CHAPTER ONE

INTRODUCTION
1.1 Background of the Study

The management of people at work is an integral part of the management process.

To understand the critical impact of people in an organization is to recognize that human

element and the organization are synonymous. Generally, managers all over the world are

confronted with the problems of how best to make workers produce efficiently and

effectively at the best possible level. As a result, managers in organization find new ways

through which employees productivity may be improved well managed organization see

an average worker as the root sources of quality and productivity. Such organization do

not have in the capital investment, but to employees as the fundamental sources of

improvement. Organization are effective to the degree to which they achieve their goals.

An effective organization makes sure that there is a spirit of cooperation fear of

commitment and satisfaction among its staff.

The education sector is a vital component of every society, as it plays a

significant role in shaping the future of the nation. Business studies are an essential

aspect of secondary school education, and teachers in this sector play a crucial role in

imparting knowledge and skills. The level of commitment and job performance exhibited

2
by teachers is often influenced by their job satisfaction and motivation. Teachers' job

satisfaction is a critical factor that affects their job commitment and performance.

Teachers are professional educators with the main task of educating, teaching,

guiding, directing, training Setiawan, Junaedi, and Chandra (2021) to assess and evaluate

students. Teachers are often used as role models and even become figures of self-

identification. Job satisfaction and motivation are very important to continuing growth of

educational system in Nigeria and around the world. Motivation plays an important role

in the schools because it increases the productivity and goals can be achieved in an

efficient way and also motivation takes part in the vital role for teachers because it helps

to achieve target goals in an efficient way. Teacher motivation is very important since it

improves the skills and knowledge of teachers seeing as it directly influences the students

achievement Mustafa and Othman, (2010). Teachers with high levels of satisfaction can

improve their performance. Werang (2014), Yusuf (2016) and Widayati et al (2020)

proved that there was a positive and significant effect between job satisfactions on

teacher performance. Job satisfaction takes an essential part in the organizational

performance because if in schools, the teachers do not have sufficient motivation then

there is less performance which directly affects the students knowledge and also the

education system.
3
 The relevance of job satisfaction and motivation are very crucial to the long-term

growth of any educational system around the world. They probably rank alongside

professional knowledge and skills, center competencies, educational resources and

strategies as the veritable determinants of educational success and performance.

Professional knowledge, skills and center competencies occur when one feels effective in

one’s behavior. In other words, professional knowledge, skills and competencies can be

seen when one is taking on and mastering challenging tasks directed at educational

success and performance Filak and Sheldon (2003). The above factors are closely similar

to efficacy, and of course it is well known that many teachers lose or fail to develop self-

efficacy within educational settings Dweck (1999). In addition, needs satisfaction and

motivation to work are very essential in the lives of teachers because they form the

fundamental reason for working in life. While almost every teacher works in order to

satisfy his or her needs in life, he or she constantly agitates for need satisfaction.

Job satisfaction in this context is the ability of the teaching job to meet teachers’

needs and improve their job/teaching performance. However, it is assumed that teachers’

agitations and demands are beyond the resources of the Ministry of Education or the

government. As a result, the government in Nigeria and the Nigerian Union of Teachers

(NUT) are in a constant stand-off over the increase in salaries, benefits, and
4
improvements in working conditions of teachers. The federal and state governments have

argued that the present economic realities in the country cannot sustain the demanded

increase in salaries, benefits, and improvements in working conditions. Specifically they

argue that teachers’ demands are beyond the government resources. However, the

teachers need motivation to work efficiently and also to enhance their ability and

knowledge. Organizations performance is made visible through the activities it conducts

to achieve, its mission. Outputs and their effects are the most observable aspects of an

organization's performance (Anderson and Carden (1999). Hence, it is essential to

examine the “influence of motivation and job satisfaction on commitment and job

performance of secondary school business teachers in Sabon-gari Local Government of

Kaduna State”.

1.2 Statement of the Problem

The level of job satisfaction and motivation has a direct impact on teachers'

commitment and performance. The commitment and job performance of business

teachers in many schools in Sabon Gari local government of Kaduna State are low.

Whether motivation and job satisfaction have something to do with, this is worth

investigating.

5
 The researcher interaction with secondary school teachers revealed that most of

the business teachers engaged in private business and leave students unattended to during

school activities. However, it was common to encounter many secondary school business

teachers absent in their school during school hours. Educational secretary of Sabon Gari

local government of Kaduna state, explained some teachers formed the habit of not

reporting to the schools, weeks after resumption Punch Nigeria limited (2022). He said

“last term I visited some schools two weeks after the school resumed, 15% of teachers

had not resumed”.

The researcher also observed that business teachers are devoting less time to core-

curriculum activity teaching, preparation, assessment of students and making of students

test. Poorly prepared professional records, lesson plan, lesson note, teaching material and

lack of student’s continuous assessment test had been observed. Kaduna state Economic

reform agency (2022) stated that as from 1999 further impetus and priority was given to

education sector by increasing the total fund allocated in addition to other supports

contributed by lower agency like United Nation Children Fund (UNICEF). It is

disheartening to note that some of the business teachers transfer and leave teaching in

secondary schools prior to the date of appointment. Accordingly, there is need to

investigate the influence of motivation and satisfaction on commitment and job

6
performance of secondary school teachers in Sabon-Gari local government, Kaduna

State.

This study aims to investigate the Influence of Motivation and Job Satisfaction on

Commitment and Job Performance of Secondary School Business Teachers in Sabon-

Gari Local Government of Kaduna State.

1.3 Research Objectives

The general objectives of this study is to find out the Influence of Motivation and

Job Satisfaction on Commitment and Job Performance of Secondary School Business

Teachers in Sabon Gari Local Government Kaduna State. The specific objectives are:

1. Determine the influence of motivation on commitment of secondary school

business teacher in Sabon gari local government Kaduna state.

2. Determine the influence of motivation on job performance.

3. Determine the influence of job satisfaction on job performance

1.3 Research Questions

1. What is the influence of motivation on commitment of secondary school business

teacher in Sabon gari local government Kaduna state?

2. What is the influence of motivation on job performance?

3. What the influence of job satisfaction on job performance?

7
1.4 Significance of the Study

The findings of this study would be of importance to the following; stakeholders,

school owners, and business teachers. The theoretical significance of this study is that, it

contributes to the existing body of research on the relationship between motivation, job

satisfaction, commitment, and job performance. Furthermore, the study can help to fill

the existing gaps in literature on the effect of motivation and job satisfaction on teacher's

commitment and job performance.

On a practical level, the results of this study can be beneficial for policymakers,

school administrators, and business education teachers. Firstly, policymakers and school

administrators can use the findings to formulate, design, and implement policies that can

improve teacher motivation and job satisfaction. Additionally, the results can influence

the development of educational policies geared towards the improvement of commitment

and job performance of teachers in Sabon-Gari Local Government.

