1990s, it

was mentioned more than 12,000 times per decade, and since 2000, it has been cited over 14,000

times (as cited in Re'em, 2010).

Motivation is a fundamental psychological process and a recent data-driven investigation

indicated that concerns related to competition often have motivational origins (Mine, Ebrahimi,

and Wachtel, 1995). Alongside factors like thinking, character, mindset, and education,

motivation plays a pivotal role in shaping behavior. However, it's important to note that

motivation is not the sole explanation for behavior; it interacts with and operates in conjunction

with other cognitive processes. Motivation, as a managerial practice, involves molding behavior

based on an understanding of what drives individuals, as suggested by Luthans (1998).

Motivation and inspiration both pertain to the realm of conscious human behavior that lies

between two extremes: reflex responses, such as a sneeze or an eyelid flutter, and acquired

habits, such as teeth cleaning or handwriting style (Wallace and Szilag, 1982:53).

According to Luthans (1998), motivation is described as the process that initiates,

energizes, guides, and sustains behavior and performance. Essentially, it involves inspiring

individuals to take action and successfully achieve a desired task. Effective motivation can make

employees happier and more dedicated to their responsibilities, and it's important to note that

money is not the sole motivator. There are various rewards that can serve as motivators. In

addition to factors like thinking, character, mindsets, and a motivation for learning,

understanding behavior also hinges significantly on motivation, as highlighted by Luthans

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(1998). However, it's crucial to recognize that motivation should not be considered the exclusive

determinant of behavior. It interacts with and operates alongside other mediating mechanisms

and the environmental context. Luthans emphasizes that motivation, like other mental processes,

cannot be directly observed. What can be observed is behavior, and it should not be confused

with the reasons behind behavior. While acknowledging the vital importance of motivation,

Evans (1998) suggests that many contemporary theories of organizational behavior need to

refocus on actual behavior. Various theories of motivation exist, but they all share common

elements, including terms like "desire," "wants," "wishes," "goals," "needs," and "incentives."

Luthans (1998) defines motivation as "a process that begins with a physiological deficiency or

need, which activates behavior or a drive aimed at a goal incentive." Therefore, understanding

the motivation process hinges on recognizing the significance of and the relationship between

needs, drives, and rewards. In line with this, Minner, Ebrahimi, and Wachtel (1995) argue that

motivation, when viewed systemically, comprises these three interconnected and interdependent

elements: needs, drives, and incentives.

Under the backdrop of Luthans' arguments, it can be inferred that motivation holds a crucial role

in comprehending human behavior, serving as an influencer, enabler, stimulator, and sustainer of

human performance. Therefore, motivation plays a significant part in steering and propelling the

actions and outcomes of employees and workers in Kwara state tertiary institutions.

Consequently, it is vital for the Kwara state government and other stakeholders within the

education sector of Kwara state to acknowledge the essence of motivating workers in these

tertiary institutions.

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2.3.1 Motivation and Workers Performance

Managers and scholars specializing in management have long contended that organizational

objectives remain unattainable unless the members of the organization are consistently dedicated.

Motivation is a fundamental psychological trait inherent in humans, closely tied to an

individual's level of commitment (Stoke, 1999). It encompasses the variables that generate,

guide, and sustain human actions towards a specific committed direction. Stoke, as cited in

Adeyemo (1999), further expounds that there are underlying principles of motivation methods

employed by managers that require understanding. Firstly, motivation is generally perceived as a

positive force, and an individual cannot experience a particularly favorable self-image if they

lack personal drive. Secondly, motivation is one of the elements contributing to an individual's

effectiveness in their role (e.g., as a librarian). Other factors such as aptitude, financial

incentives, and the work environment are also essential. Thirdly, both managers and academics

alike recognize that motivation is a resource in limited supply, necessitating frequent

replenishment. Lastly, motivation is a tool that can be wielded by managers. If managers discern

what motivates their employees, they can tailor job assignments and incentives to align with

what drives these individuals. Motivation can also be seen as everything it takes to encourage

employees to perform by meeting their needs or responding to their requirements.

As Olajide (2000) asserts, motivation is goal-directed and cannot exist outside the objectives of

any organization, be it public, private, or nonprofit. Among the financial, economic, and human

resources at an organization's disposal, the latter holds greater significance and possesses the

potential to bestow a competitive advantage over others (Rizwan et al., 2010). Employee

performance is fundamentally influenced by numerous factors, including performance appraisals,

job satisfaction, compensation, training, development, job security, organizational structure, and

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more. However, this discussion focuses exclusively on employee motivation, as it exerts

significant influence on employee performance. Motivating employees is one of the strategies

employed by managers to enhance effective work management among employees within

organizations (Shadare et al., 2009). A motivated employee is attuned to the precise goals and

objectives they must achieve, channeling their efforts accordingly. Rutherford (1990) reveals that

motivation enhances a company's effectiveness, as motivated individuals consistently seek better

ways to accomplish tasks. Encouraging employees to deliver their best work even in challenging

circumstances remains one of the most enduring and crucial challenges for managers, and this

goal can be achieved through effective motivation.

2.3.2 Motivation and Job Satisfaction

Job satisfaction has long been a prominent subject of investigation in the fields of management,

psychology, and notably in business behavior and human resource management. In recent years,

many economists have shown a heightened interest in this area (Kosteas, 2009). According to

Ramayah, Jantan, and Tadisina (2001), job satisfaction reflects how employees feel about

coming to work and how driven they are to perform their tasks. What are the factors that

contribute to an employee's happiness in their role and discourage them from leaving their job?

Other studies define job satisfaction as the outcome of an employee's assessment of the extent to

which the work environment fulfills their individual needs (Dawis & Lofquist, 1984).

In accordance with Locke (1969), work satisfaction represents a state of emotional well-being

resulting from the achievement of goals through one's contributions within an organization.

Locke and Luthan (1976) provide a comprehensive definition of job satisfaction as a content or

joyful mental state arising from the evaluation of one's employment or job experience. Job

satisfaction is a result of an employee's perception of how well their job provides the things they

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consider important. Rao (2005) discusses in his study that job satisfaction serves as a motivator

for individuals at work, and motivation contributes to their job satisfaction.

It's not solely about self-satisfaction and personal gratification but also a combination of

psychological and environmental factors that influence people's happiness in their work (Khan,

2006). Aswathappa (2003) discusses the drivers of job satisfaction, highlighting wage payouts

and monetary incentives as two significant variables. Different organizations employ various

salary structures and offer additional perks, such as incentives and non-monetary benefits.

