university of ghana motivation and job performance …

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UNIVERSITY OF GHANA

MOTIVATION AND JOB PERFORMANCE AMONG

TEACHERS IN LA- NKWANTANANG MADINA

EDUCATION DIRECTORATE

BY

RUTH DONKOH

(10508551)

THIS THESIS IS SUBMITTED TO THE UNIVERSITY OF

GHANA, LEGON IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF MPHIL PUBLIC

ADMINISTRATION DEGREE

JULY, 2016.

University of Ghana http://ugspace.ug.edu.gh

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DECLARATION

I hereby declare that apart from the references to other people’s work which have been

acknowledged, the work presented is the result of my own practicum as a student of the

University of Ghana, Legon. I also declare that this thesis has not been presented to any

institution, for the award of any diploma or degree.

I bear sole responsibility for any shortcomings of the work.

……………………. ………………

RUTH DONKOH DATE

(10508551)


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CERTIFICATION

I hereby certify that the preparation of this thesis was supervised under my custody and was in

accordance with the guidelines on supervision laid down by the university.

…………………………. ……………………..

ALBERT AHENKAN, PhD. DATE

(SUPERVISOR)


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DEDICATION

To God Almighty, the Omnipotent, the Omnipresence and the creator of life and to

Dr. Albert Ahenkan for all efforts he made to bring me this far.


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ACKNOWLEDGEMENT

To Jehovah be the glory and adoration for the opportunity and grace bestowed on me to write

this thesis. The thought, development and completion of this thesis were made possible by the

good will, support, tolerance and inspiration of many people. It is in view of this that I

acknowledge such contributions.

Firstly, I am grateful to Dr. Albert Ahenkan, my supervisor, who kindly and devotedly

supervised my work with extreme patience, consistent guidance, sense of commitment and

attention to offer constructive corrections throughout the study.

Secondly, my appreciation goes to the Department of Public Administration and Health Services

Management for giving me the chance to undertake this research successfully.

I also extend gratitude to all basic school head teachers and teachers who helped in the data

collection.

God bless you all.


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Table of Contents

DECLARATION ............................................................................................................................. i

CERTIFICATION .......................................................................................................................... ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENT ............................................................................................................. iv

LIST OF TABLES ......................................................................................................................... ix

LIST OF ABBREVIATIONS ......................................................................................................... x

ABSTRACT .................................................................................................................................. xii

CHAPTER ONE ............................................................................................................................. 1

INTRODUCTION .......................................................................................................................... 1

Background of the study .................................................................................................. 1

Statement of the Problem ................................................................................................. 3

Research Objectives ......................................................................................................... 4

1.3.1 The specific objectives ...................................................................................................... 4

Research Questions .......................................................................................................... 5

Significance of Study ....................................................................................................... 5

Scope of the study ............................................................................................................ 6

Organization of the Study ................................................................................................ 6

CHAPTER TWO ............................................................................................................................ 8

LITERATUREREVIEW ................................................................................................................ 8

Introduction ...................................................................................................................... 8

Theoretical Literature ....................................................................................................... 8

2.2.1. Concept and Overview of Motivation ............................................................................... 8

Theories of Motivation on Learning Outcome ................................................................. 8

2.3.1. Maslow’s Theory of Motivation ........................................................................................ 9

2.3.2. Victor Vroom’s Theory of Motivation .............................................................................. 9

McGregor Theory of Motivation ..................................................................................... 10

Herzberg’s Theory of Motivation .................................................................................... 11

Importance of Motivation ................................................................................................ 22

Motivational Strategies for Teachers .............................................................................. 24


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Concept of Performance ................................................................................................. 26

Employee Performance ................................................................................................... 27

Teacher job performance ................................................................................................. 28

Problems Affecting Teaching Performance .................................................................... 30

The Impact of Motivation on Student Performance ....................................................... 32

Empirical Literature ....................................................................................................... 34

Some Related studies on Motivation and Performance ................................................... 34

Conceptual Framework .................................................................................................. 39

CHAPTER THREE ...................................................................................................................... 46

METHODOLOGY ....................................................................................................................... 46

Introduction .................................................................................................................... 46

Research Design ............................................................................................................. 46

Target Population ........................................................................................................... 47

Sampling Technique ........................................................................................................ 47

Sample Size ..................................................................................................................... 48

Data Source .................................................................................................................... 49

Data Instrument .............................................................................................................. 50

Validity and Reliability of Instruments ........................................................................... 52

Data Collection Procedure ............................................................................................. 52

Data Analysis ................................................................................................................. 54

Study area ....................................................................................................................... 55

3.9. Limitation of the work ..................................................................................................... 55

3.10. Ethical Issues .................................................................................................................. 56

CHAPTER FOUR ......................................................................................................................... 58

PRESENTATION AND ANALYSIS OF DATA ........................................................................ 58

4.1. Introduction .................................................................................................................... 58

4.2. Preliminary Analysis ...................................................................................................... 58

4.2.1. Normality Test ................................................................................................................. 60

4.2.2. Reliability Test ................................................................................................................ 61

4.2.3. Demographic of the Respondents .................................................................................... 62


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4.2.4. Correlation ....................................................................................................................... 65

4.3. Addressing Research questions ...................................................................................... 66

4.3.1. RQ1: What is the state of teachers’ motivation and teacher job performance ................ 66

in La-Nkwantanang? ..................................................................................................................... 66

4.3.2. RQ2: What is the effect of motivation on teachers on their job performance? ............... 72

4.3.3. RQ 3: Is there a difference between teacher’s motivation across public and private

school? ............................................................................................................................. 74

4.3.4. RQ 4: Is there a difference between teacher’s performance due to school type (public

and private school)? ......................................................................................................... 74

CHAPTER FIVE .......................................................................................................................... 76

DISCUSSIONS OF FINDINGS ................................................................................................... 76

5.1. Introduction .................................................................................................................... 76

5.2. Discussion of Findings ................................................................................................... 76

5.3. The state of motivation and performance of teachers in La-Nkwantanang .................... 76

5.3.1. The effect of teacher motivation on their job performance ............................................. 77

5.3.2. Difference between Teacher’s motivation and Teacher job performance due school

type (Public and Private school). ..................................................................................... 79

CHAPTER SIX ............................................................................................................................. 81

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ......................... 81

6.0. Introduction .................................................................................................................... 81

6.1. Summary of Findings ............................................................................................................. 81

6.2. Conclusion ...................................................................................................................... 82

6.3. Recommendations .......................................................................................................... 82

6.4. Further Area of Studies .................................................................................................. 84

REFERENCES ............................................................................................................................. 85

APPENDIX 1 ................................................................................................................................ 93

APPENDIX 2 .................................................................................................................................. 1


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LIST OF FIGURES

Figure 1: Conceptual Framework ................................................................................................. 39


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LIST OF TABLES

Table 1: Type of Schools and Number of Teachers Used ............................................................ 48

Table 2: Tests of Normality .......................................................................................................... 60

Table 3: First Reliability Analysis Test of All Variables ............................................................. 61

Table 4: Second Reliability Analysis Test of All Variables ......................................................... 62

Table 5: School Types and Sex of Respondents ........................................................................... 62

Table 6: Age of Respondents ........................................................................................................ 63

Table 7: Educational Status .......................................................................................................... 63

Table 8: Marital Status .................................................................................................................. 64

Table 9: The Professional Rank .................................................................................................... 64

Table 10: Teaching Experience .................................................................................................... 65

Table 11: Correlational Matrix of Study Variables ...................................................................... 65

Table 12: Descriptive of Extrinsic Motivational Factors .............................................................. 66

Table 13: Descriptive of Intrinsic Motivational Factors ............................................................... 68

Table 14: Descriptive of TJP Dimension-Teaching Skills ........................................................... 69

Table 15: Descriptive of TJP Dimension-Management Skills ..................................................... 69

Table 16: Descriptive of TJP Dimension-Discipline and Regularity ........................................... 70

Table 17: Descriptive of TJP Dimension-Interpersonal Relations ............................................... 70

Table 18: Descriptive of TJP Dimensions .................................................................................... 71

Table 19: Regression between Teacher Motivation and Teacher Job Performance ..................... 72

Table 20: Regression between Teacher Motivation and Teacher Job Performance ..................... 73

Table 21: Independent Sample T-test of Motivation and School Types ...................................... 74

Table 22: Independent Sample T-test of Teacher Job Performance and School Types ............... 75


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LIST OF ABBREVIATIONS

BECE : Basic Education Certificate Examination

CVI : Content Validity Index

EI : Executive Instrument

GES : Ghana Education Service

GNAT : Ghana National Association of Teachers

GPRS : Ghana Poverty Reduction Strategy

IM : Intrinsic Motivation

LICs : Low Income Countries

MEO : Municipal Education Office

MMDA : Ministries Municipalities Departments and Agencies

NAGRAT : National Association of Graduate Teachers

RQ : Research Question

SMC : School Management Committee

SPSS : Statistical Package for Social Science

TCLP : Tennessee Career Ladder Program

TJPSQ : Teacher Job Performance Self rating question


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TJP : Teacher Job Performance

TJPQ : Teacher Job Performance Questionnaire

TLM : Teaching and Learning Material

UMaT : University of Mines and Technology


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ABSTRACT

Teachers in Ghana have expressed a lot of discontent about the absence of human resource

development, poor working conditions, poor compensation and poor human relations in schools.