Business teachers can also benefit from the study as it can help them understand

the importance of job satisfaction and motivation in their daily activities. It can

encourage them to incorporate measures to enhance their motivation and job satisfaction,

which may increase their commitment and performance, resulting in better educational

outcomes.
8
 In conclusion, this study's significance provides a potential framework for

understanding the effect of motivation and job satisfaction on commitment and job

performance among secondary school business teachers in Sabon-Gari Local

Government. The outcomes of this research may help to develop strategies and policies

for enhancing motivation, job satisfaction, and overall educational outcomes in the

region.

1.5 Scope of the Study

The scope of this study is to secondary school business teachers in Sabon Gari

Local Government, Kaduna State. The research focuses on the influence of motivation

and job satisfaction on commitment and job performance of secondary school business

teachers in Sabon-gari Local Government of Kaduna State.

9
 CHAPTER TWO
LITERATURE REVIEW
This chapter reviewed literatures related to the study, the review was done under

the following sub-headings:

2.1 Theoretical Framework

2.2 Conceptual Framework

2.2.1 Concept of Motivation

2.2.2 Concept of Job Satisfaction

2.2.3 Concept of Commitment

2.2.4 Concept of Job Performance

2.3 Strategies for Motivating Workers

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2.4 Relationship between Motivation and Job Satisfaction

2.5 Influence of Motivation on Job Satisfaction

2.6 Studies on Commitment

2.7 Review of Empirical Studies

2.8 Summary of Reviewed Literature

2.1 Theoretical Framework

Several factors are believed to influence a person’s desire to perform work or

behave in a certain way. The need-based theories explained these desires; they explained

motivation primarily as a phenomenon that occurs intrinsically, or within an individual.

We can widely recognize one need-based theorist and his theory: Herzberg's Two-Factor.

The theoretical framework for this study is based on Herzberg's Two-Factor

Theory, which suggests that job satisfaction and job dissatisfaction are two independent

factors that affect motivation and job performance. The hygiene factors (salary, working

conditions, job security, and relationships with colleagues) lead to job dissatisfaction,

while the motivators (achievement, recognition, work itself, and personal growth) lead to

job satisfaction and motivation.

2.2 Conceptual Framework

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 In the section, we defined some of the concept for easy understanding of the work

and as they apply to the current research study.

2.2.1 Concept of Motivation

Motivation according to Mangkunegara (2016) suggests that motivation is a

condition or energy that drives employees who are directed or directed to achieve the

company's organizational goals. Flippo in Hasibuan (2016) "motivation is a skill, in

directing employees and organizations to want to work successfully, so that the wishes of

employees and organizational goals are simultaneously achieved. Hamzah (2018) the

term motivation comes from the word motive which can be interpreted as a strength

within the individual, which causes the individual to act or act. Motives cannot be

observed directly, but can be interpreted in their behavior, in the form of stimulation,

encouragement, or power generation for the emergence of a certain behavior.

Based on the definitions according to the experts above, it can be concluded that

employee motivation is encouragement from within and from outside a person to take an

action to achieve a predetermined goal in an organization. According to Maslow,

Robbins and Judge (2008), motivational indicators are: physiology, security, social,

appreciation and self-actualization.

Types of Motivation
12
 According to Smythe (2000) motivation involves the basic psychological reasons

for a person’s actions and behavior. There are the forces of factors that cause a person to

act in a certain way or to behave in the manner they do. There are various types of

motivation that can influence a person; these include the following:

1. Primary or Basic Motivation: This mainly pertains to motives involved without

need for self-preservation. This includes needs such as hunger and thirst, warmth,

sex, avoidance of pain and other primary motives which influence a person’s

behavior at a very basic level.

2. Secondary Motivation: More known in psychology as “Learned motivation” this

type of “derives” differs from one person to another. In many ways they involve a

person’s own sense of values in life.

Many of the behavior derived from secondary motivation are conscious ones.

That is, a person consciously desires a particular goal or result, and behaves in a way that

brings them close to that particular goal. What drives them to do something or to act in

particular way is the longing for something which they currently do not have or possess.

The kind of motivation generally falls into 2 basic types: intrinsic and extrinsic

motivation.

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 I. Extrinsic Motivation: These like to involve the concept of rewarded behavior.

Thus, by engaging in a particular manner, you are “rewarded” by a desired end

result. For instance, you are motivated to save money for a vacation. Hence, you

resist the urge to make impulsive purchases and and in general become more

discriminating in how you spend your money. After a time you find that you have

a steadily growing paramount of savings which you set aside. When you find that

you saved enough for that trip, you utilize your savings for the intended purpose

and go on vacation. The external motivation is the vacation, which is also the

reward for your act of saving for it.

II. Intrinsic Motivation: On the other hand, there are other less visible types of

motivation. It would be a mistake to say that such behavior does not come

without its own rewards. To be more precise, the end goal is not a visible or

external thing, but more internal psychological. The achievement of these goals,

by itself also correctly seen as a reward. In general not visible to other persons.

Thus, for instance, a student is motivated to get good grade (external motivation)

or simply, he desires to know more about a particular subject (intrinsic motivation).

Getting good grades is the reward visible to others. For the student, the fact that he has

reward for his intrinsic desire to learn; successful motivated behavior good and effective
14
motivation. If one is driven by both intrinsic and extrinsic motivations, then inner conflict

is reduced and a person is more likely to devote uninterrupted and harmonious actions

towards a particular task.

Theories of motivation

Lander and Becker (1983) have sorted the many modern approaches or

motivation theory and reinforcement theory, equity theory, expectancy and goal setting

theory.

Needs theory

Needs theory by Abraham Maslow (1954) emphasized the satisfaction of some

important personal need that people have acquired overtime. Each theory also

emphasized that people decide on their needs. Finally, each theory leaves a room for

considerable variation from person to person, and with individual person overtime. Needs

theory has a long standing tradition in motivational research and practice. As the term

suggest, need theory focuses on what people require to live a fulfilling life. In practice,

According to needs theory, a person is motivated when he/she has not attained certain

level in his/her life. A satisfied need is not a motivator. Abraham Masclow’s motivation

theory is based on the human needs. These needs are classified into a sequential

15
hierarchy from the lower to higher order to higher order as five need clusters as shown in

the following.

The above five need-clusters are now discussed in seriatim:

1. Physiological Needs: these needs are of the lowest-order and most basic needs of

human beings. These involve satisfying fundamental biological drives, such as the

need for food, air, water, cloth, and shelter generally expressed in the names of roti,

kapada aur makan. These needs exert tremendous influence on human behavior.