Velnampy (2008) conducted research on work attitudes and employee performance, revealing

that job satisfaction has a positive impact on employees' performance by fostering job

engagement. Enhanced performance, in turn, contributes to individuals feeling happier and more

committed to the organization. Employee happiness and performance create a reciprocal

relationship. The satisfaction and engagement of employees motivate them to perform at higher

levels (Shahu Gole, 2008). Their study emphasizes that companies should view employee job

satisfaction as a critical strategy to enhance performance and facilitate employees' ability to

contribute effectively. Shah & Shah (2008), in their study on "job satisfaction and fatigue

variables," established a negative correlation between fatigue and job satisfaction. Fatigue was

identified as a negative indicator of job satisfaction. Job satisfaction is a variable that varies

among individuals, and various studies, such as those by Peretomode (1991) and Whawo (1993),

have argued that higher-prestige jobs tend to be more satisfying. However, many workers find

satisfaction even in jobs that may be considered less prestigious simply because they genuinely

enjoy what they do. In any case, job satisfaction is a highly individualized experience, akin to

one's feelings or emotional state. Several factors can influence job satisfaction, such as the

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quality of one's relationship with their supervisor, the physical work environment, the level of

fulfillment derived from the work itself, and more. However, there is no conclusive consensus

among scholars, consultants, etc., that increased job satisfaction leads to improved job

performance. In fact, enhancing job satisfaction may sometimes have no direct impact on job

performance and may even occasionally impair it (McNamara & War, 1998).

Hackman and Oldham (2010) proposed that jobs can be characterized by the extent to which

they incorporate five core dimensions: skill variety, task identity, job significance, autonomy,

and task feedback. They further emphasized that when jobs are designed to enhance the presence

of these core characteristics, employees can experience three critical psychological states: (1) a

sense of meaningfulness in their work, (2) responsibility for the outcomes of their work, and (3)

an awareness of the impact of their actions. According to Hackman and Oldham, when these

essential psychological states are present, work motivation and job satisfaction tend to be high.

As stated by Mitchell and Lasan (2011), work satisfaction is widely recognized in the field of

organizational behavior as the most significant and frequently studied attitude. Luthans (1998)

proposed three key factors related to job satisfaction:

1. Job satisfaction is an emotional response to one's job situation, which means it cannot be

directly observed but can only be inferred.

2. Job satisfaction is typically evaluated by comparing actual outcomes with individual

expectations. For instance, if employees believe they are working harder than their colleagues

but receiving lower rewards, they are likely to have a negative attitude towards their job,

supervisor, and co-workers. Conversely, if they perceive fair treatment and equitable

compensation, their views about the job are likely to be positive.

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3. Job satisfaction encompasses various related attitudes that are critical aspects of a job, evoking

strong responses from individuals. These key aspects, as identified by Luthans, include the

nature of the job itself, compensation, opportunities for advancement, supervision, and

relationships with co-workers. For instance, job satisfaction among librarians is naturally

influenced by economic, social, and cultural factors within a given nation (Ebru, 1995). A

librarian who struggles to earn a sufficient income may find it challenging to meet their family's

needs, leading to dissatisfaction. Particularly, the availability of social amenities like

transportation services and consumer cooperatives can be influenced by economic conditions.

Low income, lack of prestige, and limited social security can hamper motivation. The job

satisfaction of librarians, who hold a significant role in the information society, can significantly

impact the quality of service they provide. Therefore, understanding how material and moral

factors affect the job satisfaction of librarians becomes an important consideration (Ebru, 1995).

2.4 Types of Motivation

As previously mentioned in this research paper, two fundamental types of motivation are widely

acknowledged: intrinsic and extrinsic motivation. Extensive research has delved into intrinsic

and extrinsic motivation, shedding valuable light on both developmental and educational

practices. This article aims to reexamine the conventional definitions of intrinsic and extrinsic

motivation in light of contemporary research and theory. Intrinsic motivation remains a

fundamental concept, representing the inherent human drive to learn and absorb knowledge

intrinsically. However, extrinsic motivation is recognized to exhibit variations in its degree of

autonomy, potentially encompassing external control or genuine self-regulation. The connections

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between these categories of incentives and the fundamental human needs for autonomy,

competence, and relatedness are explored in detail.

2.4.1 Intrinsic Motivation

Intrinsic motivation can be defined as engaging in an activity for the inherent satisfaction it

brings, rather than solely pursuing a distinct external outcome. When individuals are intrinsically

motivated, their drive to perform is fueled by the joy or challenge the activity itself provides,

rather than being driven by external pressures, prompts, or incentives. The concept of intrinsic

motivation was initially identified through experimental studies of animal behavior. These

studies revealed that many animals engage in exploratory, playful, and curiosity-driven

behaviors even when there is no external reinforcement or reward (White, 1959). These

spontaneous actions, while certainly providing adaptive benefits to the organism, appear to be

driven not by specific objective motives but rather by the positive feelings associated with

exercising and honing one's skills.

Intrinsic motivation is not the sole form of motivation in humans, but it is a pervasive and

significant one. From infancy onward, humans naturally exhibit qualities of being energetic,

curious, interested, and playful beings, displaying an inherent eagerness to learn and explore

without the need for external incentives. This intrinsic drive plays a crucial role in cognitive,

social, and physical development because it is through acting on one's innate interests that

knowledge and skills are acquired. The inclination to find novelty intriguing, actively integrate

information, and creatively apply one's abilities is not limited to infancy but is a fundamental

aspect of human nature that influences performance, persistence, and overall well-being

throughout life's various stages (Ryan & LaGuardia, in press). While intrinsic motivation exists

within individuals, it also manifests in the relationship between individuals and specific

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activities. People are intrinsically motivated for certain activities but not for others, and not

everyone is intrinsically motivated for any particular task. Because intrinsic motivation hinges on

the interaction between an individual and a task, different scholars have defined it in various

ways. Some have defined intrinsic motivation based on the task's inherent fascination, while

others have defined it in terms of the satisfaction individuals derive from participating in

intrinsically motivated tasks. These diverse definitions, in part, stem from the fact that the

concept of intrinsic motivation emerged as a critical response to two dominant behavioral

theories in empirical psychology from the 1940s to the 1960s.

Operant theory, as proposed by Skinner (1953), asserted that all actions are driven by external

rewards, such as food or money. In the context of intrinsically motivated activities, researchers

sought to identify the task qualities that make an activity inherently engaging. On the other hand,

learning theory, advocated by Hull (1943), posited that all actions are motivated by physiological

drives and their derivatives. In this framework, intrinsically motivated activities were seen as

those that fulfill inherent psychological needs. The concept of intrinsic motivation thus

represents a departure from these two prevalent theories, emphasizing that some activities are

pursued for the inherent enjoyment and satisfaction they bring, rather than external rewards or

physiological drives.

Consequently, researchers have investigated the fundamental psychological needs that are

satisfied by intrinsically motivated behavior. Our approach primarily centers on psychological

needs, specifically the intrinsic needs for competence, autonomy, and relatedness. However, we

acknowledge that the fulfillment of basic needs can, in part, result from engaging in inherently

fascinating activities. Therefore, we occasionally refer to intrinsically fascinating activities, but

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in doing so, we are essentially discussing activities that, on average, many individuals inherently

find intriguing. Focusing on the characteristics of tasks and their potential intrinsic appeal is

highly practical, as it guides us toward better task design or selection to enhance motivation.