This has caused high teacher turnover tied with poor grades in Junior High Schools owing to lack

of dedication towards work. The work focused on motivation of teachers on their job

performance in La- Nkwantanang Madina Education Directorate. The objective of the study was

to find the effect of motivation on job performance of teachers. A sample of 110 teachers was

drawn from some selected basic schools in La-Nkwantanang Madina Education Directorate in

Greater Accra. It was found that teachers were generally demotivated. Again, the study found

teacher motivation to have a significant effect on job performance of teachers. Lastly, the study

found difference in both teacher motivation and job performance of teachers due to school type.

In order to improve teacher motivation and performance at work, the study recommended among

others; such as increased salaries, provision of accommodation to teachers, strengthening of

supervision and instituting awards for good performance.


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CHAPTER ONE

INTRODUCTION

Background of the study

Nduom, P.K. (2012) iterates that the Ghanaian Educational System lacks the quality it

deserves because there are many schools who cannot boast of decent teaching and

learning environment. There is enormous pressure on facilities as many teachers and

pupils compete for limited classroom spaces. Library facilities are hardly found in many

of our basic schools which does not allow for better teaching and learning. The poor

performance of pupils is characterized by inadequate teacher motivation, low

remuneration and poor condition of service.

Teachers are the pillar of an educational system. The attainment and failure of

educational activities depends highly on their performance. Teachers’ decision and

behaviors are likely to influence the well-being and prospect of a nation including the

lives of the country’s next generation (Keshwar, 2013). Motivation is essential as high

motivation improves output which is in the interest of all educational schemes. This

classifies why states and establishments have become interested in motivation which

leads to job satisfaction of their workforce with the view to maintain, retain and utilize

them to the best of their talent (Seniwoliba, 2013). Motivation is seen as the most

important among these factors and the most difficult to manage (Hafiza et al, 2011).


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Ampofo (2012) reiterated that motivation enhances employee satisfaction and describes

how content people are with their work.

Performance may be defined as the ability to join skillfully the right behavior towards the

attainment of organizational goals (Ammin, 2013).

Seniwoliba (2013), the Ministry of Education demands a very high measure of loyalty,

dedication, patriotism, hard work, and commitment from its teachers. Similarly, the role

and contexts of motivational methods cannot be overemphasized because high motivation

heightens performance which is in the interest of all educational system.

Education in Ghana is categorized into three stages: Basic Education (Kindergarten,

Primary school, and Junior High School), Secondary Education (Senior High School,

Technical and Vocational education) and Tertiary Education (Universities, Polytechnics

and Colleges). In Ghana, education is mandatory to all children between the ages of four

and fifteen years (basic education).

For any education system to flourish and achieve its goals the role of teachers have to be

paramount. This is because teaching is a mass occupation, which account for one-half to

two-thirds of public sector employment in most developing countries (Bennell, 2004).

Chisato (2010) posited that mere enthusiasm and good intentions may not be enough to

improve the quality of education; therefore the relevance of motivation and job

performance is very crucial to the long-term growth of any educational system around the

world.

Studies on teacher motivation in education have discovered different factors that motivate

and demotivate teachers, the impact of teacher motivation on their teaching, the

relationship between teacher motivation and pupil motivation, the means by which


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teacher motivation can be increased in various working scenarios (Addison & Brundrett,

2008; Dinha & Scott, 2000; Pelletiar, Levesque, & Legault, 2002; RotH, Assor, Maymon,

& Kaplan, 2007; Smither& Robinson, 2003).

The magnitude with which teachers are able to motivate their pupils depends on how

motivated teachers themselves are (Atkinson, 2000; Bernaus, Wilson, & Gardner, 2009;

Guilloteaux & Dörnyei, 2008). It is in view of these reasons that teachers are to be

perceived as skilled workers rather than a "cheap" labor to achieve educational

objectives.

Statement of the Problem

Motivation has been a major problem with organizations, institutions and their employees

in time past. Motivation places human resource into action. It is through motivation that

the human resources can be employed to the fullest. It increases level of competence of

personnel and leads to accomplishment of organizational objectives and thereby building

relationship among workers (Ampofo, 2012)

Job performance hinges on the skills and environment as well as motivation. Deficit of

any one of these areas harms performance.

Ampofo (2012), teachers in Ghana have articulated a lot of discontent about the absence

of human resource development, poor working conditions, poor compensation and poor

human relations in schools. This has caused high teacher turnover tied with poor grades

in primary schools owing to lack of dedication towards work. Some recently recruited

teachers last at post for just one year. The condition of service seems to fall short and

teachers’ anticipation results in resignations, non-resumption of duty after study leave


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and vacation of post. The general mood of those remaining is not hopeful as they show

other forms of withdrawal syndrome such as absenteeism, lateness and passive job

conduct. Unfortunately, despite the significance and complexity of this subject,

inadequate literature has been published on them (William, 2011).

Salifu and Seyram (2013) observed that quality teaching has become the focus of many

education systems including that of Ghana, and yet little attention has been given to

teacher motivation that could ensure quality teaching and improved learning outcomes.

It was in light of the above that the research sought to ascertain the true picture of the

state of motivation of teachers, investigate the relationship between teacher motivation on

job performance in public basic schools using the La-Nkwantanang Madina Education

Directorate as a study area.

Research Objectives

The main objective of the study was to examine the effect of teacher motivation on job

performance.

1.3.1 The specific objectives

1. To assess the state of teachers’ motivation on teacher job performance in La-

Nkwantanang Madina municipality.

2. To assess the effect of teacher’s motivation on their job performance.

3. To assess teacher’s motivation on school type (public and private school).

4. To assess teacher’s performance on school type (public and private school).


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Research Questions

1. What is the state of teachers’ motivation on teacher job performance in La-

Nkwantanang Madina municipality?

2. What is the effect of teacher’s motivation on their job performance?

3. Is there a difference between teacher’s motivation on school type (public and private

school)?

4. Is there a difference between teacher’s performance on school type (public and

private school)?

Significance of Study

Motivation of individuals or groups is essential in any human endeavor. Teacher

motivation is no exception in this direction as it ends to encourage them to work hard.

This is based on humanitarian and democratic ideas, and its value are based on respect for

the quality, worth, and dignity of all people. Its practice is focused on meeting human

needs and developing human potential. Among others, it is envisaged that the study will

be of great significance for a number of reasons. First and foremost, the result and

recommendation from the study will help the La-Nkwantanang Madina Education

Directorate realize what they can do to help their teachers to be better prepared to meet

the state’s mandate without having them feel overwhelmed, therefore increasing teacher

motivation and improving pupils’ performance.

The study will serve as a tool to influence and enrich government policies on the

treatment of not only teachers, but also the other workers in the civil and public services

through contribution of ideas, alterative solutions, and best practices in employee


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management. Also, the findings will extend to the frontiers of knowledge in the academic

field specifically, employee management where students and future researchers will make

reference to this more to further and strengthen their findings. Furthermore, the study

seeks to add to existing knowledge and skills to help managers and administrators

identify motivational strategies that boost teachers’ morale to perform. Additionally, the

study is undertaken with the explicit objective of enabling the researcher to obtain Master

of Philosophy in Public Administration in the University of Ghana.

Scope of the study

The study was carried out in the La-Nkwantanang Madina Education Directorate. The

rationale for selecting this directorate was to investigate whether performance exhibited

by teachers was due to the motivational packages and satisfactions they received on their

job or not.

Organization of the Study

This thesis is organized into six chapters. Chapter One presented background to the study

which entails the statement of the problem, objectives of the study; the research

questions, the statement of hypothesis, the significance of the study and the scope of the

study. The Second Chapter deals with the review of literature. It also covered a review of

theoretical and empirical literature pertaining to the topic. In addition, it also deals with

the theories that explained motivation and teacher retention as well as performance on the

job. Chapter Three focused on methodology of the study. It covered the population, the

sampling size, the sampling method, the research instruments used for collecting relevant

data and the limitation that was encountered in collection of data. The Forth Chapter


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discussed the results, presentation and analysis of the data obtained from the field.

Chapter five was based on the discussions of findings of data obtained from the field.

Chapter Six Summarizes findings and presents conclusion and recommendations.


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CHAPTER TWO

LITERATUREREVIEW

Introduction

The motivational theories which have been summarised in this study entails McGregor’s

Theory X and Theory Y, Maslow’s hierarchy of needs theory, Herzberg’s two-factor

theory, and McClelland's Acquired Needs Theory. Then this chapter is concluded with

the review of some related studies and researches carried out by other researchers.

Theoretical Literature

2.2.1. Concept and Overview of Motivation

According to Reiss (2014) motivation means a feeling of enthusiasm, interest or

commitment that makes somebody want to work, a reason for doing something or

behaving in a certain way. Psychologically, it means the forces determining behaviour,

the biological, emotional, cognitive or social forces that activate and direct behaviour.

Robinson (2012) motivation is the force that energizes behaviour, gives direction to

behaviour and underlines the propensity for perseverance.

Theories of Motivation on Learning Outcome

Psychologists have argued that all behaviours are motivated. There are reasons why

people do the things they do and that behaviour is oriented towards the achievement of

certain goals and objectives. That is why Freud (2010) and other psychologists like

Taylor (2000) generally agreed that man is motivated by the desire to satisfy a number of


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needs. This is true because there is no hesitation that teachers whose financial needs are

not satisfied will be psychologically and socially demoralized in their working attitude

and this is of enormous effect to the performance of such teachers. When teachers

salaries and allowances are paid on time, this will reduce the number of teachers

absenteeism which is rampant in primary schools. Some teachers report to school only to

register in the attendance book and moves out in pursuit of other businesses which will

earn them additional money to make both ends meet since the salary is meagre. This

attitude makes the pupils to go home after a whole day with nothing done or either one or

two subjects for a day. This limits the morale of pupils towards learning.