Entrepreneur also being a human being has to meet his physiological needs for

survival. Hence, he/she is motivated to work in the enterprise to have economic

rewards to meet his/her basic needs.

2. Safety and Security Needs: the second level of need is Masclow’s hierarchy is

emerged once physiological needs are met. Safety needs involve the need for a

secure environment, free from threats of physical and psychological harm. These
16
 needs find expression in such desires as economic security and protection from

physical dangers. Meeting these needs requires more money and hence, the

entrepreneur is prompted to work more in his or her entrepreneurial pursuit. Like

physical needs, these become inactive once they are also satisfied.

3. Social Needs: man is social animal. These needs, therefore, refer to

belongingness or affiliation. All individuals want to be recognized and accepted

by others. Likewise, an entrepreneur is motivated to interact with fellow

entrepreneurs, his employees and others.

4. Esteem needs: these needs refers to self-respect. These include such needs that

indicate self-confidence, achievement, competence, knowledge, and

independence. In case of entrepreneurs, the ownership and self-control over

enterprise satisfies their esteem needs by providing them status, respect,

reputation, and independence.

5. Self-Actualization: the final step under the need hierarchy model is the need for

self-actualization. This refers to self-fulfilment. The term self-actualization’ was

coined by Kurt Goldstein and means to become actualized in what one is

potentially good. And the third need does not dominate until the first two needs

have been reasonably satisfied. This process goes on till the last need.
17
 This is because man is never satisfied. If one need is satisfied, it ceases to be a

motivating factor.

Hertzberg’s two-factor Theory

Hertzberg’s classified the needs into two broad categories; namely, hygiene

factors and motivating factors:

 Poor hygiene factors may destroy motivation but improving them under most

circumstances will not improve team motivation.

 Hygiene factors only are not sufficient to motivate people, but motivator factors are

also required.

Herzberg’s two-factor principles

Influenced by Hygiene Improving motivator Influenced motivator

factors (Dissatisfiers) factors increases job factors (satisfiers)

satisfaction

1. Working condition Improving the hygiene 1. Achievements

2. Coworker relations factors decreases job 2. Recognition

3. Policies and rules dissatisfaction 3. Responsibility

4. Supervisor quality 4. Work itself

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 5. Personal growth

McClelland’s Theory of Need

McClelland affirms that we all have three motivating drivers, which do not

depend on our gender or age. One of these drives will be dominant in our behavior. The

dominant drive depends on our life experiences.

The three motivators are:

1. Achievement: a need to accomplish and demonstrate own competence. People with a

high need for achievement prefer tasks that provide for personal responsibility and

results based on their own efforts. They also prefer quick acknowledgment of their

progress.

2. Affiliation: a need for love, belonging and social acceptance. People with a high need

for affiliation are motivated by being liked and accepted by others. They tend to

participate in social gatherings and may be uncomfortable with conflict.

3. Power: a need for controlling own work or the work of others. People with a high

need for power desire situations in which they exercise power and influence over

others. They aspire for positions with status and authority and tend to be more

concerned about their level of influence than about effective work performance.

Vroom’s Theory of Expectancy

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 Vroom’s expectancy theory of motivation says that an individual’s motivation is

affected by their expectations about the future. In his view, an individual’s motivation is

affected by –

1. Expectancy: Here the belief is that increased effort will lead to increased

performance i.e., if I work harder then it will be better. This is affected by things such

as:

a) Having the appropriate resources available (e.g., raw materials, time)

b) Having the appropriate management skills to do the job

c) Having the required support to get the job done (e.g., supervisor support, or

correct information on the job)

2. Instrumentality: Here the belief is that if you perform well, then the outcome will be

a valuable one for me. i.e., if I do a good job, there is something in it for me. This is

affected by things such as:

a) A clear understanding of the relationship between performance and outcomes –

e.g., the rules of the reward ‘game’

b) Trust in the people who will take the decisions on who gets what outcome

c) Transparency in the process decides who gets what outcome

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3. Valence: is how much importance the individual places upon the expected outcome.

For example, if someone is motivated by money, he or she might not value offers of

additional time off.

McGregor’s Theory X and Theory Y

Theory X and Theory Y were first explained by McGregor in his book, "The

Human Side of Enterprise," and they refer to two styles of management – authoritarian

(Theory X) and participative (Theory Y).

Theory X: Managers who accept this theory believe that if you feel that your team

members dislike their work, have little motivation, need to be watched every minute, and

are incapable of being accountable for their work, avoid responsibility and avoid work

whenever possible, then you are likely to use an authoritarian style of management.

According to McGregor, this approach is very "hands-on" and usually involves

micromanaging people's work to ensure that it gets done properly.

Theory Y: Managers who accept this theory believe that if people are willing to work

without supervision, take pride in their work, see it as a challenge, and want to achieve

more, they can direct their own efforts, take ownership of their work and do it effectively

by themselves. These managers use a decentralized, participative management style.

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Alderfer’s ERG Theory

C. P. Alderfer, an American psychologist, developed Maslow’s hierarchy of needs into a

theory of his own. His theory suggests that there are three groups of core needs:

existence (E), relatedness (R), and growth (G).

These groups are aligned with Maslow’s levels of physiological needs, social

needs, and self-actualization needs, respectively.

1. Existence needs concern our basic material requirements for living, which

include what Maslow categorized as physiological needs such as air, sleep, food,

water, clothing, sex and shelter and safety-related needs such as health, secure

employment, and property.

2. Relatedness needs have to do with the importance of maintaining interpersonal

relationships. These needs are based on social interactions with others and are

aligned with Maslow’s levels of love/belonging-related needs such as friendship,

family, and sexual intimacy and esteem-related needs such as gaining the respect

of others.

3. Growth needs describe our intrinsic desire for personal development. These

needs are aligned with the other part of Maslow’s esteem-related needs such as

self-esteem, self-confidence, and achievement, and self-actualization needs such

22
 as morality, creativity, problem-solving, and discovery. Alderfer is of the opinion

that when a certain category of needs is not being met, people will redouble their

efforts to fulfill needs in a lower category.

Maslow’s theory is very rigid and it assumes that the needs follow a specific and

orderly hierarchy and unless a lower-level need is satisfied, an individual cannot proceed

to the higher-level need i.e., an individual remains at a particular need level until that

need is satisfied. Whereas, according to Alderfer’s theory, if a higher-level need is

aggravated, an individual may revert to increasing the satisfaction of a lower-level need.

This is called the frustration-regression aspect of ERG theory. ERG theory is very

flexible as Alderfer perceived the needs as a range/variety instead of perceiving them as a

hierarchy i.e., an individual can work on growth needs even if his existence or

relatedness needs remain unsatisfied. For e.g., when growth needs aggravate, then an

individual might be motivated to accomplish the relatedness need and if there are issues

in accomplishing relatedness needs, then he might be motivated by the existence needs.