2.4.2 Facilitating Versus Undermining Intrinsic Motivation

In this context, Ryan and Deci (2000) put forth the following perspective:

Despite the observable evidence of humans possessing abundant intrinsic motivational

tendencies, this inclination seems to manifest only under specific circumstances. Research into

intrinsic motivation has thus focused extensively on identifying the factors that trigger, sustain,

and enhance this particular type of motivation, as opposed to those that suppress or diminish it.

Self-Determination Theory (SDT) is specifically framed in terms of social and environmental

elements that facilitate or hinder intrinsic motivation. This underscores the notion that intrinsic

motivation, being an inherent organismic predisposition, is catalyzed (rather than created) when

individuals find themselves in environments conducive to its expression.

2.4.3 Extrinsic Motivation

While intrinsic motivation is undeniably a crucial form of motivation, the reality is that most of

the actions individuals engage in are not purely intrinsically motivated. This is especially evident

during early infancy when the capacity for intrinsic motivation becomes increasingly limited by

societal pressures and obligations that compel individuals to take on responsibilities that may not

be inherently appealing. For instance, in the context of schools, it appears that intrinsic

motivation tends to decline with each advancing grade. Extrinsic motivation comes into play

when an action is performed with the intention of achieving some external outcome or reward.

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Extrinsic motivation stands in contrast to intrinsic motivation, which involves engaging in an

activity purely for the pleasure derived from the activity itself, rather than its instrumental value.

In contrast to perspectives that consider extrinsically motivated behavior as inherently non-

autonomous, Self-Determination Theory (SDT) posits that extrinsic motivation can exhibit

varying degrees of autonomy. To illustrate, consider a child who completes his homework solely

out of fear of parental punishments for failing to do so; in this case, he is extrinsically motivated

because his action is driven by the desire to avoid external sanctions. Similarly, a student who

completes her assignments because she believes it will be beneficial for her chosen career is also

extrinsically motivated, as she is doing it for its instrumental value rather than intrinsic interest.

Both situations involve instrumentalities, but the latter scenario requires personal endorsement

and a sense of choice, while the former involves mere compliance with an external authority. In

both cases, there is purposeful activity, but the degrees of autonomy in their extrinsic motivation

differ. Given that many educational activities in schools may not inherently captivate students, a

fundamental challenge is how to motivate students to appreciate and self-regulate such activities,

without relying on external coercion to compel their compliance. SDT addresses this challenge in

terms of fostering the internalization and integration of values and behavioral regulations (Deci

& Ryan, 1985). Internalization involves the process of adopting a value or regulation, while

integration is the process by which individuals fully assimilate the regulation into their sense of

self, making it originate from their intrinsic sense of identity. When conceptualized as a

continuum, the notion of internalization illustrates how an individual's motivation for an activity

can range from mere compliance or reluctance to active personal commitment. As internalization

22
increases, along with its associated sense of personal commitment, individuals tend to exhibit

greater perseverance, more positive self-perceptions, and a higher quality of engagement.

2.4.4 The Two Poles: Intrinsic and Extrinsic Motivation

In social psychology, intrinsic motivation has garnered significant attention due to its association

with highly desirable outcomes, including creativity, quality, spontaneity, and vitality

(DeCharms 1968; Kruglanski, Friedman & Zeevi 1971; Deci 1978). Edward Deci, in particular,

has emphasized the significance of intrinsic motivation in enhancing human well-being by

satisfying three universal psychological needs: autonomy, competence, and social relatedness

(Deci & Ryan 2000; Gagné & Deci 2005). In this line of research, intrinsically motivated

behavior is viewed as behavior that individuals engage in freely, find inherently interesting, and

derive spontaneous satisfaction and enjoyment from (Deci 1971; Lepper et al. 1973; Gagné &

Deci 2005). This form of motivation has more recently been referred to as "enjoyment-based

intrinsic motivation" (Lindenberg 2001).

In contrast, extrinsic motivation is typically linked to engaging in activities because they result in

desirable external outcomes, such as tangible rewards. In this case, the behavior is seen as a

means to an end and not pursued for its inherent enjoyment or satisfaction (Deci 1972; Lepper et

al. 1973; Skinner 1974; Bandura 1977; Flora 1990; Cameron & Pierce 1994; Gagné & Deci

2005). While intrinsic motivation is often associated with involvement in complex tasks,

extrinsic motivation is considered important, especially in the context of unattractive and simple

23
tasks (Osterloh & Frey 2000; Gagné & Deci 2005). Therefore, both types of motivation are

deemed necessary within organizations, as they serve different purposes and are relevant in

various situations.

2.4.5 Interaction between Intrinsic and Extrinsic Motivation

Extrinsic and intrinsic motivation are not just separate entities but can interact with each other, as

demonstrated by a substantial body of literature in social psychology. Numerous pieces of

evidence indicate that extrinsic rewards can significantly diminish intrinsic motivation. However,

the extent of this negative impact depends on the specific type of incentive in question.

Researchers differentiate between five categories of extrinsic incentives, namely verbal,

unexpected tangible, expected and tangible task-non-contingent, expected and tangible task-

contingent, and expected and tangible performance-contingent rewards.

Verbal rewards, such as positive feedback and praise, are generally expected to enhance intrinsic

motivation. In contrast, two types of rewards, namely unexpected tangible rewards (given

without prior promise) and expected and tangible task-non-contingent rewards (akin to regular

salaries or payments), are predicted to have no effect on intrinsic motivation. However, expected

and tangible task-contingent rewards, where individuals are rewarded for completing an activity

24
regardless of its quality, have been shown to have a significant negative impact on intrinsic

motivation.

2.4.6 Understanding the Negative Impact

One commonly cited explanation for the adverse impact of rewards is that rewards, when

perceived as controlling, lead to a shift in the perceived locus of causality from internal to

external, diminishing the sense of self-determination and subsequently harming intrinsic

motivation. Conversely, rewards that foster feelings of competence and self-determination tend

to bolster intrinsic motivation (DeCharms 1968; Lepper & Greene 1978; Deci et al. 1999).

Therefore, it is argued that rewards can have two contrasting effects, which may account for the

mixed results observed concerning performance-contingent rewards.

While most economists tend to disagree with or overlook the negative effect that rewards can

have on motivation and performance, a few economists have sought to embrace this idea. Frey

(1997) argues that external interventions can alter an individual's level of intrinsic motivation,

leading to a change in their preferences (Frey 1997; Frey & Jegen 2001). Initially, individuals

engage in an activity because they find it inherently interesting. However, the introduction of a

controlling extrinsic reward can alter the preference for engaging in the activity, with the reward

becoming the primary motivation rather than intrinsic interest. In this scenario, intrinsic

motivation is said to be "crowded-out" by the extrinsic reward. On the other hand, Bénabou and

Tirole (2003) focus on the information that rewards can signal. The offer of a reward by the

principal may signal a lack of trust in the agent's abilities and intrinsic motivation or indicate that

the task is unattractive. Consequently, the provision of high-powered incentives is likely to

negatively affect the agent's self-confidence and, in turn, their intrinsic motivation.