2.3.1. Maslow’s Theory of Motivation

Maslow (1954) came up with the theory of hierarchy of needs. This is grounded on

clinical supervision and logic. In this theory of motivation, he emphasised that

individuals are motivated to fulfil several different kinds of needs, which are more

essential than others. Maslow argued that a satisfied need does not ensure behaviour but

unsatisfied need. This means that the teacher’s behaviour in the classroom is as a result of

his needs. In other words, his needs stimulate his behaviour in the classroom in no small

measure.

Locke et al. (2002), in order to motivate someone, you need to understand what level of

the hierarchy that person is and focus on satisfying those needs above that level.

2.3.2. Victor Vroom’s Theory of Motivation

Victor V. (1964), in his own contributions advanced the expectancy valence theory. He

stated that if an employee believes that efficient work will lead to salary increase, he will


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intensify his effort and work hard. The theory recognizes that peoples moral are boosted

only when their reasonable expectation will lead to a desired goal. Victor Vroom called

this “Expectance theory” which emphasises performance and outcome. Motivation is a

function of the expectancy in attaining a certain outcome in performing a certain act

multiplied by the value of the outcome for the performance.

Expectancy theory has two outcomes. First, outcome that are highly valued, and have

high expectations of being realized will direct a person to make a greater effort in his

taste. Secondly, outcome with high expectations, which are less highly valued or even

dislike will reduce the effort expected. The implication of this theory is that an

administration should take cognizance of the relationship of the first and second

outcomes and use them to motivate his subordinates.

McGregor Theory of Motivation

Another human relation theorist McGregor (1984) in his work “the human side of

enterprise”, progress to belief about human behaviour that could be held by different

managers. He sees two sets of postulation made by managers about their employees. First

is what he calls theory which views man on the following set of principle: Average

human beings have an inherent dislike of work and will avoid it if possible. Due to these

human characteristics of dislike of work, most people must be coerced, controlled,

directed and threatened with punishment to get them to put forth suitable effort towards

the improvement of the organization objectives. The average human being prefers to be

diverted, wishes to avoid obligation, has relatively little determination and wants security

above all. The holders of this vie believe that motivation of workers can be attained

through authority and fear and that employees have to be closely monitored if good result


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are to be obtained. The theory X set of assumptions about human behaviour postulates

that people act to realise basic needs, and therefore do not voluntarily contribute to

organisational aims. When these sets are the expected employee characteristics, managers

believe that their task is to direct and modify human behaviour to fit the needs of the

organization. Managers must persuade, reward, punish, and control those who do not

naturally strive to learn and grow. By contrast, a Theory Y view of human behaviour sees

people as motivated by higher order growth needs. According to Theory Y,

management’s task is to enable people to act on these needs and grow in their jobs.

Management’s essential task is to structure the work environment so that people can best

achieve their higher order personal goals by accomplishing organizational objectives.

Ampofo, P. (2012), managers are to enforce supervision and monitoring as well as serene

atmosphere to enable employees to perform better in their work places after they have

been motivated. Robinson, (2014), education system should redouble her efforts to

provide an enabling environment for teachers to improve their performance.

Herzberg’s Theory of Motivation

According to Herzberg,( 1957) there are certain extrinsic factors which by their presence

do not increase workers satisfaction on the job, but their absence may lead to job

dissatisfaction and lower productivity among employees. Such extrinsic job conditions

were environmental factors over which the employee has less influence. They include

payment, interpersonal relations, organizational policy and administration, supervision

and working conditions. These he called hygiene factors or dissatisfies. The implication

of this factor is that it does not only rely on extrinsic rewards for motivating employees


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for higher production but also incorporates in the job itself those elements that could help

motivate employees. Herzberg’s theory has made major contributions in focusing

attention on jobs redesign for the purpose of making the work more intrinsically

satisfying. Hence, Herzberg’s theory has been found to be applicable in the field of

education in the following ways: Motivation is related to leadership, for good leadership

sets an example, provides guidance, encouragement and instructions. This can be one of

the greatest motivational strategies of all primary schools, which effective principals will

use to motivate staff and pupils. Another feature of motivation of teachers is that if

teachers are properly motivated, this can change an otherwise mediocre group into a

highly productive team. Good motivation of teachers is definitely related to morale. In a

large organization, high moral is difficult to attain and motivation of teachers is a prime

factor in achieving it.

2.3.5.1. Intrinsic Motivation

According to Ryan and Deci (2000) intrinsic motivation is the performance of an activity

for its inherent satisfaction rather than for some separable consequence. When people are

intrinsically motivated, they engage in activities that interest them willingly, with a full

sense of volition and without the necessity of material rewards or constraints (Deci et al.,

2000). People who are intrinsically motivated feel that they are doing an activity because

they have chosen to do so voluntarily and because the activity represents a challenge to

their existing abilities and require them to use their creative capabilities. This kind of

motivation is considered to be highly self-determined in the sense that the reason for

doing the activity is linked solely to the individual’s positive feelings while performing

the task (Noels et al., 1999). Deci and Ryan (2000) suggest that social environments can


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enhance intrinsic motivation by supporting people's innate psychological needs. Strong

links between intrinsic motivation and satisfaction of the needs for autonomy and

competence have been clearly demonstrated, and some work suggests that satisfaction of

the need for relatedness, at least in a distal sense, may also be important for intrinsic

motivation.

2.3.5.2. Common intrinsic motivational factors

1. According to Curless (2010), one’s teaching philosophy can and does affect the

teaching-learning process. In order to deal with complex role demands in the routine of

teaching, one has to understand styles of pupils learning in a new educational paradigm

that has been constructed, refined, adjusted, and repaired. While finding solutions to these

difficulties, teachers should understand their own needs and the opportunities available in

teaching, and should desire to participate in the pedagogical processes of pupils’

education within the school environment (Petress, 2003).

A teacher’s academic role needs to be improved and transformed into the effective

achievement of educational objectives. Carter (2013) stresses the importance of

“academic content knowledge” in this complex process.

According to her, the subject matter has to be taught via curricular activities that are

significant in terms of teacher motivational strategies. Borko and Putnam (2006) noted

that a teacher’s attainment of academic content knowledge is based on his or her personal

beliefs. According to Bandura (2012) and Gülen (2010, 2011), greatest human behavior

is learned observationally through demonstrating, so teachers are naturally role models,

and this role modelling helps organize pupils for the future. Teachers are leaders in the


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classroom, and their leadership should contribute positively to pupils performance and to

the general atmosphere at school. As leaders in the classroom, teachers need to be

visionary and exemplary, and to serve as examples. They should strictly avoid harming

anyone, and use all their strength, energy and abilities for the good of their pupils . Lee

and Stevenson (2007) observed that pupils compliance is an essential class management

issue and is positively associated with academic performance.

According to Baumrid (2001), there are four types of teacher classroom management

styles: the authoritative style, the authoritarian style, the permissive style and the

indulgent style.

The authoritative style is characterized by behavioral principles, high expectations of

appropriate behavior, clear statements about why certain behaviors are acceptable and

others unacceptable, and warm student-teacher relationships. The authoritarian style

tends to be characterized by numerous behavioral regulations. It is often seen as punitive

and restrictive, and gives pupils’ neither a say in their management nor the courtesy of an

explanation when appropriate; the teacher’s character is sometimes perceived as cold,

even punishing. The liberal style is characterized by a lack of involvement. The

environment is non-punitive, there are few demands on pupils’, and there is a lot of

freedom. The indulgent style presents an environment where there are no demands on the

student of any sort, and the pupils’ are actively supported in their efforts to seek their

own ends using any reasonable means (Baumrind, 2001).

2. If teachers have recognised the necessary trust and bonds with the school

management and have recognized proper channels to communicate and receive proper


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feedback, this will not only improve their professional skills but also encourage the

healthy development of their personalities (Kegan, 2002). Teachers need to be stimulated

to talk about new ways of looking at their own development. Throughout their careers,

they meet and respond to changing demands, conditions or educational paradigms.

In this regard, Kegan (2002) posits that there are practical models of adult developmental

stages that render the development of teachers as educators more coherent. Individuals,

including teachers, may occasionally have difficulty communicating with others, or

receiving due recognition and acceptance. Therefore, they need to be supported in their

personal and professional career, which, of course, positively affects motivation and

classroom effectiveness

2.3.5.3 Extrinsic Motivation

Although intrinsic motivation is clearly an important type of motivation, most of the

activities people do are not intrinsically motivated (Deci & Ryan, 2000). Indeed, many

activities in work administrations are not encouraging and the use of strategies such as

participation to enhance intrinsic motivation is not always viable (Gagne & Deci, 2005).

Extrinsic motivation, in contrast to intrinsic motivation, needs an instrumentality between

the activity and some independent consequences such as tangible or verbal rewards, so

satisfaction comes not from the activity itself but rather from the extrinsic consequences

to which the activity leads (Deci et al., 1991; Ryan & Connell, 1989). That is, the

behaviour is not performed for its own sake, but instead to receive a reward or to avoid

some penalty once the behaviour has ended (Pelletier et al., 2007).


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Initial conceptualizations viewed intrinsic and extrinsic motivation as being invariantly

antagonistic. Intrinsic motivation was considered self-determined, whereas extrinsic

motivation was thought to reflect a lack of self-determination. However, later research

has indicated that extrinsic motivation does not necessarily undermine intrinsic

motivation and that it may even enhance it, implying that extrinsic motivation is

invariantly controlled. These findings resulted in a more refined analysis of extrinsic

motivation (Vansteenkiste et al., 2006; Pelletier et al., 1997). Deci and Ryan (2000)

introduced a second sub theory, called organismic integration theory, to detail the

different forms of extrinsic motivation and the contextual factors that either promote or

hinder internalization and integration of the regulation for these behaviours. Specifically,

various types of extrinsic motivation were distinguished that differ in their degree of

autonomy or self-determination, depending on the extent to which people have been

successful in internalizing the initially external regulation of the behaviour

(Vansteenkiste et al., 2006).