Hence in this manner, frustration or aggravation can result in regression to a lower-level

need. Another example could be, if someone’s self-esteem is suffering, he or she will

invest more effort in the relatedness category of needs.

Implications of the ERG Theory

23
 All managers must understand that an employee has various needs that must be

satisfied at the same time. According to the ERG theory, if the manager focuses solely on

one need at a time, then this will not effectively motivate the employee. The frustration-

regression aspect of ERG Theory has an added effect on workplace motivation. For e.g.,

if an employee is not provided with growth and advancement opportunities in an

organization, then he or she might revert to related needs such as socializing needs. To

meet those socializing needs, if the environment or circumstances do not permit it, he

might revert to the need for money to fulfill those socializing needs. By the time the

manager realizes and discovers this, they will take more immediate steps to fulfill those

needs which are frustrated until such time that the employee can again pursue growth.

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Conclusively, motivation is the state of mind which pushes all human beings to

perform to their highest potential, with good spirits and a positive attitude. The various

motivation theories outlined above help us to understand what the factors that drive

motivation are. It is a leader’s job to ensure that every individual in the team and the

organization is motivated, and inspired to perform better than their best. This is neither

24
quick nor easy, but in the long-term, the gains that are derived from happy employees far

outweigh the time and effort spent in motivating them.

2.2.2 Concept of Job Satisfaction

Job satisfaction is a positive attitude and behavior at workplaces and influence

employees to commit with their job requirement Vroom (1964). In human resources

perspectives, job satisfaction refers to a person’s feeling of satisfaction on the job, which

acts as a motivation to work. It is not the self- satisfaction, happiness or self- contentment

but the satisfaction on the job. The term job satisfaction was brought to limelight by

Hoppock (1935). Hoppock (1935) describes job satisfaction as, any combination of

psychological, physiological and environmental circumstances that cause and person

truthfully to say “I am satisfied with my job”. Job satisfaction means employee’s emotion

to the extent of like and dislikes of his or her job Spector (1977). Brief (1998), argued job

satisfaction is one’s feelings and thoughts towards jobs that expressed affectively or

cognitively to some degree of favour or disfavour experience. Thus, job satisfaction

represents emotional, feeling and thought, and perception of employees towards their

workplace in many perspectives. It is about the employees’ perceive and feel about the

work environment, such as pay Shaw et. al. (1998); career promotions Labov (1997);

benefits Alexander, Bloom and Nuchols (1994) relationship, reciprocal, engagement

25
Cappelli (1992) and many others. Employees feeling of dissatisfaction reflects the

decision of leaving the organization.

Job satisfaction is the level of pleasure a person feels for his role or work in an

organization. The level of individual satisfaction that they get rewarded fairly from

various aspects of the work situation of the organization where they work. So job

satisfaction concerns the psychology of the individual in the organization, which is

caused by the circumstances he feels from his environment. Job satisfaction is an

individual's feeling of satisfaction or pleasure towards work which is the result of a

subjective assessment of aspects of work which include satisfaction with the work itself,

salary received, and opportunity for promotion and career development, quality of

supervisors and relationships with colleagues.

There are 5 indicators of job satisfaction according to Robbins and Judge (2013),

namely:

1. the work itself (work itself),

2. rewards (pay),

3. promotion (promotion),

4. supervision (supervision) and

5. co-workers (coworkers).
26
 Job satisfaction and motivation are very important to continuing growth of

educational system in Somalia and around the world. Motivation plays an important role

in the organization because it increases the productivity and goals can be achieved an

efficient way and also motivation takes part in the vital role for teachers because it helps

to achieve target goals in efficiency way. Teacher motivation is very important since it

improves the skills and knowledge of teachers seeing as it directly influences the

student„s achievement (Mustafa & Othman, 2010). Job satisfaction takes an essential part

in the organizational performance because if in schools, the teachers do not have

sufficient motivation then there is less performance which directly influences the

student‟s knowledge and also the education system. However, the teachers need

motivation to work efficiency and also to enhance their ability and knowledge.

Organization‟s performance is made visible through the activities it conducts to achieve,

its mission. Outputs and their effects are the most observable aspects of an organization's

performance Anderson and Carden, (1999) stated commitment of an individual's loyalty

to the organization. Individuals with high commitment identify very strongly with the

organization and feel proud to consider themselves as members of Wibowo (2016).

2.2.3 Concept of Commitment

27
 The teacher's commitment to teaching is the teacher's most important

determination to show sincerity and direct all abilities professionally in carrying out tasks

at school. The aspects seen from this commitment are caring, responsibility, and loyalty

in teaching. Teachers need to have a high commitment to actualize their potential.

Organizational commitment has an important role in improving teacher performance

Napitupulu, Sudarno, and Junaedi (2021). Commitment is needed in all aspects of life,

both in organizational life and social life. Teachers who have a good commitment are

expected to be able to provide the best and maximum for their organization/school, so as

to produce optimal performance the school. Teachers with good commitment in carrying

out the rules that have been set and have high responsibility. According to Meyer and

Allen (2002), commitment indicators are: affective commitment, continuance

commitment, normative commitment, obligation/debt and ability to appreciate. Porter et

al (1974) describes commitment as “an attachment to the organisation, characterised by

an intention to remain in it; an identification with the values and goals of the

organisation; and a willingness to exert extra effort on its behalf”. Individuals consider

the extent to which their own values and goals relate to that of the organisation as part of

commitment, therefore it is considered to be the linkage between the individual employee

and the organisation.

28
 Cohen (2003, p xi) states that “commitment is a force that binds an individual to a

course of action of relevance to one or more targets”. This general description of

commitment relates to the definition of commitment by Arnold (2005, p 625) namely that

it is “the relative strength of an individual’s identification with and involvement in an

organization or work place”. Darmawan (2016) explained that job satisfaction is

positively and significantly influenced by commitment. Commitment has a positive effect

and significant on job satisfaction.

Influence of Commitment on Teacher Performance

Commitment has a positive and significant effect on teacher performance. The

better the organizational commitment leads to the higher the teacher performance and

vice versa, the lower the organizational commitment will have an impact on the decline

of teacher performance Prasetyono and Ramdayana (2020). In addition Hartini et al.

(2021) explained that teacher performance is positively and significantly influenced by

organizational commitment. Suwardi and Utomo (2011) one indication of low

organizational commitment can be seen from the high absenteeism and tardiness in an

organization.

