CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The concept ‘motivation’ takes its root
from the Latin word ‘movere’, which means ‘to move‘. There is no universal
definition for it, having been defined in different ways in literature. ,
motivation is the inner drive that pushes individual towards an action, for the
purpose of achieving the target objectives.
It is defined as the determination of
the nature and locus of the forces inducing the degree of readiness. It is also defined
as the energizing force that
induces and maintains behaviour. From these definitions and others still in
literature, motivation can be described as man’s driving force towards an
action or the condition that makes individual to carry out an action.
Motivators are
things, situations, and conditions that encourage individual to perform better
in an organization, which can be tangible or intangible. Tangible motivators
are the physical objects/materials such as gifts and money. Intangible motivators
are non-visible objects, things or conditions, such as promotion, commendation
(written or verbal), achievement, regular payment of salaries, participation in
decision making. The issue of motivator is relative, depending on individual’s
priority in an organization.
The concept of
individual differences does come into focus while discussing motivator. It is
worthy of note that what can motivate A to perform better in an organization
might vary from that of B. Some individuals can be motivated by money and
gifts. Money is thus believed not to be an end in itself but a means to an end.
To some individuals, no amount of money can push them towards an improved
performance.
Every organization has
objectives to achieve. The level of achievement of such objectives will dictate
how the organization is fairing. It is not a gainsaying that teachers occupy
unique position in educational institution.
they are the fulcrum on which the lever of educational system rests.
Teachers need to be motivated so that the schools and educational system as a
whole can enjoy their fullest contribution. Even though what can motivate a
teacher for effectiveness in a school varies from one teacher to another.
The
teacher is central in the teaching-learning process, being the facilitator,
giver of knowledge, information, values, and skills for a child. The strategic
position of teachers thus makes it imperative for them to be accorded priority
and attention. In Nigeria, low status of teachers, has been prevalent, which is
having serious implications on their performance, quality of their teaching,
their attitudes to work/behavior in schools, the academic performance of the
pupils/students, and ultimately, the standard of education.
This research thus,
considers the need for motivation of teachers as imperative in Nigeria. In the
research, various strategies for teachers such as the provision of incentives,
regular promotion, prompt payment of salaries, involvement in decision making
among others, are highlighted and
discussed, for the attention of the stakeholders in education, the government,
school administrator. It is however hopeful that the adoption and
implementation of these strategies will ensure effective teaching in our
schools, and a turnaround in the standard of education.
1.2 STATEMENT OF THE PROBLEM
The fallen standard of
education in the secondary school depicted in increase failure of students in
final examinations and decline in moral standards are pointers that much still
has to done to in our secondary school education especially as regards the
motivation of the teachers. The research intends to investigate the
motivational strategies for effective teaching and learning in secondary
schools with a case study of Onitsha south secondary schools
1.3
RESEARCH QUESTION
1
What is motivation?
2
What constitutes motivational
strategies for effective teaching and learning in secondary school?
3 What
is the motivational strategies for effective teaching and learning adopted by
Onitsha south secondary schools?
1.4 OBJECTIVE
OF THE STUDY
1 To appraise
the nature of motivation
2
To determine motivational strategies
for effective teaching and learning in secondary school
3 To determine the motivational strategies adopted
by Onitsha south secondary schools
1.5 SIGNIFICANCE
OF THE STUDY
To determine measures imperative for elevating the
standard of teaching and learning in the secondary school
The study shall provide a source of information on
motivational strategies for effective teaching and learning in secondary
schools
1.6 STATEMENT OF HYPOTHESIS
1 H0 The quality of teaching and learning in Onitsha south is low
H1 The
quality of teaching and learning in Onitsha south is high
2 H0 The challenges
to effective teaching and learning is high
H1
The challenges to effective teaching
and learning is low
3 H0 The impact of motivational strategies on teaching and learning in Onitsha south is low
H1 The
impact of motivational strategies on teaching and learning in Onitsha south is high
1.7 SCOPE OF THE STUDY
The study provides an appraisal of motivational
strategies for effective teaching and learning in secondary schools with a case
study of Onitsha south secondary school.
1.8 DEFINITION OF TERMS
Motivation: It is the inner drive that pushes individual
towards an action, for the purpose of achieving the target objectives. It is defined as the determination of the
nature and locus of the forces inducing the degree of readiness. It is also defined
as the energizing force that
induces and maintains behaviour. From these definitions and others still in
literature, motivation can be described as man’s driving force towards an
action or the condition that makes individual to carry out an action.