2.3.5.4. Common extrinsic motivational factors

1. School environment: Teachers are part of the school society and bear the

responsibility of encouraging safety in the school environment. It is well known that

positive teacher behaviors, such as good lesson preparation and presentation, warmth,

patience and confidence, generally lead to safe schools (Independent Project Trust, 1999).

Clement et al. (2004) explained that a good classroom atmosphere promotes pupil

involvement, enhances learning activities and self-confidence, and moderates anxiety. As

emphasized in Bandura’s social learning theory (2001), through social interaction and the


17

maintenance of a role-model status, teachers can enhance the learning environment.

Seeing themselves as change factors in their schools enables teachers to provide safe

learning environments. Linda Darling Hammond from Stanford University explains that

we need to create classrooms that are more personalized, with teachers working in teams

with pupils’ in a supportive nurturing environment (Alliance for Excellent Education,

2008).

According to Tschannen-Moran and Barr (2004), individual teachers make a difference in

pupils achievement, but the collective efforts of teachers also have a positive influence on

pupils. Tapola and Niemivirta (2008) examined 208 graders, looking at pupils goal

profiles, motivation, and pupils preferences. They found that pupils’ achievement and

motivation depend upon the classroom environment. Gülen (2006) argues that school is

about much more than effectively teaching people during a particular phase of their lives.

It provides pupils’ many possibilities for interacting with others. Whatever pupils’ learn

in school affects them for the rest of their lives in positive or negative ways. School

buildings reflect the importance attached to education. They are part of a community’s

permanent infrastructure and also belong to future generations. Educating children is seen

as a primarily public function. It is everyone’s right to be informed by, to participate in

and to benefit from the provision of a satisfying public education.

Society is pleased to teach and, ideally, offer learning facilities and supportive resources

when needed. With this in mind, teachers’ attendance at a workshop or conference that is

held at a facility with superior resources could be an eye-opening experience, and it

might instigate them to organize and manage new resources and facilities. According to


18

Buckley, Schneider and Shang (2004), the quality of school buildings can affect teachers’

confidence and ability to teach, and their very health and safety. According to

Gülen,(2004), such properly working and inspiring environment both affect teacher

performance and motivation positively, and support pupils learning (Aslandogan &

Cetin, 2007). Gülen (2004a) says that teachers are the front-line educators and need to be

asked their views and insights about their working conditions. The forums and facilities

in which they will air their opinions, share their professional experiences, and explore

innovative ideas ought to be relaxed and comfortable and not threatening. Successful

completion of any project or program can build respect, support and relationships

between a pupil and teacher in a school environment (Brady, 2005). For example, in

short-term projects, teachers and pupils’ can take extra roles and responsibility, and

community-based facilities and committees can become involved. This may reduce the

cost of the projects and motivate teachers, pupils and to a certain extent, the entire school

community. The projects also may provide ways for teachers and pupils to become more

familiar with the organization, design, condition, and utilization of the building or

facilities. Having different programs and activities might shed light on vital ideas and

events and enable teachers and pupils to understand their natural and human

environment.

2. Stress vs. tolerance at workplace: The more teachers are motivated to teach, the more

pupils will learn and be successful. According to Brophy and Good (2008), teachers

enthusiasm is one of the core qualities in their effective teaching and instructional

behaviors. This positive relationship highlights the importance of enthusiasm as a

characteristic of effective teachers (Watt & Richardson, 2008). The other factor that


19

lessens the level of stress in education is humor. Without a rich sense of humor, teaching

or learning may not be very enjoyable. It has also been established that an increased

stress level cause a rise in blood pressure, which in turn lessens success in cognitive

tasks, persuades feelings of helplessness, and makes it difficult to concentrate (Simon,

2009). Jepson and Forrest (2006) add that if teachers have high potentials of themselves,

they may experience heightened stress and disappointment. The situation has become

serious in Germany. As a result of stress-related conditions enormous numbers of

teachers are taking disability leave or early retirement (Weber, 2004). According to

Larchick and Chance’s (2008) study of 400 middle school teachers from 102 school

districts, there are four exceptionally high-stress factors that teachers admit carrying into

their classrooms: money management, health, relationships and care-giving. As a result

of personal problems, teachers often miss deadlines and refer more pupils’ to the

principal for disciplinary reasons. In the same study, teachers rated their principal’s

willingness to help them cope with intense personal problems that interfered with their

work (Larchick & Chance, 2010). Tolerance opens the doors to dialogue, and dialogue

helps people to learn about each other. Gülen (2014) defines tolerance as being

influenced by others and joining them; it means accepting others as they are and knowing

how to get along with them” (p. 37). He sees tolerance as a kind of empathy and positive

thinking and as a method for achieving coexistence with others. Tolerance is, therefore,

being able to live with others while maintaining one’s identity. In fact, such respectful

tolerance, mutual understanding and reciprocal respect positively affect the atmosphere in

the classroom and the school. When pupils’ conduct themselves respectfully and

harmoniously, this eases the teachers’ duty with respect to discipline and control.


20

3. Financial incentives: In 2006, Figlio and Kenny surveyed school personnel practices

in 502 schools across the country. They found that teacher salary incentives are

associated with higher levels of pupils performance (Figlio & Kenny, 2006). According

to their findings, teachers need to be in a position to meet their financial obligations.

Discrepancies in teachers’ salaries certainly influence their motivation, classroom

activities and effectiveness. Also, teachers with high salaries may feel more respected.

Results of the research carried out by Tutor (2010) with the Tennessee Career Ladder

Program (TCLP) clearly indicated that salary is one of the most influential factors that

motivate teachers. The survey asked classroom teachers, “To what extent did salary

influence your decision to participate in the TCLP program?” Teachers responded to

these questions and they were ranking items by influence, and salary came in as one of

the four highest-ranked items.

Eberts, Hollenbeck and Stone’s (2002) case study of the implementation of a merit-pay

system in a specific high school suggests that incentives do “work.” The merit-pay

system is directly targeted at pupils’ retention, as defined by a measure understood and

agreed upon by both teachers and administrators. Therefore, their results suggest that pay

for performance incentives can motivate agents to produce outcomes that are directly

rewarded.

The ethics of teaching oblige teachers to gain pupils’ respect and to protect their own and

their pupils’ dignity. Any positive act by a teacher has the possibility to produce a

positive outcome or positive feedback from pupils (Wong & Waring, 2009).


21

It is useful here to remember a very simple principle from daily life: treat people as you

wish to be treated, or simply “what goes around comes around” (Weingardt, 2009).

Teachers ought to exert extra care not to place pupils in a negative light or in an

embarrassing situation among others, especially among their peers. Teachers are not to

promote wrong acts, attitudes, and responses. It is obvious that an embarrassed,

intimidated, or inhibited student will not wish to participate in any activities or

interactions. In other words, the consequences of unethical acts can directly affect

motivation.

This is not only a personal loss but also a collective loss in terms of society. Caroll (2007)

compared Kant and Gülen (2000) works and indicated that both take human value and

dignity as the basis for defining legitimate and illegitimate behaviors toward others in

society. Within a classroom, which is a microcosm of larger society, teachers need to act

sensitively to all people, since they are the role model, even if a pupil gives a wrong

response to a request or question. In any awkward situation, teachers should respond in a

way that does not cause humiliation. The response to a wrong must be right. When

witnessing a pupil doing something wrong or exhibiting a bad habit, teachers should

sensitively raise awareness about such wrong or bad habits, and warn all in general,

rather than warning that particular individual directly. It is expected and hoped that the

particular student will draw the moral from the general warning (Gülen, 2011). In short,

protecting pupils self-esteem, personal honour and dignity is part of the responsibility of

the teacher and the ethics of teaching. Doing so creates a positive relationship between

the teacher and the pupils and provides a successful teaching experience for the teacher.

Also, what make for excellent and caring teachers are their sensibilities, such as love,


22

engaging with intellectual work, the hope of changing pupils lives and a belief in equal

rights (Nieto, 2003).

Importance of Motivation

Motivation is simply the cause of why human behave. To further stress on the meaning of

motivation, Monday Holmes and Flippo (2010), see motivation as a process of

stimulating an individual to take decision and action in order to achieve a specific desired

goal. Morgan, King and Robinson (2014) defined motivation as a state, which individual

derives behaviour towards some specific goals. Furthermore, Herzberg (2008) was not far

from the perception of motivation from the above view as he defined motivation as the

psychological process that arouse, direct and maintain behaviour towards a goal. Hence,

going by the definitions of motivation as mentioned above, one can simply conclude that

efficiency, good performance and high productivity is a direct function of adequate

motivation on the part of workers in an organization. And when workers were properly

motivated, leading to efficiency, good performance and high productivity, the implication

of this is sudden and sustained rise in national growth and development and invariably

the general improvement in the welfare of the citizens. That is why Mayor (2013) studies

the work habits of the employees at the Hawttone Western plane in the 1920’s as

recorded by Pugh (1990), and discovered that efficiency in the production process and

increased output were being realized when employees were being motivated and the

reverse is the case when they were not motivated.


23

However, in the field of education, the role of motivation cannot be over emphasized.