2.3 Strategies for Motivating Workers

29
 Motivating workers is essential for maintaining productivity, job satisfaction, and

overall success within an organization. Different strategies work for different people and

situations, so it's important to be flexible and adapt your approach based on the specific

needs and preferences of your team. Here are some effective strategies for motivating

workers:

1. Recognition and Appreciation:

a) Recognize and celebrate individual and team achievements. This can include public

acknowledgment, awards, or even a simple thank-you note.

b) Highlight the importance of their contributions and how they've positively impacted

the organization.

2. Clear Goals and Expectations:

a) Set clear and achievable goals that align with both individual and organizational

objectives.

b) Ensure that employees understand their roles and responsibilities, as well as how

their work contributes to the overall success of the company.

3. Regular Feedback and Performance Reviews:

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 a) Provide constructive feedback on a regular basis, not just during annual

performance reviews.

b) Encourage a growth mindset by offering opportunities for skill development and

advancement.

4. Employee Development:

a) Support and invest in training and development programs to help employees

acquire new skills and grow in their careers.

b) Show a clear career progression path within the organization.

5. Flexible Work Arrangements:

a) Offer flexibility in work hours or remote work options when possible. This can

improve work-life balance and job satisfaction.

6. Employee Involvement and Autonomy:

a) Involve employees in decision-making processes and give them some level of

autonomy in their roles.

b) When people have ownership over their work, they tend to be more motivated.

7. Recognition and Rewards Programs:

a) Implement incentive programs, such as bonuses, profit-sharing, or performance-

based promotions.
31
 b) Offer non-monetary rewards like extra time off, preferred parking, or small gifts.

8. Team Building and Social Activities:

a) Organize team-building events and social activities to foster a sense of belonging

and camaraderie among employees.

9. Healthy Work Environment:

a) Ensure that the workplace is safe, clean, and comfortable.

b) Promote a positive and inclusive company culture that values diversity and

inclusion.

10. Communication and Transparency:

a) Keep employees informed about company goals, changes, and challenges.

b) Encourage open and honest communication, where employees feel comfortable

sharing their thoughts and concerns.

11. Career Growth Opportunities:

a) Provide a clear path for career advancement within the organization.

b) Support employees in setting and achieving their career goals.

12. Health and Wellness Programs:

a) Offer wellness programs that focus on physical and mental health, such as gym

memberships, counseling services, or stress management workshops.

32
13. Purpose and Meaning:

a) Help employees connect their work to a larger purpose or mission of the

company.

b) Show how their contributions make a difference in the world.

14. Empowerment and Trust:

a) Trust your employees to do their jobs and avoid micromanagement.

b) Empower them to make decisions and take ownership of their work.

15. Regular Check-Ins:

a) Schedule regular one-on-one meetings to check in on employees' progress,

address concerns, and provide guidance.

Every organization needs to know that what motivates one employee may not

work for another, so it's crucial to get to know your team individually and tailor your

motivation strategies accordingly. Additionally, staying adaptable and open to feedback

will help you refine your approach over time.

2.4 Relationship between Motivation and Job Satisfaction

Motivation and job satisfaction are closely related concepts in the workplace, and

they often have a reciprocal and interdependent relationship. Here's how they are

connected:
33
1. Motivation Leads to Job Satisfaction:

a) Motivation is the internal or external drive that compels individuals to take action

or put effort into their work. When employees are motivated, they are more likely

to be engaged and enthusiastic about their tasks.

b) High levels of motivation can lead to increased job satisfaction because motivated

employees tend to find their work more meaningful and rewarding. They are

driven to achieve their goals and perform well, which can enhance their sense of

accomplishment and job satisfaction.

2. Job Satisfaction Enhances Motivation:

a) Job satisfaction is the level of contentment or happiness an employee derives

from their job. When employees are satisfied with their work, they are more

likely to be motivated to perform at their best.

b) Satisfied employees tend to have a positive attitude toward their tasks, colleagues,

and the organization as a whole. This positive attitude can serve as a source of

intrinsic motivation, as they find their work enjoyable and fulfilling.

3. Mutual Reinforcement:

34
 a) Motivation and job satisfaction often reinforce each other in a continuous loop.

Motivated employees are more likely to seek out challenging tasks and put in

extra effort, leading to improved job performance and satisfaction.

b) Conversely, satisfied employees tend to be more motivated to maintain their

current level of job satisfaction and may actively seek opportunities for

advancement or additional responsibilities.

4. Impact on Retention and Productivity:

a) Higher levels of job satisfaction and motivation are linked to lower turnover rates.

Satisfied and motivated employees are less likely to leave their jobs, which can

reduce recruitment and training costs for the organization.

b) Motivated and satisfied employees are also more productive and tend to

contribute positively to the overall success of the organization.

5. Factors Influencing Both:

35
 a) Factors such as recognition, opportunities for growth and advancement, work-life

balance, supportive management, and a positive work environment can influence

both motivation and job satisfaction.

b) Organizations that pay attention to these factors can create an environment where

employees are both motivated and satisfied.

6. Individual Variability:

It's important to note that motivation and job satisfaction are not one-size-fits-all

concepts. Different individuals have varying needs, preferences, and sources of

motivation. What motivates and satisfies one person may not have the same effect on

another.

Motivation and job satisfaction are intricately connected in the workplace.

Organizations that strive to create an environment that fosters both motivation and job

satisfaction are likely to have more engaged, productive, and loyal employees.

Recognizing and addressing the individual needs and preferences of employees is key to

achieving a healthy balance between these two important factors.

2.5 Influence of Motivation on Job Satisfaction

36
 Motivation plays a significant role in influencing job satisfaction. When

employees are motivated, it can positively impact their overall satisfaction with their job

and workplace. Here's how motivation can influence job satisfaction:

1. Increased Engagement and Enthusiasm:

Motivated employees are more engaged and enthusiastic about their work. They

approach their tasks with a positive attitude and a sense of purpose, which can lead

to a greater sense of satisfaction with their job.

2. Sense of Achievement:

Motivated employees are driven to achieve their goals and excel in their roles.

When they accomplish tasks and meet objectives, they experience a sense of

achievement and fulfillment, contributing to job satisfaction.

3. Intrinsic Satisfaction:

Intrinsic motivation, which comes from within, often leads to higher levels of job

satisfaction. When employees are motivated by the enjoyment of the work itself,

they derive satisfaction from the process and outcomes.

4. Challenging Work:

37
 Motivated employees are more likely to seek out challenging tasks and take on new

responsibilities. Engaging in meaningful and challenging work can enhance job

satisfaction as it provides a sense of personal growth and accomplishment.

5. Positive Work Relationships:

Motivated individuals tend to have positive interactions with colleagues and

supervisors. Positive relationships contribute to a supportive work environment,

which in turn can enhance job satisfaction.

6. Autonomy and Empowerment:

Motivated employees often display a higher level of autonomy and take ownership

of their work. When individuals have the opportunity to make decisions and

contribute creatively, it can lead to increased job satisfaction.