25
2.4.7 Intrinsic and Extrinsic Motivation: More Intertwined and Less Polarized

While examining the interplay between the two extremes of motivation enhances our

understanding of motivation's complex nature, there is a growing recognition of the need to

bridge the gap between these extremes (Vallerand & Bissonnette 1992; Ryan 1995; Hayamizu

1997; Deci & Ryan 2000; Lindenberg 2001; Gagné & Deci 2005). Instead of categorizing

motivation as purely intrinsic or extrinsic, it is proposed that different types and degrees of both

can coexist.

Siegwart Lindenberg (2001; 2005) introduced the concept of obligation-based intrinsic

motivation, which complements enjoyment-based intrinsic motivation. This form of motivation

pertains to behaviors driven by the sense that one must act in accordance with certain rules,

norms, and principles without seeking external rewards. It arises from the desire to behave

appropriately in specific contexts and develops through socialization. Another perspective on

intrinsic motivation, known as self-reinforcement, was proposed by Albert Bandura (1977). This

concept involves self-selected standards of behavior and self-evaluative processes that regulate

and reinforce behavior. Bandura emphasizes that it is the achievement of a performance, not just

the performance itself, that serves as a source of self-satisfaction and intrinsic reinforcement.

Instead of focusing solely on the spontaneity of behavior, Bandura contends that behaviors are

always responses to something, including one's own behavior and others' reactions to that

behavior.

Deci and Ryan (2000) propose a framework that distinguishes between four types of extrinsic

motivation, each representing different degrees of internalization and self-determination.

External Regulation is the classic case of extrinsic motivation, where individuals are driven by

external factors or rewards. Their behavior is primarily controlled by external influences.

26
Introjection, on the other hand, occurs when an individual takes in an external regulation but

does not fully accept it as their own. This kind of regulation comes from within the person but

retains a degree of external control.

Identification refers to an individual identifying with the value of behavior. In this case, the

individual feels that the cause of behavior comes from within themselves, aligning with their

own values. Integration is the highest level of internalized extrinsic motivation. It involves fully

integrating the behavior with other aspects of one's self. In this scenario, the individual views the

behavior as an integral part of their identity. However, it differs from intrinsic motivation, as the

individual engages in the activity not solely out of interest but because it aligns with personal

goals. These distinctions help clarify the varying degrees of self-determination associated with

extrinsic motivation, with external regulation and introjection seen as more externally controlled

forms, while identification, integration, and intrinsic motivation are considered more internally

regulated forms. In this context, it can be argued that both obligation-based intrinsic motivation

and self-reinforcement represent well-internalized forms of extrinsic motivation that closely

resemble either identification or integration, or perhaps they can be seen as moderated forms of

intrinsic motivation. Both types of motivation prioritize the importance of an action over mere

interest.

Obligation-based intrinsic motivation revolves around the desire to act in alignment with

established rules, norms, and principles to ensure that one's actions are socially appropriate.

While this type of motivation involves adhering to externally imposed norms and rules, it still

indicates a degree of social control, making it a form of extrinsic motivation. On the other hand,

self-reinforcement represents a more self-sustained form of motivation. In this case, individuals

strive to act according to their own standards of behavior, which may not necessarily align with

27
social norms. However, these individual standards are significantly influenced by external

factors, so it does not qualify as an extreme form of intrinsic motivation.

2.5 Strategies of Motivating Workers

Motivating workers is a much more complex task than it seems. This is borne out of the fact that

what motivates individuals varies, this variation maybe be has a result of age, culture, gender

etc. for example Ovadje and Ankhomah (2011) argued that in Nigeria , promotion at work serves

as motivation more to male than female, this probably reflect the patriarchal norm of Nigeria.

In this age of the information technology, companies must match the requirements of their

workforce. Otherwise, they will realize they are losing their bright and creative workers to other

firms that are ready and eager to satisfy their wants and desires (Tella, Ayeni and Popoola,

2007). The issue here is what tactics may be employed to inspire employees or employee? The

following are the tactics:

● Compensation, Earnings and Conditions of Service: To utilize wages as a motivator

successfully, personnel managers must evaluate four important components of a

compensation structures. These are the job rate, which relates to the relevance that the

business attaches to each task fee, that also encourages the workers or employees by

encouraging them according to their achievement; private or specific payments, linked to

factors such as scarcity of particular skills or particular kinds of information specialists or

library staff, or with long service; and additional perks such as holidays with pay,

retirement benefits, and so on. It is also vital to ensure that the prevalent pay in other

library or research businesses is taken into account in setting the wage rates of their

organization.

28
● Money: Akintoye (2000) contends that money remain the most substantial motivational

strategy. As of 1911, Frederick Taylor as well as his scientific management associate

characterized money as the most essential factor in motivating the industrial laborers to

achieve greater productivity. Taylor advocated the institution of incentive wage structures

as a means of stimulating employees to higher effectiveness, commitment, and ultimately

satisfaction. Money holds significant motivating impact as much as it symbolizes

immaterial objectives like security, authority, prestige, and a sense of accomplishment

and achievement. Katz, in Sinclair, et al. (2005) illustrates the motivating influence of

money through the process to find employment choice. He explains that money has

been the source of attraction to keep, and inspire people towards superior performance

cited in (Tella, et al. 2007). In this regard, if a librarian or research professional obtains

another job offer which has similar employment features with his present position, but

better cash incentive, that employee would in all likelihood be encouraged to take the

new job offer. Banjoko (1996) asserts that many managers utilize capital to reward or

penalize staff. This is done via the practice of rewarding workers for increased

productivity by instilling fear of loss of job (e.g., early retirement owing to poor

performance). The desire to get promoted and earn increased salary may also inspire

workers.

Money is a difficult motive since it is linked with other requirements notably

physiologically-related requirements in such a manner that its relevance may be stressed

in multiple ways. By carrying out a comprehensive study on money, William White

came to the conclusion that “this old, reliable and motivational factor is not that

much powerful especially for generative labourers” as cited in (Tella et al, 2007).

29
According to the results of Mayo, another crucial aspect for worker is the group in which

he works (Ghanbarpour & Najmolhoda, 2013). Against this backdrop it can be inferred

that, though money can be a good strategy for motivating workers in INEC but other

factors, like the group which the worker finds his/herself might also be a key

motivational factor.

Workers Training: No matter how automated an organization may be, great

productivity relies on the degree of motivation and the efficacy of the staff (Tella, et al.