That is to say that motivation plays a very significant role in attaining the overall

educational aims and objectives through teaching and learning process.

To further buttress this argument, Ormond (2003) sees motivation as a direct behaviour

towards attaining a particular goal. Bandura (2007) stated that the use of model to

motivate pupils’ is recommended. Huffman (2011) sees motivation as a goal directed

behaviour. Steers and Porter (2013) viewed motivation as concerned with how human

beings are energized, sustained, directed, stopped and the type of subjective reaction

presents in the individual whole as all these processes are taking place. Ugwu (2007)

reiterated that behaviour has an origin, which terminates when the goal of an individual is

achieved. Ekong (2010) emphatically stated that “to achieve effective performance in the

teaching learning process, the teachers as well as the pupils’ must be motivated”. The

reasons behind this are outlined below:

In the classroom, motivation helps to increase efficiency and adequacy of behaviour. For

instance, a motivated child would attend his classroom with zeal and interest. Such a

pupil will always be in school, and carry out the necessary assignment. Motivation of

teachers on the other hand is seen to be working tirelessly in the schools. They prepare

their lesson notes as and when due, teaches pupils, gives assignments, conduct tests,

exams, marks, and records them appropriate. Hence, Herzberg (1978) stated that if

teachers are properly motivated, this can change an otherwise mediocre group into a

highly productive team. Equally, motivation brings about the use of good teaching

methods in the classroom. This is because; a motivated teacher presents his subjects


24

matter in a variety of ways thereby bringing originality in his teaching. Example, the use

of teaching learning materials, various illustrations, concrete objects which make the

lesson more interesting, effective and realistic. Motivation also brings competition and

increases learning efficiency on the part of the learners. For instance, if the teacher uses

positive reinforcement to reward pupils’ who answers questions correctly, or who

performs highly in tests or examinations, other pupils’ who did not perform well will be

challenged and hence encouraged to study harder which brings about competition in such

classroom.

Motivational Strategies for Teachers

Studies on motivational strategies on teachers have shown that teachers by some kind of

incentives are recognized as being effective. Incentives are often given in the form of

money, that is money can be seen as part of the reward system designed to reinforce

behaviour and therefore to motivate people to work towards the achievement of goals and

those of the organization. The recognition of the goals and objectives of any

establishment largely depends on how the workers perceive and react to their jobs. This

attitude control teachers output. Without motivation, teacher performance would be

highly hindered. The level of motivation of workers will determine the teachers’ response

to the organizational rules, responsibilities and opportunities. Smith (2013)

conceptualized the economic basis of human motivation. He believes that people work

primarily for money and they are motivated to do only that which provide them with the

greatest rewards.


25

Apart from the monetary reward as a motivating factor, according to Herberg (1978),

recognition, achievement, responsibility and the challenge of the work itself are vital

parts of the reward system that can be offered by the management, as positive motivation

irrespective of money. In the view of Seligman (2010), motivation is an inner feeling that

generates a desire to achieve bigger and better things. Mayo (2010) agrees with Seligman

(2010) when she said that productivity was directly connected to job satisfaction, which

was derived more from intrinsic factor such as recognition and sense of fulfilment than

from extrinsic factors such as pay and working conditions. According to Waitley D.

(2006), apathy and lack of effort are healthy reactions of normal people to an unhealthy

industrial situation. He was of the belief that people are naturally motivated to act

responsibly, and to be self-reliant and independent.

Moreover, Jenis et al (2005) investigated on the effects of persuasive communication

which attempts to motivate teachers to conform to a set of recommendations by

stimulating fear reactions. In this investigation, 200 sample pupils’ were exposed to three

varying degrees of fear appeals and the result showed that fear was successful in arousing

effective reaction which ascertained that workers perform their task. In educational

setting, for administrators to motivate the workers, is that they do these things which they

hope will satisfy these desire and convince the employee to act in a preferred manner. In

an organizational set up like a school, the motivational strategies are concerned with how

behaviour gets started. Motivational strategies for teachers as a study where it is applied

to staff to discover what prompt people to behave the way they do. Taylor (2011) stressed

on the psychological and sociological factors in making a teacher to do his or her job

better. For instance, in school, if the principal shows appreciation for a teacher’s


26

performance and say to him or her… “you are doing a very good job, thank you” this act

alone can make the teacher feel that his or her contribution is valued and therefore he or

she is encouraged to do even more. In this case, the teacher had been psychologically

motivated to continue his or her work as efficiently and effectively as possible.

Furthermore, if teacher’s hard work is being considered when giving promotion and other

benefits in the educational system, it will make teachers work effectively and efficiently.

An administrator who wants efficiency must provide maximum motivation among his

teachers and have keen appreciation of teachers’ behaviours.

Concept of Performance

One of the main duties of successful managers is to aid their employees increase job

performance on a continuous basis (Aguinis, 2012). Performance management is

therefore a continuous process which involves ‘identifying, measuring, and developing

the performance of individuals and teams and aligning performance with the strategic

goals of the organization. Individual performance is seen by (Aguinis, 2012) as the

building block of organizational success, and virtually all organizations internationally

have some type of performance management system. (Ohemeng, 2011) posits that

performance management has become an important aspect to enhance the efficiency,

effectiveness, and accountability of public organizations in the past 30 years. In view of

(Osmani, 2012), performance management as a process helps organizations to identify

their objectives, the necessary results to achieve these objectives, and the drivers that

enable them to achieve these goals. Again, performance management has its focus on

achieving the best results within the organization, department, team or individual level


27

through understanding or objectives, orienting efforts towards efficiency within a

framework of planned goals, standards and skills required. Simply, performance

management includes all activities that ensure the organization’s objectives are being

met effectively.

Employee Performance

Griffin (2005) explored that the performance of an individual is determined by three

factors i.e. motivation, work environment and ability to do work. Chandrasekar (2011)

examined that the workplace environment impacts on employee morale, productivity and

job performance both positively and negatively. If the work place environment is not

liked by the employees they get de-motivated and their performance also affected. Poorly

designed work timings, unsuitable authorities or duties, lack of appreciation, and lack of

personal decision making opportunity. People working in such environment are not

satisfied, they feel stress on themselves and it impacts on employee’s job performance. In

another research, Adeyemi (2010) investigated the relationship between the leadership

styles of principals and teacher’s job performance in secondary schools. He found that the

principals mostly used democratic leadership style in schools as compared to autocratic

style. It was the most commonly used leadership style by principals in the schools. His

study also determined that there is a direct relationship between leadership styles used by

Principals and teachers job performance. His study concluded that the performance of

teachers is better in those schools where principals are having autocratic leadership styles

as compared to those schools where Principals are having democratic style of leadership.

Thus the autocratic style is the best style of leadership that can improve the productivity


28

and performance of teachers in schools. He also recommended that the principals should

use both autocratic and democratic leadership styles in their schools from situation to

situation in order to improve teacher’s job performance. Like, in certain situations they

could apply autocratic style where it is applicable while in some situations they could use

the democratic style. Organization success can only be achieved by the satisfied and

motivated employees and good leadership (Malik, Danish, & Usman, 2010) Therefore, a

good leadership style is required to lead the teachers and to enhance their efficiency in

schools.

Teacher job performance

The performance of teacher is directly linked to process and product of education.

Therefore, the performance of teachers is emphatic for the improvement of education.

According to Okunola (2000) performance may be described as “an act of accomplishing

or executing a given task”. It could also be described as the ability to combine skilfully

the right behaviour towards the achievement of organizational goals and objectives

(Olaniyan, 2009). Obilade (2010) states that teachers job performance can be described as

“the duties performed by a teacher at a particular period in the school system in achieving

organizational goals. Okeniyi (2005) says that it could be described as “the ability of

teachers to combine relevant inputs for the enhancement of teaching and learning

processes”. Peretemode (2013) adds that job performance is determined by the worker’s

level of participation in the day to day running of organization. There are some factors

which contribute to teacher’s performance. Some of such factors are :

(i) Satisfying the learners through his teaching style and quality,


29

(ii) Apart from teaching, performance of other assignments as assigned by the Principal

and the department,

(iii) Management of class discipline, pupils’’ motivation and improvement of their

achievement,

(iv) Performance of his duties in a regular way,

(v) Interaction with pupils’, parents, colleagues and high officials.

Naugle (2000) puts forward that the goal of such assessment is the determination of the

presence and extent of learning among pupils’, for which teachers are held responsible.

Shymansky (1978) holds that the assessment of teachers’ performance is as important as

the assessment of pupils’. Describing the need and use of assessment of teachers’ job

performance, Murphy and Williams quote from Arvey (1998) that performance

emulation is subtle subject. It is mostly use to;

(i) Meet the basic needs of any organization,

(ii) Improve the work force and provide certain administrative functions,

(iii) Identify the strength and weaknesses of individual employees,

(iv) Develop and evaluate human resources system, and

(v) Harder (1989) adds that performance evaluation is also used to reward past

performance and justify increments.

According to Nhundu (2009), teachers performance is assessed for monitoring and

evaluation purposes. However, in education sector there is great apprehension for the

matters like who should be evaluated. Discussing the purpose of assessing teachers’

performance, Tan (2008) identifies the following purposes;


30

(i) Teachers performance is conducted for making decisions for permanency or

promotion of teacher,

(ii) Collection of information about the strengths and weaknesses of teachers, so as to

improve their capacity and the conditions of school.

(iii) Through collection of data, one can find out a clear picture of the condition of

education, and

(iv) Finally, it determines the standards of an institution to meet future challenges.