7. Career Advancement and Development:

Motivated employees are more likely to actively seek out opportunities for skill

development and career advancement. Organizations that support employee growth

and provide advancement pathways contribute to higher job satisfaction among

motivated individuals.

8. Perceived Fairness and Recognition:

38
 Motivated employees who feel their efforts are recognized and rewarded are more

likely to experience job satisfaction. Recognition reinforces their motivation and

contributes to a positive perception of the organization's fairness.

9. Sense of Meaning and Purpose:

Motivation often stems from a sense of meaning and purpose in one's work. When

employees feel that their contributions are valuable and align with their personal

values, it can lead to a stronger sense of job satisfaction.

10. Lower Stress and Burnout:

Motivated employees tend to manage stress more effectively and are less likely to

experience burnout. This improved stress management contributes to higher overall

job satisfaction.

11. Organizational Commitment:

Motivated employees are more likely to feel committed to the organization's goals

and values. This sense of commitment is linked to higher job satisfaction, as individuals

feel a sense of belonging and alignment with the organization. Motivation has a profound

influence on job satisfaction. Organizations that foster a culture of motivation, provide

opportunities for growth, recognize employee efforts, and promote a positive work

39
environment are more likely to see increased levels of job satisfaction among their

employees.

2.7 Review of Empirical Studies

This section highlights review articles about Employee Motivation, Job

Satisfaction and Organizational Performance that were published in different

international journals. This report also compares the findings of the articles since these

studies were conducted in disparate situations according to the environment. This

research examined the relationship between human resource management, job

satisfaction and organizational performance. Questionnaire was employed and data was

analyzed by using SPSS. This study revealed positive relationship between human

resource management, job satisfaction and organizational performance Becker and

Gerhart (1996).

Another research was held to identify employee motivation and organizational

effectiveness. In this study questionnaire was used to collect the data and SPSS was used

to analyze the result. The findings showed positive relationship between employee

motivation and organizational performance. De Dreu and Beersma (2005). Same research

investigated the relationships between some characteristics of organizational Climate and

employee Satisfaction and organizational performance in Bharti Airtel India Ltd at

40
Shimla head office. This study included a questionnaire that contains the major factors

influencing both the main parameters i.e. organizational climate and employee

Satisfaction. The factors which in general can affect any organization, but later this study

focused those parameters according to the employees of Bharti Airtel limited at Shimla

head office. The present study found a positive relationship between organizational

climate and employee satisfaction; as if the climate of any organization is found unable to

create a satisfactory atmosphere for its employees it may lead to decline in the loyalty

and satisfaction of the very important Assets of any organization. Kumar (2014). This

study determined the relationship between job satisfaction and organizational

performance. Data was collected by questionnaire and was analyzed by using SPSS. The

study displayed positive significant relationship between satisfaction and organizational

performance. Baard and Dect (2004).

Another study was conducted to provide a research framework regarding the

influence of motivation on human resources performance. In this regard, the researchers

applied Herzberg’s two factor theory, selecting the motivational factors which influence

the activity of employees from industrial firms. Considering the aim of the research, the

paper proceeds to analyze the influence of prevalent motivational factors on employees’

work performance. The study employed questionnaire and the data was analyzed by
41
using SPSS. The findings showed that there is positive relationship between employee

motivation and organizational performance. Rusu and Avasilcai (2013).

Same study investigated the most satisfying event of an employee in the job, why

employees stay and leave the organization. Job satisfaction is a general attitude towards

ones’ job, the difference between the amount of reward workers receive and the amount

they believe they should receive. In this study survey questionnaire was used to collect

the data and the data was analyzed SPSS. The result indicated significant positive

relationship between job satisfaction and organizational performance. N. N and Jacob

(2015).

2.8 Summary of Literature Review

This chapter is concerned with related literature review on the topic ‘Influence of

Motivation on Commitment and Job Performance of Secondary School Business

Teachers in Sabon-Gari Local Government, Kaduna State. The researcher has been able

to examine the concept of motivation, job satisfaction, commitment, strategies for

motivation and job satisfaction, influence of motivation on job satisfaction, and

commitment.

42
 CHAPTER THREE
RESEARCH METHODOLOGY

This chapter described the methodology used in the study. This chapter has the

following headings:

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size and Sampling Techniques

3.4 Instrument for Data Collection

3.5 Validity of the Instrument

3.6 Procedure for Data Collection

3.7 Procedure for Data Analysis

3.1 Research Design

This research study employed survey design in investigating Influence of

motivation and job satisfaction on commitment and job performance of secondary school

business teachers in Sabon-gari Local Government. Survey was used in this study due to

43
the population to be covered. According to Akuezuilo and Agu (2002), a survey research

method is one in which a group of people or item is studied by collecting and analyzing

data from only a few people or items considered to be representative of the entire group.

However, in survey research, the sample selected is normally large while the variables

studied are limited.

3.2 Population of the Study

A research population is the total collection of subject or elements about which

the study intends to make inference and draw conclusions. However, in research,

population refers to the total number of the target group, items, elements, events or

objects intended to be studied. Research population determines the focus of the

investigation, it can also be seen as the group about which the research is interested in

gaining information and drawing conclusion. Thus, the population of this study consists

of the 50 business teachers in Sabon-Gari Local Government, Kaduna State.

Table 1: Population Distribution of the Study

S/ CATEGOR NUMBER OF STAFFS PERCENTAGE %

1 Male 30 60
44
 2 Female 20 40

Total 50 100

Source: Field Study

3.3 Sample Size and Sampling Procedure

For the purpose of this research work, the researcher decided to use the entire

population as sample because of its small size. Mohammed (2005) recommended that

when a population is small, it can be used as sample. The total population for the study

stood at 50. Thus; the sample size was made of business teachers in Sabon-gari local

Government, Kaduna State.

S/ CATEGOR NUMBER OF STAFFS PERCENTAGE %

1 Male 30 60

2 Female 20 40

Total 50 100

Source: Field Study

3.4 Instrument for Data Collection

45
 This study used questionnaire for the data collection. The reason for designing

questionnaire is that it is an effective means of measuring the behavior, attitudes,

preferences, opinions and intentions of relatively large numbers of subjects more cheaply

and quickly than other methods. The questionnaire was also administered using a four

likert scale type questionnaire of strongly agreed, agreed, disagreed and strongly

disagreed was used to ease the analysis, all the strongly agreed and agreed were grouped

as agreed as agreed while the disagreed and strongly disagreed were grouped as

disagreed. The instrument for data collection will be scaled as follows; i.e. (4 + 3 + 2 + 1

= 10/4 = 2.5).