2007). As 42Tella, et al, (2007) noted, training is a crucial method for motivating people.

In the case of workers in tertiary institutions, the institution must put in place platforms,

schemes and frameworks that would aid then training of workers which would ultimately

enable workers to develop. With regards to workers in Kwara state tertiary institution, the

government and stakeholders must recognise that workers training at all level are quite

important as a means of motivating them. This training ensures the workers development

and the concomitant effect developed work force is a development in the institution.

Information Supply and Communication: One technique managers could promote

motivation is to share important information about the impact of their conduct on others

(Olajide, 2000). To this researcher it looks like there is no known organization in which

employees do not normally feel there should be improvement in the way departments

connect, collaborate, and work with one another. Information availability brings to bear a

significant social pressure, where two or more individuals racing together will run faster

than when running alone or running without knowledge of the pace of the other runners.

By sharing information, subordinates compete with one another (Tella, et al. 2007). This

30
 strategy brings to for how good and cooperative communication can motivate the work

force in

▪ Job Design: It is perceived that the nature of a job design can motivate employees.

Ghanbarpour, et al. (2013) gave the following illustration; there are various approaches to

encourage people via job design which include:

● Job Independence: It simply means that the work should be done by the staff from

beginning to finish so that he may view the consequence of his labor.

● Work Development: To add activities to the present work of employee which are at the

same level with his current activity so that boredom be eliminated from his job.

● Job Rotation: If employees are assigned familiar comparable jobs, job rotation is

formed. Consequently, individuals grow acquainted with more occupations and

appreciate greater variety and their employment motivation improves.

● Job-Specific Features Model: It is another model to enhance motivation which

determines ways to rebuild occupations so that the employee feel himself and his job

significant and have a sense of significance. According to this concept, every job can be

described by five fundamental aspects which are: variety of ability, task identity,

independence in work, importance and feedback.

31
 ● Job Engineering: Its purpose is to figure out the best approach by researching the task,

time and evaluating the process. It assists the person to work fast and with less exhaustion

and gain better productivity and output.

▪ Adjusting Weekly Work: The implicit benefits of implementing employee adjustments

are quite evident. Employees experience an increase in their leisure time, allowing them

to spend more quality hours with their families and even pursue additional employment

opportunities. Furthermore, adopting a compressed workweek can lead to a reduction in

commuting, which, in turn, contributes to the improvement of urban traffic conditions.

Additionally, some countries have recently experimented with adjustment strategies as a

means to enhance job satisfaction, ultimately resulting in improved employee

performance and increased overall productivity (Nayeli, 1994).

Research on job motivation consistently suggests that it has a positive impact on employees'

performance and job satisfaction (Tella et al., 2007). For instance, Brown and Shepherd (1997)

conducted a study examining the attributes of teacher-librarians' work, categorizing them into

four primary domains: knowledge base, technical skills, values, and beliefs. They emphasized

that individuals can effectively address these challenges if they are driven by deeply ingrained

values and beliefs that align with the creation of a shared vision.

Vinokur, Jayarantne, and Chess (1994) conducted an analysis focusing on work and employment

conditions influenced by agencies and their impact on the job satisfaction of social workers.

Various motivating factors such as compensation, fringe benefits, job security, physical work

environment, and safety were considered. The research indicated that specific environmental and

motivational factors significantly influence job satisfaction.

32
On the subject of financial incentives, Colvin (1998) suggested that they can serve as effective

motivators for increasing an individual's commitment to their current tasks. Furthermore,

Silverthrone (1996) conducted a study examining motivation and management styles in both the

commercial and public sectors. The results indicated that there is minimal variation in the

motivating factors between public and private sector employees, including managers and non-

managers (Tella et al., 2007).

2.6 Work Commitment

According to Chua (2005), commitment is a multi-dimensional concept that has three

components, which are emotional, continuous and normative. An employee may be devoted to

his career owing to numerous reasons - possibly because he is affective toward his job, or

because the cost of quitting the job is relatively large, or because he feels socially accountable

toward his employment. In theory, each form of commitment is interconnected with an

employee's inclination to remain in their job. Baguma (1992) conducted research that revealed a

significant link between organizational commitment and decreased unexplained absenteeism.

This result was both intriguing and anticipated because committed employees are less inclined to

disengage from their work and typically demonstrate higher levels of job performance.

Affective Commitment

Affective commitment is the individual’s psychological or emotional connection to,

identification with and participation in the organization (Meyer & Allen 1997). Employees that

are affectively devoted to the company will probably go on working for it because they want to

(Meyer & Allen 1991). Individuals who are dedicated at an emotional level usually remain with

33
the organization because they see their individual employment relationship as being in harmony

with the goals and values of the organization for which they are currently working. Affective

commitment development entails identification with the organization and internalisation of

organizational principles and standards (Beck & Wilson 2000).

Continuance Commitment: Continuance commitment is characterized by an awareness of the

costs associated with leaving the organization (Meyer & Allen, 1997). It is considered

calculative because it is based on the individual's perception of the expenses and risks involved

in quitting the organization (Meyer & Allen, 1997). Individuals with continuance commitment

continue to work for a particular company primarily because of the financial benefits they

receive as employees, not necessarily because they want to stay. This is distinct from affective

commitment, where individuals remain with an organization because they genuinely desire to

and align with its values and principles.

Continuance commitment is closely related to the recognition of costs associated with leaving

the company, and this recognition is linked to factors that increase perceived costs. Direct or

indirect investments in an organization, often referred to as "side bets," exemplify such costs.

These side bets are operationalized primarily through demographic characteristics like age,

education, and tenure (Becker, 1960). Therefore, it is expected that demographic characteristics

and tenure will have a significant correlation with continuance commitment. Meyer et al. (1989)

found a negative relationship between continuance commitment and performance, suggesting

that individuals who feel trapped in an organization may not exert their full effort.

uch effort.

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Normative Commitment

Normative commitment can be characterized as a sense of obligation to continue working with a

particular organization (Meyer & Allen, 1997). It involves an internally held sense of duty and

dedication that leads employees to remain committed to a specific organization (Allen & Meyer,

1990). Normative commitment is often seen as the commitment individuals feel is ethically right,

regardless of the level of status advancement or job satisfaction the organization has provided

them over the years (March & Mannari, 1977).

Wiener and Gechman (1977) suggested that normative commitment to the organization develops

as a result of various pressures individuals experience during their early socialization, both from

family and culture, as well as during their socialization as newcomers to the organization.

Additionally, normative commitment may also grow due to the "psychological contract" that

exists between an employee and the organization (Rousseau, 1995). The normative aspect of

commitment pertains to the employee's belief in their responsibility and moral duty to the

organization. Employees who possess normative commitment stay with the organization because

they genuinely believe it is the right and morally just thing to do (Wiener, 1982).