Problems Affecting Teaching Performance

There are many factors which affect the teaching performance in our educational system

and hence include the following: Inadequate provision of facilities in schools for effective

learning process. Osanyande (2008) observed that the school environment is no longer

what it used to be. He further observed that dilapidated school infrastructures and

instructional materials in the schools have changed the school environment. Ojernido

(2012) opined that teachers are ill-equipped to teach the sciences coupled with the

chronic problem of lack of motivation.

The school just like any other organization needs money. Not just money but sufficient

amount in orders to carry out their duties effectively. Since there is insufficiency in the

provision of fund needed by the school administrators to operate the school, it will hinder

the activities carried out in the classroom. The school needs money for putting up

classrooms, offices etc. purchasing of equipment and where the money is inadequately

provided, it becomes a hindrance for the school in the implementation of its programme.

Irregular payment of teacher’s salaries or lack of motivation to teachers is another


31

problem militating against teaching performance. That is, no motivation is given to

teachers in terms of promotion, seminars and workshops. Also, there is irregular payment

of their salaries as and when due. These affect the teaching performance and academic

performance of the pupils.

Administrative style of the head teachers effect teaching performance to a large extent.

Hence, the administrative style of head teachers should be democratic, empathy,

consultation and goal oriented. When the administrative style of the head teacher is very

poor, it leads to poor performance of the pupils in the school. As a result of this, it may

lead to low self-esteem. This in turn may lead to truancy and dropping out of the school

and will likely cripple the pupils future as Bowker and Klein (2011) noted.

The societal view of the teachers and the attitude of the society towards the education

system equally hinder the effectiveness of teaching performance in the classroom. The

societal view of the teachers are looked down upon which is not pleasant. Wale (2005),

said that he loved teaching, derived satisfaction from impacting knowledge to his pupil

but what repelled him out was classroom situation. Also, Awaribor (2008), stressed that

the best young people will be attracted to teaching as life line career if working

conditions of the teacher is comparable to those enjoyed by other professional groups.

The society do exhibit negative attitudes towards the school, by not showing interest in

what goes on in the school and do not care to contribute its own part to the development

of the school. They expect the government to do it all. Whenever the communities fail to

participate in the affairs of the school, such as financial support, any plan for expansion

in the school will not work out as expected.


32

Inadequate supervision in school system is another problem militating against teaching

performance in the school. Supervision is highly dispensable in the school if efficiency

and good quality is to be achieved. Ukeje (2012) defined supervision as the process of

over-seeing the performance of tasks assigned to an individual, a group or groups of

people, with the aim of directing, and controlling it’s execution to a successful outcome.

When there is inadequate supervision in the school, there will be a setback in the teaching

and learning process and hence, the poor performance of the pupils’. Nwaogu (2006),

opined that; supervision of instruction in the school entails the guiding and co-ordination

of the work of the teachers helping learning to be facilitated. Eze (2002), said that in

order to achieve possible best result, the school administrators should ensure adequate

supervision of the teachers so as to make sure that the various tasks assigned to them are

carried out effectively.

Lack of accurate and adequate statistics also hinders the effectiveness of school

administration. The administration sometimes overlook at proper record keeping as

regards to the resources they manage, both the teachers, pupils, equipment, finance etc.

Sometimes, the statistics are being either under-casted or over cast and this constrains

effective planning and implementation of the school plans in the attainment of the school

goals and objectives.

The Impact of Motivation on Student Performance

When there is proper motivation, it leads to good performance of pupils. Hence, the

impact of motivation on pupils academic performance cannot be over emphasized, which

are as follows: Motivation helps to direct and regulate the child’s behaviour. The


33

behaviour of such a pupil is always guided. The behavior is purposeful and persistent. For

instance, when a motivated child is given an assignment in the school, he puts every

effort to ensure that he gets the assignments correctly. Even when he fails the assignment,

he does not get discouraged but rather puts more effort towards the achievement of his

goals Omebe (2011).

Also, the impact of motivation on pupils’ can be seen in the classroom settings.

Motivation energizes the behaviour of the pupils and arouses them for action. Not only

does motivation energizes the behaviour, it also sustains their interests and behaviour for

a longer period of activity. Motivation helps to increase efficiency and adequacy of

behaviour. For instance, a motivated pupil faces his class work with zeal and interest.

Such pupil will always be in school and carryout the necessary assignment. Another

impact of motivation on pupils’ performance could be seen in the behaviour of a

motivated pupil which is selective in nature. The behaviour is directed towards a selective

goals which the individual sets for himself Eze (2012). In such a situation, the pupil’s

action or behaviour does not move in a haphazard manner, instead, it is being directed

towards the achievement of a selective goal which the individual sets for himself.

Example is when a pupil is determined to achieve high scores in examination; such a

person selects appropriate behaviour such as studying hard, so as to attain his set goals

and the motive ends by the achievement of the goals.


34

Empirical Literature

Some Related studies on Motivation and Performance

Afful-Broni (2012) examined the relationship between motivation and job performance

of staff at the University of Mines and Technology, Tarkwa and the leadership lessons to

be derived. He established that low monthly salaries and the general lack of motivation

were the major factors that reduced morale for high performance at the University. As a

result, he recommended the need to encourage the University Council and other

stakeholders to support management in developing income generating programs

internally to help provide adequate incentives and allowances for the staff of the

University.

To Aacha (2010), teacher motivation has become an important issue given their

responsibility to impart knowledge and skills to learners. The study investigated the

effects of motivation on the performance of primary school teachers in Kimaanya-

Kyabakuza division, Masaka district. Specifically, the study sought to find out whether

motivation of teachers had any effect on their morale to perform and then explore the

effect of intrinsic and extrinsic motivation on the performance of teachers.

The majority of the teachers performed their activities with high morale as evidenced

from reporting early at school, regular testing and examination of pupils and high turn up

of teachers in staff meetings and school occasions among others. A significant positive

relationship between intrinsic motivation and performance of teachers as well as positive

relationship between extrinsic motivation and performance of teachers were found to

exist in primary schools in Kimaanya-Kabakuza division, Masaka district implying that


35

extrinsic motivation affected the performance of teachers in Kimaanya-Kyabakuza

division. In order to improve teacher motivation and performance at work, the study

recommended increase in the salary of primary teachers to match the increased cost of

living, provision of accommodation to teachers, strengthening of supervision as well as

instituting awards for good performance, among others.

Salifu and Seyram (2013) observed that quality teaching has become the focus of many

education systems including that of Ghana, and yet little attention has been given to

teacher motivation that could ensure quality teaching and improved learning outcomes.

Drawing on contemporary literature on issues associated with teacher motivation, this

conceptual paper critically examines and analyses the context of teacher motivation and

professional practice in the Ghana Education Service.

They studied to ascertain the factors that really affect teacher motivation in selected

senior high schools in the Cape Coast Metropolis. Their major findings demonstrated

that, wages and salaries, recognition for good work done, participation in decision

making and conducive working environment were the major factors that really affect

teacher motivation. In ranking the factors in order of importance, the teachers saw wages

and salaries as their most important motivational factors. With reference to the finding, it

was recommended that, educational administrators should be mindful of the wages and

salaries of teachers (Adjei, Ahmed & Musah, 2013).

The study of Manu et al (2013) was to identify the extent to which teachers are motivated

intrinsically and extrinsically. Quantitative and qualitative methods of data collection

were employed for the study. Data was collected from two senior high schools in Bongo


36

District. The research revealed low salaries and inadequate accommodation facilities as

factors that de-motivate teachers in Bongo District. The study recommended the

provision of descent accommodation facilities and providing incentive packages that are

gender centred and rural bias to enhance performance.

With study of Ngimbudzi (2009) the purpose was to examine the factors that are

associated with teacher’s job satisfaction. A study sample of 162 (N=162) teachers was

surveyed. The descriptive statistics techniques revealed that teachers are satisfied with

aspects under the following dimensions: social benefits, meaningfulness of the job and

support from administration. Conversely, the teachers indicated they are least satisfied

with the aspects under the job characteristics dimension. Additionally, the independent t-

test and MANOVA revealed significant differences in teacher’s job satisfaction in

relation to gender, age, school, location and school type, but there are no significant

differences in relation to marital status, teaching experience, teacher type and

promotional position in all the five core job dimensions. Moreover, the stepwise

regression model revealed that the meaningfulness of the job and job characteristics

dimensions contributed significantly to teachers’ intention to remain in the job. Lastly,

the bivariate correlation (Pearson) revealed that there is a significant relationship between

job satisfaction and the five job dimensions: job characteristics, social benefits,

meaningfulness of the job, support from administration and intention to remain in the job.

The paper of Bennell (2004) focuses on teacher motivation and incentives in low-income

developing countries (LICs) in sub-Saharan Africa and Asia. In particular, it assesses the

extent to which the material and psychological needs of teachers are being met. This

includes overall levels of occupational status, job satisfaction, pay and benefits,


37

recruitment and deployment, attrition, and absenteeism. Unfortunately, despite the

importance and complexity of these issues, there is very limited good quality published

information. Given the limited duration of this assignment, it was only possible to collect

basic data on teacher pay and conditions of service. More research on teacher motivation

and incentives is therefore urgently needed.

Akuoko et al. (2012) aimed, at examining the relationship between teacher motivation

and delivery of quality education in public basic schools in Tamale metropolis. Stratified

random sampling method was used to select 20 public basic schools from the urban and

peri-urban areas and 216 respondents were selected from the schools through simple

random sampling method. Self-administered questionnaires and simple observation were

the methods employed for data collection. Relevant data obtained were analyzed using

quantitative methods. Results from a chi-square test showed a significant relationship

between teacher motivation and quality education delivery and there was no significant

difference in terms of motivation between urban and peri-urban teachers in the

metropolis.