Decision Rule:

A mean score of 2.5 and above is considered as agreed while a mean score below

2.5 is considered as disagreed.

3.5 Procedure for Data Collection

Due to the administration of instrument for data collection to the respondents, a

letter collected by the researcher of introduction from the department of vocational and

technical education, Ahmadu Bello University, Zaria. The researcher presented the letter

to both the Head of Section, Business Education Section, A.B.U. Zaria, for permission to

conduct the research. There are several instrument that can be used in obtaining adequate
46
and reliable data. Therefore, this study will use secondary and primary sources of data

collection. The secondary data were obtained from journals and publications. While the

primary data were obtained through questionnaire. Kolthori (2004) a questionnaire is a

define order or a form or set of forms. The questionnaire is mailed to respondents who

are expected to read and understand the questions and write down the reply in the

specimens for the purpose in the questionnaire itself. The respondents have to answer the

question on their own. To while (2002), A questionnaire is regarded as a series of

questions each one providing a number of alternative answer from which the respondents

can choose.

Closed ended type of questionnaire was used which allows respondent to make a

choice of possible answer. The questionnaire would be administered by the researcher to

be respondent which is expected to correctly fill and returned it. Therefore the

questionnaire was drafted out carefully and also designed, presented and edited to ensure

that the questions are not ambiguous.

3.6 Procedure for Data Analysis

The research question will be answered using mean and standard deviation. A

likert scale of four levels (strongly agree, strongly disagree and disagree). The researcher

set the range value for either agree or disagree of items or research question at 2.5. Item
47
or research question that scored 2.5 and above was considered effective for the study

while item or research question that scored below 2.5 was considered ineffective for the

study.

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter concern with the data presentation and analysis for this research

study. The data collected was analyzed by Descriptive Statistics (Simple frequency and

percentage) and presented by the use of table. The data presented under the following

sub-headings;

4.1 Bio-Data of the Respondents

4.2 Answers to Research Question

4.3 Summary of Finding

4.1 Bio Data of Respondents

48
Table 3: Gender Distribution of the Respondents

S/ CATEGOR FREQUENCY PERCENTAGE %

1 Male 30 60

2 Female 20 40

Total 50 100

Source: Field Study, 2023

Table 3, show that 30 respondents, representing 60% were male, 20 respondents,

representing 40 % were female. Thus, majority of the respondents were male of business

teachers in Sabon-Gari LGA, Kaduna State.

4.2 Answers to Research Questions

Research Question One: What are the courses taught in business education section that

will help students acquire business education skills?

S/N QUESTION ITEMS SA A D SD TOTAL MEAN S.DEV.

1 Business Educators 15 10 14 11 50 2.58 1.61
performance well because of
differences in motivation
2 Motivation makes business 20 6 6 18 50 2.56 1.6
educators to perform better
than others
3 Highly motivated business 15 15 15 5 50 2.8 1.67

49
 educators perform better than
lowly motivated ones
4 Lack of motivation makes 30 10 5 5 50 3.3 1.82
business education teachers to
perform less
5 Lowly motivated staff 10 10 20 10 50 2.4 1.55
performs better than highly
motivated
2.73 1.65
Table 4 Mean Responses to Research Question One

Source: Field Study, (2023)

The table 4, items 1-5 above shows the mean and standard deviation the

influence of motivation on commitment of secondary school teachers in sabongari local

government, Kaduna State. The result indicates the cumulative mean of 2.73 with a

standard of 1.65 which is above the decision mean of 2.5.

4.2 Research Question Two: what is the influence of motivation on job

performance?

Table 5 Mean Responses to Research Question Two

S/N Question Item SA A D SD TOTAL MEAN S.DEV.

6 Good pay package make 17 12 10 11 50 2.7 1.64

business educator to be
satisfied with their jobs.
7 Good incentive motivates 20 15 5 10 50 2.9 1.70
50
 business educators to be
satisfied with their jobs.
8 Good working relation with 25 10 5 10 50 3 1.73
management makes
business educators to have
job satisfaction.
9 Low pay discourage job 25 15 10 10 60 2.92 1.71
satisfaction among business
educators.
10 Lack of incentive and poor 23 15 5 7 50 3.08 1.76
management relations leads
to low job satisfaction
among business educators.
2.92 1.71

Source: Field Study (2023)

The table 5, items 6-10 above shows the mean and standard deviation was set to

know the influence of motivation on job performance. The result indicates the cumulative

mean of 2.92 with a standard of 1.71 which is above the decision mean of 2.5.

Research Question Three what is the influence of job satisfaction on job performance?

Table 5 Mean Responses to Research Question Three

S/ Question Items SA A D SD TOTA MEAN S.DEV.
N L
11 Motivation serves to 15 17 7 11 50 2.72 1.65
stimulate the business
51
 educators to act in a certain
manner
12 Poor salary motivate 5 5 15 25 50 1.8 1.34
business educators to work
effectively in secondary
school
13 Lack of fair promotional 22 12 10 6 50 3 1.73
prospects and job status
were major effect of
business educators on work
performance
14 Higher level business 5 9 20 16 50 2.06 1.44
educators are more satisfied
because they enjoy more
opportunity to satisfy their
ego needs, high status,
higher pay and self direction
15 Lower level business 5 11 25 9 50 2.24 1.49
educators are more satisfied
because they enjoy more
opportunity to satisfy their
ego needs, high status,
higher pay and self direction
2.36 1.54

Source: Field Study, (2023)

The table 5 shows the mean and standard deviation influence of job satisfaction

on job performance. The result indicates the cumulative mean of 2.36and standard

deviation of 1.54 of which is higher than the decision mean of 2.5.

52
4.2 Summary of Findings

The findings of the study could be summarized as follows:

1. It was revealed that motivation have a moderately positive impact on the

commitment of secondary school teachers. This indicates that teachers, on

average, believe that motivation plays a role in influencing their commitment to

their work.

2. The study also revealed that the results presented in table 4, items 1-5, indicate

that respondents generally perceive motivation to have a significant influence on

job performance. The higher cumulative mean compared to the decision mean

suggests that this influence is statistically significant.

3. The comparison between the cumulative mean (2.36) and the decision mean (2.5)

is significant. The decision mean is often used as a benchmark to assess the

significance of survey results. In this case, the cumulative mean of 2.36 is lower

than the decision mean of 2.5. This implies that, on average, respondents'

perceptions regarding the influence of job satisfaction on job performance fall

below the predefined threshold of significance. In other words, the findings

53
 suggest that, on average, respondents do not strongly believe that job satisfaction

has a significant impact on job performance based on the criteria established.

4.3 Discussion of findings

The findings of the study provide valuable insights into the relationships between

motivation, teacher commitment, and job performance.