2.6.1 Work Commitment and the Variables Affecting It

Sex: Research on the personal variable of sex has shown mixed results when it comes to its

correlation with organizational commitment. Stevens, Beyer, and Trice (1978) found weak

correlations between sex and organizational commitment, suggesting that there may not be

significant gender differences in this regard. However, a study by Hrebiniak and Alutto (1972)

on personal and role-related factors in the development of organizational commitment found that

35
females were less likely to change their organization compared to males. This indicates that there

could be some gender-related differences in organizational commitment.

Unequal representation of women in certain institutions and industries may also play a role in

influencing their organizational commitment. Hart, Patricia, and Barrians (1988) argue that

women, in comparison to men, tend to face disadvantages in various aspects, whether rightly or

wrongly perceived. These disadvantages can lead to their underrepresentation in certain fields,

which, in turn, may influence how they are stereotypically perceived and treated by both genders

in the workplace. These societal and institutional factors can, therefore, impact women's

organizational commitment.

Marital Status: Research has indicated that single employees are more inclined than married or

separated employees to have a positive disposition toward attractive employment alternatives

(Hrebiniak and Alutto, 1972). Their analyses considered both sex and marital status and

suggested that married individuals, particularly women, perceive greater costs associated with

changing organizations. As a result, they are less likely than single or male individuals to

seriously consider employment alternatives, even when such alternatives offer significant

benefits. This suggests that marital status can influence an individual's willingness to explore

employment opportunities outside their current organization. Married individuals, especially

women, may be more cautious about making career moves that could disrupt family stability or

entail additional personal costs. Single individuals, on the other hand, may be more open to

considering new job opportunities.

36
Age: Consistent findings in research suggest that age is a significant factor influencing

organizational commitment. As employees grow older, their level of commitment to their

organization tends to increase. Younger employees, in contrast, are often found to be less

committed to their work compared to their older counterparts (Hrebiniak and Alutto, 1972;

Stevens et al., 1978). This trend can be attributed to the idea that as individuals age, they tend to

invest more time and effort into their organizations, leading to a stronger sense of commitment.

Furthermore, a study by Morris and Sherman (1981) supported these findings by demonstrating

that older employees, particularly those who perceive themselves as highly competent, tend to

exhibit higher levels of organizational commitment. This suggests that age and perceived

competence are closely related to an individual's commitment to their organization.

Educational Level: Research indicates that there is a negative correlation between educational

level and organizational commitment. In other words, as employees attain higher levels of

education, their commitment to their current organization tends to decrease. This phenomenon is

often observed because highly educated individuals are more likely to be committed to their

professions rather than a specific organization. This professional commitment can lead to

increased mobility, as these individuals may seek opportunities that align more closely with their

professional goals and qualifications (Dubin, Champoux, and Porter, 1975). Conversely,

employees who do not plan to pursue further education are more likely to exhibit higher levels of

commitment to their current organization. This may be because they perceive their current role

as a long-term career path and are less inclined to explore opportunities outside of their current

organization.

37
38
2.7 Appraisal of the Reviewed Literature

From the reviews of works of several scholars both locally an internationally, it is apparent that

the issue of motivation and employee commitment has attracted a lot of interest. This made it not

surprising when Landy and Conte (2010) submitted that the number of research articles and

books that incorporated the word “motivation” in their title or abstract from 1950 to 2008 is

around 65, 00. Also from the viewed literature, it has come to fore that motivation is not a thing

of recent times, in other words the issue of motivation has been a subject of interest from time

immemorial. As Cofer et al, (1964) traced motivation to the era of evolutionary theory. Pakdel

(2013) traced motivation to the Greek era of Aristotle, Plato and Socrates.

Furthermore, it was established in the viewed literature on how motivation is an important tool in

ensuring optimal job performance from employees (Stoke, 1999; Adeyemo, 1999; Olajide 2000;

Rizwan et al, 2010; Shadare et al, 2009). Mawoli (2011) gave an evidence of how motivation is

important in his findings that staffs in Ibrahim Badamosi University; pay more attention to

teaching than research because of the fact that there is no form of motivation to carry out

research considering the financial burden of carrying out research.

To put it succinctly, the reviewed literature brings to fore that the issues of motivation is an

important aspect of most organisations. Employee commitment, types and factors affecting it

were critically reviewed as well.

39
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter is dedicated to outlining the methods used to investigate how motivational

incentives impact the commitment levels of INEC staff in Ilorin. It delves into the research

design, data collection techniques, sampling methods, data analysis, and ethical considerations,

providing comprehensive insights into how the study will be conducted.

3.2 Research Design

Bulmer (1977) emphasizes that research is not merely the act of collecting data; instead, it

revolves around addressing unanswered questions and even creating new knowledge. Research,

as Bulmer suggests, is a means of pushing the boundaries of our understanding. Additionally,

Leedy and Ormrod (1985: 3) offer a definition of research as a systematic approach to collecting

and assessing data to enhance our understanding of a specific topic or area of interest.

Consequently, research design serves as the underlying structure that guides the research process.

Within the realm of social sciences, two primary types of research design are recognized. These

are:

● The quantitative research design and

● The qualitative research design.

40
It's important to note that these two research designs, quantitative and qualitative, are markedly

distinct from each other. Welman, Kruger, and Mitchell (2005: 8) outline the methodological

differences between these two research approaches. Quantitative research is oriented towards the

evaluation of objective data, primarily consisting of numerical information. In contrast,

qualitative research deals with subjective, non-numerical data generated through the thoughts

and experiences of participants, focusing on the richness of words rather than numbers.

Quantitative researchers employ a structured process of analysis based on complex methods to

either validate or refute hypotheses due to the numerical nature of their data. This structured

approach limits flexibility to prevent bias in presenting quantitative results. In contrast,

qualitative research is characterized by flexibility and exploration. Researchers can adapt their

data collection and analysis as they progress, allowing for a deeper understanding of the subject

under investigation.

Furthermore, Welman et al. (2005: 8) highlight that quantitative research seeks to abstract from

everyday life, dealing with conceptualizations of reality rather than direct, real-world events.

Qualitative research, on the other hand, delves into the nuances of daily life and human behavior,

drawing its conclusions from the observable and ever-changing aspects of people's lives.

Additionally, quantitative research strives to maintain stability in the research process, focusing

on identifying causal relationships and collecting unchanging facts. In contrast, qualitative

research embraces the dynamic and evolving nature of reality.

In this study, a survey research design will be adopted, employing a quantitative approach to

gather data. This choice is motivated by the need for objective and in-depth insights into the

subject of the study.

41
3.3 Study Population

The study population entails staff of Independent National Electoral Commission (INEC) who

are ad-hoc and permanent staff.

3.4 Sampling Procedures

Sampling is a critical aspect of research methodology, as it involves selecting a subset of

individuals or elements from a larger population for the purpose of a study. De Vos (1998:191)

defines a sample as "the elements of the population considered for actual inclusion in the study."