Majority of the teachers joined the service because of the interest they had in teaching but

the level of motivation was too low. It was recommended that the living and working

conditions of teachers should be improved and the opportunity for career advancement

should be simplified for teachers to upgrade their professional knowledge and skills.

Seniwoliba (2013) sought to contribute to the sketchy knowledge about the underlying

factors that are important to teachers, those that motivate and satisfy them and those that

cause them to leave the teaching profession. To investigate the concerns therefore, a

sample size of 178 respondents from seven (7) Public Senior High Schools in the Tamale


38

Metropolis were interviewed using self-administered questionnaires reaching 143 males

and 35 female teachers. The main finding of the study was that salary, working

conditions, incentives, medical allowance, security, recognition, achievement, growth,

pupils' discipline, school policy and status were found to be the ten most important

factors of motivation to teachers that could enhance, retain or cause them to leave. There

was also the general perception of inequity among teachers when they compare

themselves with their colleagues with the same qualifications, experience and

responsibilities in nonteaching organizations and therefore feel unfairly treated as

professional teachers. They were equally dissatisfied with their pay compared to their

inputs (skills, ability, and work load) as espoused by Adams’ equity theory of motivation.

The paper recommends that participatory management decision making processes should

be adopted to help resolve the issues emanating from the research particularly relating to

the “intrinsic” de-motivating factors which could be addressed by the top management of

most Senior High schools.

Ololube, (2004) observes that significantly, job satisfaction and motivation are very

essential to the continuing growth of educational systems around the world and they rank

alongside professional knowledge and skills, center competencies, educational resources

as well as strategies, which genuinely determine educational success and performance.

His study assessed the differences and relationship between the level of teachers’ job

satisfaction, motivation and their teaching performance. A questionnaire was used to

collect data for the study. The data for the study was analyzed using multiple statistical

procedures: mean point value, standard deviation, and variance, t-test of significance and

One-way-analysis of variance (ANOVA). The survey results revealed that teacher related


39

sources of job satisfaction seem to have a greater impact on teaching performance, as

teachers are also dissatisfied with the educational policies and administration, pay and

fringe benefits, material rewards and advancement.

Conceptual Framework

Figure 1: Conceptual Framework

e

exttytiutuit

EXTRINSIC FACTORS

Salary

Promotion

Award

scheme

Professional

advancement

INTRINSIC

FACTORS

Competence

Consultation

Achievement

Recognision

TEACHER

MOTIVATION

SCHOOL FACTORS

TLM

Supervision

Parent

SMC

TEACHERS

PERFORMANCE

MEASURED BY:

Attend

ance

Contac

t hours

Lesson

delivar

y

QUALITY

EDUCATI

ON

MEASURE

D BY:

B.E.C.E


40


41


42


43


44

The synergy to get work done (the chain of forces to maximize work spirit)

This coinage has six basic concepts that explain the work; they include intrinsic

motivation, extrinsic motivation, teacher motivation, school factors, teacher

performance, and quality education. This simply talks about sources of motivation as

provided by various writers in the literature review, how such factors arouse satisfaction


45

of workers and lead to extra level of work output (performance). Finally, how the

players are enticed to get glued to the profession without attrition.

Motivation has a number of sources as various researchers have indicated. Among

others are Intrinsic and extrinsic, all of which bring about satisfaction with the job,

performance and retension. Extrinsic motivation includes physical incentives such as

money and gifts of items to workers occasionally. Intrinsic motivation entails

recognition and respect for workers, promotion and anything that gives hopeful future

for workers. Dealing with extrinsic motivation, Maslow enlightens us with the potentials

of physiological needs such as food, shelter and clothing to motivate workers. Jeremy

Bentham reminds us about stick and carrots, and thus how extrinsic motivation and

punishment energize workers among others. Also, on the intrinsic motivation,

(Haizlip,2008) and (Agarwal, 2008) opine that even involving employees in decisions

that affect them not only increases their personal commitment, but also motivates them

to be advocates for their decisions.


46

CHAPTER THREE

METHODOLOGY

Introduction

This chapter outlines the methodology of the study. It gives an account of how the study

was carried out to obtain data for the results. The chapter highlights the research design,

target population, sampling technique, sample size, data source, instrument, data

collection procedure, data analysis, study area, justification of study area, limitation of

work and ethical issues.

Research Design

Bryman and Bell (2007) stated that a research approach can be seen as a general

mechanism a study uses to conduct business research. There are two types of research

approach; they are qualitative and quantitative approaches. However this study employed

quantitative research approach. Quantitative research involves gathering data that is

absolute, such as numerical data, so that it can be examined in unbiased manner as much

as possible. This type of research is more structured and is based on the measurement of

quantity or amount (Castellan, 2010; Creswell, 2009; Kotler & Kettler, 2006). This

approach made use of statistical analysis to explain and compare findings. It uses

numerical data to obtain information thereby maximizing objectivity (McMillan &

Schumacher, 2006). The present study adopted a predictive correlational design because

the study sought to investigate the effect of teacher motivation on teacher job


47

performance i.e. teacher motivation (predictor) and a criterion teacher job performance

(i.e. the dependent variable).

Target Population

The population for this study was basic school teachers from public and private schools

in La-Nkwantanang Madina Education Directorate in the Greater Accra region of Ghana.

The target population of the current study included selected primary and JHS teacher in

both public and private schools in the municipality.

Sampling Technique

The sampling techniques describe the selection of schools that participated in the study as

well as respondents. The study employed purposive sampling since the idea was to obtain

insight into the phenomena hence, the need to choose personnel who were well inclined

with the education service. Purposive sampling was also used to select the schools within

the targeted area for the study. This was guided by the fact that even though schools in

the district had been chosen for the study all of them could not be used for the study. The

number of schools in the district were chosen by the use of quota sampling technique to

select staffs for the study. This method of sampling ensured that teachers, nonteaching

staff and head teachers were equally represented to fill the questionnaire.


48

Table 1: Type of Schools and Number of Teachers Used

School Frequency and % School Type Total

public Private

Madina S.D.A. Frequency 28 0 28

% 51.0 0.0 51.0

Calvary

Frequency 0 26 26

% 0.0 47.2 47.2

Pentecost

Frequency 0 22 22

% 0.0 40.0 40.0

Roman Catholic

Frequency 34 0 34

% 61.8 0.0 61.8

Total Frequency 62 48 110

% 56.4 43.6 100.0

Field Survey, 2016

Sample Size

Sample size could be explained as the suitable number of participants required to attain

the desired study results (Bryman & Bell, 2003). Determining sampling size is important

to establish statistically reliable results. There have been several opinions regarding

appropriate sample sizes. For example Hair and colleagues (Hair, Anderson, Tatham, &

Black, 2005) stated that 300 cases are desirable for sufficient estimations. The study

further argues that, for sample sizes above 400, the probability test becomes too complex

and difficult to generate significant result and that 200 cases are desirable to produce

sufficient estimates. Further, Hoyle (2013) suggests that an optimum sample size for

probability sampling is in the range of 100 to 200 cases.


49

Veal (2006) established that the minimum sample size for probability analysis could be

analysed by examining cases that are five times the number of the investigated variables.

In other words, it is possible to analyse 30 variables with 150 cases. Further, Bryman and

Bell (2013) believe that the time and cost of the study should also be taken into

consideration while determining sample size. From these studies (e.g. Hair et al., 2005;

Hoyle, 2005) it is understood that the desirable sample size for research involving

probability sampling is in a range of 100 to 300 cases. Therefore the target sample size

for the current study was 150 teachers. Out of the 150 questionnaires that were

administered to the respondents (teachers), 110 were answered and returned. The overall

response rate for the present study was 73.33%. This response rate was higher than other

previous studies with the same variable (e.g. Bett1, Onyango, Bantu, 2013).

Data Source

The data used for this research was obtained basically from both primary and secondary

sources. This includes questionnaires and library search. Primary data are those obtained

directly from respondents. The aim of collecting them is to obtain first-hand information

from these teachers and their working environments as well as conditions being studied.

The study adopted a standardize questionnaire to obtained the required data and this was

approved by the supervisor. The data required for this study were collected through actual

visits to the selected schools and face-to-face distribution and administration of

questionnaires to the one hundred and ten (110) respondents from the selected schools. A

copy of the questionnaire is attached as Appendix 1.


50

Secondary data was based on both theoretical and empirical literature on this area of

study: that is internet, articles, dissertations and journals. Various authors were

appropriately acknowledged.

Data Instrument

The questionnaire used in this study consisted of a demographics section followed by two

other sections.

3.5.1. Demographics Section

The demographics section used in this study includes questions relating to gender, age

group, professional rank, highest level of education, years of experience. The reason as to

why these specific demographic variables were included in the demographics section was

because each one of them may have an influence on either the independent or the

dependent variables within this study. The study thus deemed it necessary to include

these demographic variables in order to ascertain what influence they might have on the

independent and dependent variables within the current study.

3.5.2. Teacher Motivation

The questionnaire was developed using intrinsic and extrinsic factors as motivators.

Further, it also evaluates consequences of intrinsic and extrinsic motivation rather than

motivation per se. Cronbach’s alpha was calculated as a measure of internal consistency

of the items. Extrinsic motivation was measured with six items on a 5- point scale,

ranging from ‘strongly disagree’ (1) to ‘strongly agree’ (5). The intrinsic motivators

contain the following factors such as: salary advancement, working condition,


51

appreciation, social statue, and interpersonal relations. An example is; ‘I am satisfied

with my salary’. The measure of extrinsic motivation had a satisfactory alpha coefficient

(α=0.79).