Motivation and Teacher Commitment

The study's cumulative mean of 2.73 suggests that, on average, respondents

perceive motivation to have a moderately positive impact on the commitment of

secondary school teachers. This indicates that teachers, in general, believe that

motivation plays a role in influencing their commitment to their work.

This finding is significant because it underscores the importance of motivation in

the education sector. When teachers are motivated, they are more likely to be committed

to their roles, which can have positive implications for student learning outcomes. A

motivated teacher is more likely to put in the effort required to create engaging lessons,

provide support to students, and maintain a high level of dedication to their profession.

54
 However, it's important to note that the study also revealed variability in

individual responses, as indicated by the standard deviation. This suggests that some

teachers may perceive motivation as a stronger driver of commitment than others. This

variability highlights the need for tailored strategies to motivate and engage different

teachers effectively.

Motivation and Job Performance

The also revealed indicate that respondents generally perceive motivation to have

a significant influence on job performance. The higher cumulative mean compared to the

decision mean suggests that this influence is statistically significant. This finding

underscores the crucial role of motivation in job performance across various professions,

including teaching. A motivated workforce is likely to be more productive, innovative,

and dedicated to achieving organizational goals. In the context of education, motivated

teachers are more likely to excel in their roles, leading to better educational outcomes for

students.

Job Satisfaction and Job Performance

The study's findings related to job satisfaction and job performance show that, on

average, respondents do not strongly believe that job satisfaction has a significant impact

on job performance, as the cumulative mean of 2.36 falls below the decision mean of 2.5.
55
This result suggests that respondents, on average, perceive job satisfaction as having a

relatively weaker influence on job performance compared to motivation. While job

satisfaction can contribute to a positive work environment and employee well-being, the

study's findings indicate that it may not be the primary driver of enhanced job

performance in this specific context.

These findings highlight the importance of motivation in influencing teacher

commitment and job performance in the education sector. They suggest that efforts to

enhance teacher motivation may have a positive impact on both commitment and job

performance. However, the study also indicates that job satisfaction may have a more

limited influence on job performance in this particular setting. These insights can inform

strategies and policies aimed at improving the overall quality of education by addressing

motivational factors among teachers.

56
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter is discussed under the following sub-headings:

5.1 Summary

5.2 Conclusions

5.3 Recommendations

5.4 Suggestion for Further Studies

5.1 Summary

57
 The study examined the influence of motivation and job satisfaction on

commitment and job performance of secondary school business teachers in Sabon-gari

Local governent . . In order to achieve the objective of the study, three research questions

were raised. Related literatures were reviewed

Descriptive research designed was used in conducting the research. The

population was 50 and a 4- point likert scale structured questionnaire was used for data

were collection. Pilot study was conducted to test the reliability of the instrument. The

data collected analyzed using mean and standard deviation, the result was presented

using tables. In the analysis, strongly agree and agree were regarded as agreed, while

strongly disagree and disagree were classified as disagree and the range value for either

agree or disagree of any item or research question was set at 2.5.

5.2 Conclusions

Based on the findings, it can be concluded that motivation plays a pivotal role in

influencing job performance among teachers. A motivated workforce is more likely to

excel in their roles, leading to better educational outcomes for students. While job

satisfaction is important for a positive work environment and employee well-being, it

may not be the primary driver of enhanced job performance in this specific context.

5.3 Recommendations
58
 Enhance Motivation Strategies: Education authorities and institutions should

implement tailored motivation strategies to boost teacher morale and dedication. This

may include recognition programs, professional development opportunities, and a

supportive work environment.

1. Promote Job Satisfaction: Although job satisfaction may not be the primary driver

of job performance, it remains a crucial aspect of employee well-being. Efforts

should be made to create a positive and inclusive work environment, provide

opportunities for feedback, and address any concerns or issues raised by teachers.

2. Provide Clear Performance Objectives: Clear performance expectations and

objectives should be communicated to teachers. This can help align their efforts

with organizational goals and provide a sense of purpose and direction.

5.4 Suggestion for Further Studies

For future research, it would be valuable to explore the specific motivational

factors that have the most significant impact on teacher commitment and job

performance. Additionally, investigating the role of other contextual factors, such as

leadership styles or organizational culture, in influencing teacher motivation and job

satisfaction could provide further insights. Moreover, longitudinal studies could track the

59
long-term effects of motivation and job satisfaction on teacher retention and student

outcomes.

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APPENDICE I

Department of Vocational and

Technical Education,
Faculty of Education,
Ahmadu Bello University, Zaria.

Dear Respondents,

REQUEST TO FILL QUESTIONNAIRE

63
 I am a final year student of the department of student of the addressed institution
carrying out a research project on the Influence of Business Education Acquired Skills on
Business Education Students Performance in SIWES, Ahmadu Bello University, Zaria. It
is an academic exercise requisite for the award of bachelor degree in Business Education.

Your co-operation is highly solicited to enable me carryout this research work.

The data collected will be strictly and confidentially used for this study only.

Thanks in anticipation.

Yours Sincerely,

Achi Joyce PATRICK

U16VB1094

APPENDIX II

SECTION A (BIO-DATA)

1. Sex:
a) Male b) female
2. Marital Status:
a) Single b) Married
c) 20 – 30 d) 31 and above
3. Qualification:
a) NCE/ND b) Degree c) Masters
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 4. Rank:
a) Senior staff b) Junior staff
5. Working Experience:
a) 0 – 10 years b) 11 – 20 years c) 21 and above
S/N Research Question One: What is the influence of SA A D SD
motivation on commitment of secondary school
business teacher in Sabon gari local government
Kaduna state?

1 Business Educators performance well because of

differences in motivation

2 Motivation makes business educators to perform

better than others

3 Highly motivated business educators perform

better than lowly motivated ones

4 Lack of motivation makes business education

teachers to perform less

5 Lowly motivated staff performs better than highly

motivated

Q2 Research Question Two: What is the influence of

motivation on job performance?

6 Good pay package make business educator to be

satisfied with their jobs

7 Good incentive motivates business educators to be

satisfied with their jobs

8 Good working relation with management makes

business educators to have job satisfaction

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9 Low pay discourage job satisfaction among
business educators

10 Lack of incentive and poor management relations

leads to low job satisfaction among business
educators

Q3 Research Question Three: What the influence of

job satisfaction on job performance?

12 Motivation serves to stimulate the business

educators to act in a certain manner

13 Poor salary motivate business educators to work

effectively in secondary school

14 Lack of fair promotional prospects and job status

were major effect of business educators on work
performance

15 Higher level business educators are more satisfied

because they enjoy more opportunity to satisfy
their ego needs, high status, higher pay and self
direction

16 Lower level business educators are more satisfied

because they enjoy more opportunity to satisfy
their ego needs, high status, higher pay and self
direction

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