Sampling is especially important when dealing with large target populations, as it allows

researchers to work with a manageable subset rather than the entire population.

One crucial consideration in sampling techniques is the need for the selected sample to be

representative of the entire population. As Johnson and Christensen (2010:239) highlight, when

researchers employ sampling, they are essentially studying the characteristics of a subset

(referred to as the sample) to gain insights into the characteristics of the larger group (referred to

as the population).

Sampling techniques can be categorized into two main types: probability and non-probability

sampling (Neuman, 2000:45). In probability sampling techniques, every member of the

population has an equal chance of being chosen for the sample. Conversely, non-probability

sampling techniques do not offer equal chances of selection to all members of the population.

Probability sampling methods encompass approaches like simple random sampling, systematic

42
sampling, stratified sampling, cluster sampling, and others. Non-probability sampling methods,

on the other hand, include techniques such as purposive sampling, convenience sampling, and

quota sampling, among others (Henning 2004:3).

In this research, the stratified random sampling technique will be employed. This method

involves dividing the study population into distinct subgroups or strata based on specific criteria.

In this case, the population will be stratified into two groups: State INEC staff and Federal INEC

staff. Once this stratification is completed, respondents will be randomly selected from each

stratum. The total number of respondents to be included in the study will be one hundred and

fifty (150) individuals, who will be drawn from the INEC staff in Ilorin. This sample size has

been determined to be representative of the entire study population, allowing for a

comprehensive analysis of the research objectives.

3.5 Research Instruments

In this study, the primary data collection instrument will be a questionnaire. This choice has been

made because questionnaires are effective tools for gathering in-depth and objective information

related to the subject matter, specifically focusing on motivation and employee commitment.

The questionnaire will be divided into two sections. Section A will gather background

information from respondents, including details such as gender, age, marital status, and

educational levels. Section B will comprise items presented in a five-point Likert Scale format,

allowing respondents to express their agreement or disagreement with statements related to the

research topics.

43
 ● Strongly Agree (SA)

● Agree (A)

● Undecided (UD)

● Disagree (D)

● Strongly Disagree (SD)

3.6 Method of Data Collection

Data collection is a critical process in research, aimed at gathering information to address

research questions or solve research problems. Research data can be collected using various

methods, which generally fall into two categories. The first category involves quantitative data

collection instruments, including tools like questionnaires, experimental methods, and structured

interviews. These methods are designed to generate quantitative data in the form of numbers.

The second category comprises qualitative data collection instruments, such as in-depth

interviews, focus group discussions, ethnography, and observations, among others. These

methods are employed to gather qualitative data in the form of words.

In this study, a combination of primary and secondary data collection methods will be employed.

The primary method will involve the use of questionnaires to gather data directly from the

participants. This method is preferred for its reliability and the opportunity it provides for the

researcher to engage with participants and gain insights into their feelings and perspectives.

Additionally, secondary data collection will involve gathering data from existing sources, such as

44
official records regarding the number of staff in INEC, as well as relevant textbooks and journal

articles that contribute to the study's body of knowledge.

3.7 Data Analysis Techniques

The data collected in this study, which are of a quantitative nature, will be subjected to thorough

analysis to summarize the outcomes of the questionnaires and provide insights that address the

research questions. The data analysis process will encompass both descriptive and inferential

statistical methods. The analysis will be carried out in several stages.

The initial phase of data analysis will involve editing the responses obtained from the

participants. During this phase, the raw data will be carefully examined to identify and rectify

any errors that may have occurred during the interview processes.

The next step in the data analysis process will be the categorization of the data. The collected

data will be classified based on the emerging attributes and patterns observed in the qualitative

responses.

Following categorization, the data will be further analyzed by assigning codes to the main

themes. This step entails a thorough review of the participants' responses to understand their

meanings and interpretations. Codes will be created to represent the broader themes that emerge

from the responses.

Finally, the themes and responses will be integrated into the text of the research report. This

comprehensive approach to data analysis will be diligently followed to ensure a thorough and

meaningful analysis of the research findings.

45
 CHAPTER FOUR
4.1 Results
This chapter deals with data analysis and interpretation of the findings. Specifically, the study provided answers to three research
hypotheses. The statistical tests used include t-test for independent groups and multiple regression analysis for testing composite
relationship of the independent variables.
The first hypothesis states male employees will report significantly higher employee commitment than female employees. This
hypothesis was tested using the t-test for independence and the result presented in Table 4.1.
Table 4.1: T-test summary table showing difference between male and female respondents on employee commitment.
Gender N Std Df t P

Male
Employee 148 .97 >0.05
93 59.08 9.52
commitme
nt
57 57.44 10.80
Female

The result from table 4.1 shows that male respondents(M=59.08, S.D= 9.53) were not significantly different in the scores
of employee commitment compare to female respondents (M=57.80, S.D =10.80). There was no significant difference in the
score of employee commitment reported by male and female respondents (t (148) = .97, p>.05). This implies that gender did
not significantly influenced employee commitment. The hypothesis is thus accepted.
The second hypothesis states that employees with high level of motivation will significantly score higher on employee
commitment than those with low level of motivation. This hypothesis was tested using the t-test for independence and the result
presented in Table 4.2.
Table 4.2: T--test summary table showing difference between respondents with low and high level of Motivation
on employee commitment.
Motivation N Std Df t P

Employee 148 -2.60 <0.05

Low 72 56.28 8.65
commitme
nt

78 60.46 10.81
High

The result from table 4.2 shows that respondents low on motivation (M=56.28, S.D= 8.65) significantly reported lower
scores on employee commitment compare to respondents high on motivation (M=60.46, S.D =10.81). Respondents high on
Motivation significantly reported higher Employee commitment (t (148) = -2.60, p<.05) than low on Motivation. This implies
that Motivation significantly influences Employee commitment. The hypothesis is thus accepted.
The third hypothesis states that motivation and gender will have joint and independent influence on employee
commitment. This was tested using multiple regression analysis. The results are presented in Table 4.3.

46
Table 4.3: Summary of Multiple Regression Analysis Showing the Influence of motivation and gender on Employee
commitment.

Predictors Β T P R R 2
F P
Motivation .20 2.51 <.05
Gender -.09 -1.13 >.05 .22 .05 3.64 <.05

The result revealed that gender and motivation have joint influence on Employee commitment (R = 0.05, F (2,149) = 3.64,
2

p<.05). When combined motivation and gender accounted for 5% of the change observed in the self-report of employee
commitment. This revealed that the collective presence of motivation and gender has significant influence on employee
commitment. The result further revealed that motivation (β = .20, t=2.51, p<.05) have significant independent influence on
Employee commitment while gender (β = -.09, t=-1.13, p>.05) had no significant independent influence on employee
commitment. The hypothesis is thus accepted.

CHAPTER FIVE
5.1 Discussion
The study investigates the influence of motivation on employee commitment among staff of INEC. It was meant to
determine whether motivation influences employee’s commitment. The result of the tested hypothesis clearly revealed that the
collective presence of motivation and gender has significant influence on employee commitment.
However, the first hypothesis considered stated that male respondents were not significantly different in the scores of
employee commitment compare to female respondents. There was no significant difference in the score of employee commitment
reported by male and female respondents. This implies that gender did notsignificantly influenced employee commitment.
Hypothesis two, which stated that there will bedifference a between respondents with low and high level of motivation
on employee commitment was found significant. It contradicts the findings of Luthan (1998) asserts that motivation should not
be thought of as the only explanation of behaviour, since it interacts with and acts in conjunction with other mediating processes
and with the environment.
The hypothesis three which stated the Influence of motivation and gender on employee commitment revealed that the
collective presence of motivation and gender has significant influence on employee commitment. The result further revealed that
motivation has significant independent influence on employee commitment while gender had no significant independent
influence on employee commitment.
5.2 Implication
The study implies that whichever motivation an employee decided to use should not depend only on gender but be the
most paramount thing in the organization at large. Employee’s from other states may be deployed to the organization thereby it
should be self-assertive if higher level of motivation is present.
However, despite that gender has did not show significant influence in the study on motivation of employees, but to avoid
unnecessary emotional and psychological problems, employees should be allowed to participate and view educative programmes
on air and television to enhance their level of motivation which would be good for the organization.
5.3 Recommendation
The government should provide conducive environment for their employees including effective incentives within the
organization which would assist them in developing their mental strengths and working sills in the future. The government
should also set up relevant educative programme and policies that will enhance employee development and provide financial
assistance for the lower class employee, which will directly reduced, deviant behavior within and outside the organization. There
should be intimate relationship between the employee and the employers, the employers should be sensitive to the needs and
requirements of their employees and all necessary support required.
Motivation plays a very important role in this study. The organization should assist their employees in detecting their
flaws and malice’s that are isolated and those enacting deviant behavior and absenteeism in the organization with poor
performance should be detected and assisted using motivational incentives to help perform better.
5.4 Limitations
The study was limited to INEC staffs in Ilorin; it should have been extended to other states in the country.
First, time constraint: The available time is not sufficient for the study due to the time available for the submission of the
thesis.
Second, financial constraint: A study of this nature requires huge amount of money which the researcher could not afford.
Lastly, there is difficulty in terms of assessing the staff of INEC due to security purpose.

5.5 Conclusion
The study finds out that, the type motivation incentives used influences the performance of employee’s in the organization
while gender does not necessarily influence the commitment. It was discovered that male respondents were not significantly

47
different in the scores of employee commitment compare to female respondents. There was no significant difference in the score
of employee commitment reported by male and female respondents. This implies that gender did not significantly influenced
employee commitment and that the collective presence of motivation and gender has significant influence on employee
commitment.
The study then concluded that for any employee to commit themselves to the organization, they have to be motivated
using efficient strategies among others.

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UNIVERSITY OF ILORIN

Dear Respondents,
This study is conducted as part of the requirements for the award of B.sc degree in psychology. The purpose of this
questionnaire is to collect relevant data to complete this research work. Your accurate response and cooperation is highly
solicited. Each data you supply will be treated with utmost confidentiality. Thank you for your anticipated cooperation.

PART A:BIOGRAPHIC DATA

1. SEX: Male [ ] Female [ ]
2. AGE: (a) 20-25 [ ], (b) 26-31 [ ], (c) 32-37 [ ], (d) 38-42 [ ], (e) 43-48 [ ], (f) 49 and above [ ]
3. QUALIFICATION: (a) Primary/Equivalent [ ], (b) WASSCE/Equivalent [ ],
(c) OND/Equivalent [ ], (d) B.Sc/HND/Equivalent [ ], (e) Postgraduate Degree. [ ]
4. MARITAL STATUS: (a) Single [ ], (b) Married [ ], (c) Separated [ ], (d) Divorced [ ], (e) Widowed [ ], (f) Cohabiting [
]

49
 5. RELIGION: (a) Christianity [ ], (b) Islam [ ], (c) Traditional [ ], (d) Others (Specify)
PART B: How are these statements appealing to you in this organization?
No Strongly Agree Undecided Disagree Strongly
Items Agree Disagree

1 I would be very
happy to spend
the rest of my
career in this
organization.
2 I really feel as if
this
organization’s
problems are
my own.
3 I do not feel like
“part of the
family” at my
organization.
4 I do not feel
“emotionally”
attached to this
organization.
5 This
organization has
a great deal of
personal
meaning for me.
6 I do not feel a
strong sense of
belonging to my
organization.
7 It would be very
hard for me to
leave my job at
this
organization
right now even
if I wanted to.
8 Too much of
my life would
be disrupted if I
leave my
organization.
9 Right now,
staying with my
job at this
organization is a
matter of
necessity as
much as desire.

50
10 I believe I have
too few options
to consider
leaving this
organization.
11 One of the few
negative
consequences of
leaving my job
at this
organization
would be the
scarcity of
available
alternative
elsewhere.
12 One of the
major reasons I
continue to
work for this
organization is
that leaving
would require
considerable
personal
sacrifice.
13 I do not feel any
obligation to
remain with my
current
employer.
14 Even if it were
to my
advantage, I do
not feel it would
be right to leave
my organization
now.
15 I would feel
guilty if I left
my organization
now.
16 This
organization
deserves my
loyalty.
17 I would not
leave my
organization
right now
because I have a
sense of
obligation to the
people in it.
18 I owe a great
deal to my
organization.

PART C:
.

51
No DOES NOT CORRESPONDS MODERATELY EXACTLY
CORRESPOND AT CORRESPONDS
Items ALL

1 This is the type of

work I chose to do
to attain a certain
lifestyle.
2 I derive much
pleasure from
learning new
things in my
workplace.
3 Because I want to
succeed at this job,
if not I would be
very ashamed of
myself.
4 This job has
become a
fundamental part
of whom I am.
5 I don’t seem to be
able to manage the
important tasks
related to this
work.
6 Because I chose
this type of work
to attain my career
goals.
7 This job
gives satisfaction I
experience from
taking on
interesting
challenges.
8 This job allows me
to earn money.
9 This job is part of
the way in which I
have chosen to live
my life.
10 We are provided
with unrealistic
working
conditionshere in
this company.
11 I want to be very
good at
this work; otherwis
e I would be very
disappointed.
12 I want to be a
“winner” in life.
13 I don’t know, too
much is expected
of us.

52
14 This is the type of
work I have chosen
to attain certain
important
objectives.
15 I am happy for the
satisfaction I
experience when I
am successful at
doing difficult
tasks.
16 This job is a part of
my life.
17 This type of work
provides me with
security.
18 I am ok for the
income this
job provides me.

60

53