Intrinsic motivation was assessed with seven items on 5-point scales. The intrinsic

motivators contain the following: skill variety, work itself, participative decision making,

autonomy, responsibility, personal, professional growth and, achievement. An example

is; ‘I am satisfied with my work.’ on a scale ranging from ‘strongly disagree’ (1) to

‘strongly agree’ (5). Cronbach‘s alpha reliability for the intrinsic motivation scale was

satisfactory (α=0.81).

3.5.3. Teacher job performance

The study adapted an instrument developed by Amin et al. (2013) to measure teacher job

performance. The questionnaire Teachers’ job performance self-rating questionnaire

(TJPSQ) was developed to measure teachers’ job performance. This questionnaire

comprised 25 items. Four facets of teachers’ performance; i.e. teaching skills,

management skills, discipline, regularity, and interpersonal relations were included in the

questionnaire. The response scale was a 5- point Likert scale of never, seldom, sometime,

usually, and always. The expressions of the teachers with respect to various dimensions

of this instrument were categorized in Mean scores. Below:

0.00--------2.49 =Below Average, 2.50--------3.49 =Average, 3.50--------5.00 = Above

average

Amin et al. (2013) had reliability coefficient alpha value of 0.81.


52

Validity and Reliability of Instruments

In establishing the validity of instruments, the study, in consultation with the supervisors,

cross checked the questionnaire items for consistency, relevance, clarity and ambiguity

before the questionnaire were administered to the participants. The researcher ascertained

the instruments validity for the motivational instrument by calculating the content

validity index (CVI) by dividing the total number of valid items over the total number of

the items in the questionnaire, which gave CVI=11/17=0.733 implying that the tool is

valid. The teacher job performance instrument too had CVI=15/20=0.75

Data Collection Procedure

Data collection for this study was carried out in two distinct stages, the Pilot Study, and

then followed by the Main Study

3.6.1. Pilot Study

As suggested in social science research, the present study was preceded by a pilot study

to fundamentally assess the feasibility of a full-scale study as was proposed to be

undertaken (see Baker, 1994; Polit, Beck & Hungler, 2001). The pilot study also sought

to test the adequacy of research instruments to be employed, and where necessary amend

to suit research or develop appropriate ones, design a research protocol that guided the

study and assess whether the research protocol is realistic and workable. In addition, the

pilot study was conducted to establish the effectiveness of the sampling frame and

techniques employed in the study, identify logistical problems which might occur using

the proposed methods, estimate variability in outcomes to help determine sample size,

collect preliminary data, determine what resources (financially) are needed for the main


53

study, assess the proposed data analysis techniques to uncover potential problems,

confirm with a research question and research plan and develop an alternative where

necessary. Of essence, however, is the need to be able to generalize the findings of the

present study. And so in conducting the pilot project, the Cronbach Alpha was used to

determine the reliability of all the subscales employed in the analysis of the various

constructs that were investigated. A sample frame of 10 participants comprising all

selected schools under consideration in the study population was used for the pilot study.

The various coefficient alpha obtained for the various scales has a high level of reliability

since a score of 0.6 and above is considered good and acceptable in research.

3.6.2. Main Study

A letter of introduction was taken from the department of public administration and

health services management, University Of Ghana. This was to assure the heads of all the

selected schools that the researcher is a student of University of Ghana and wanted to

carry out academic research in the area of motivation of employees in schools. The

questionnaires were administered to teachers who expressed willingness to participate in

the study. In order to ensure a satisfactory response rate of the survey, the following steps

were adopted in this study:

First, a bi weekly follow-up was made to specifically retrieve completed questionnaires

from participating employees. Secondly, a follow-up was also made once a week to

replace missing or misplaced questionnaires. The questionnaires distribution and retrieval

period lasted for one month as there were several instances where additional

questionnaires were redistributed to replace missing or misplaced ones in order to achieve

the targeted sample frame.


54

Finally, respondents were required to put completed questionnaires in envelopes that

accompanied the questionnaires and seal it to ensure confidentiality. Completed

questionnaires were submitted to the head teacher as the researcher was unable to access

the respondents individually. The data collection process lasted for four (4) weeks.

Specifically, the data were gathered on the independent variable: Teacher motivation.

Data Analysis

Data obtained from respondents mean nothing unless they are analysed and interpreted.

Analysis is the process of obtaining findings from data derived from respondents. It goes

beyond raw data; it entails organising, describing, interpreting, discussing and presenting

the data to readership (Ryan, 2006). The study was analysed quantitatively. The

Statistical package for Social Science (SPSS 20th version) was used for data analysis. All

the items on the questionnaire were entered into SPSS. Gender was dummy-coded with 2

for female and 1 for Males. Respondents’ ages, years of teaching experience were entered

as years. Before addressing the research questions, demographics data were analyzed by

running frequency analyses. Reliability test were then conducted on all the instruments

with Crobach Alpha for the scale of item deleted. This is to test the consistency of the

instruments’ reliabilities with previous studies. Different statistical tools were used to

answer various research questions:

RQ 1: What is the state of teachers’ motivation on their job performance in La-

Nkwantang Madina municipality? This was addressed by a descriptive statistics: to find

the highest mean score of both motivation and performance variables.


55

RQ 2: What is the effect of teacher’s motivation on their job performance? This was

addressed by a multiple linear regression

R Q 3: Is there a difference between teacher’s motivation on school type (public and

private school)? This was also addressed by independent sample t-test.

RQ 4: Is there a difference between teacher’s performance on school type (public and

private school)? This was also addressed by independent sample t-test

Study area

La-Nkwantanag Madina Education Directorate

La-Nkwantanang-Madina Municipal with its Administrative capital Madina emerged

from the Ga East and forms part of the new districts and municipalities created in the year

2012. It was inaugurated at their various locations simultaneously on the 28th June, 2012.

His Excellency John Evans Atta Mills, by the Executive Instrument (E.I) which formed

46 new Districts. The inaugurated and confirmed MMDAs established were operational

with immediate effect and thereby bringing the total number of MMDAs to 216. The

Municipality forms part of sixteen (16) Metropolis, Municipalities and Districts in the

Greater Accra Region. The municipality shares boundaries with Ga-East Municipal to the

North and to the South with Accra Metropolis (ghanadistricts.com, 2016).

3.9.Limitation of the work

The work is limited on the grounds of being a time bound. There was also the difficulty

in obtaining information from the teachers. Most teachers were reluctant to filling the

questionnaire. Some others who agreed to fill the questionnaire did not return it and some


56

portions were partially filled. The researcher also needed to exercise patience to some

other teachers who wanted to fill the questionnaire at their own convenient time. In spite

of these challenges the quality of the work meets standard. Findings are limited by the

use of self-report instruments to measure respondents’ levels of motivation and their job

performance of basic schools in the La-Nkwantanang.

3.10. Ethical Issues

Research ethics is the moral values that guide a research (Economic and Social Research

Council (ESRC), 2004 cited in Gray 2009: 69. Certain ethical considerations are

necessary in the use of human participants for research purpose and therefore were

observed in this study (APA, 2002). According to Folkman (2000) cited in Ary et al.

(2002) privacy is a person’s interest to control how others obtain information about him

or herself and confidentiality is the right of a researcher to preserve information attained

from respondents.

According to Burnham, (2008), research needs to be sensitive to the rights of

respondents. Fontana and Fray (2000) identified three (3) areas of ethical concern while

administering questionnaires: Informed consent, right to privacy and protection from

harm. Due to the ethical guidelines enumerated above, participation was voluntary. All

respondents were given a statement explaining the purpose of the research and the

proposed use of the information gathered before data collection. All information gathered

from respondents were kept confidential and there was no way to trace a particular

questionnaire back to any respondent because participants were not provided with the

option to add their names or mark the questionnaire in ways that would reveal their


57

identity. Haralambos et al (2004) postulated that the validity of the data may be reduced

when the respondent is unwilling or unable to provide full and accurate replies to

questions.


58

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1. Introduction

This chapter presents results from the data analysis and their interpretations which

includes the descriptive data (standard deviation, mean, etc.), and the inferential. The

present study examined the influence of motivation on performance in La-Nkwantanang

Municipality. Four research questions were developed and addressed using both

descriptive statistics and parametric statistical tests which included independent sample T

test, and multiple regression analysis. Several factors informed the choice of these

parametric tests. The study adapted standardized instrument to measure teachers’

motivation. Teacher job performance was measured with teacher job performance

questionnaire which was a self-rating instrument. Data was analyzed using the Statistical

Package for the Social Sciences (SPSS) version 20.0 and this was done in two main

stages; the first was the preliminary analysis and involved addressing the research

questions of the study.

4.2. Preliminary Analysis

The preliminary analysis prior to the main analysis was conduct in a four stage process.

These are normal distribution of the variables test, descriptive statistics analysis of the

study variables, reliability analysis for study instruments, Pearson product correlations

among the variables of the study and the multicollinearity of study variables.


59

Firstly, the account of missing data, the mean score for all research participants was

computed for each item with missing data. A computed mean score was then manually

entered for each item with missing data .The average mean score method to account for

missing data had been used extensively in literature (Howell, 2006), the analysis of

normality of the salient variables that is the two dimensions of teacher motivation

variables and teacher job performance dimensions in the study were assessed using the

Shapiro Wilk test. Second was the test of reliability coefficient of internal consistency.

(Cronbach’s α) was also computed to establish the reliability of each of the scales in the

questionnaire. These instruments had satisfactory reliabilities, with alpha values ranging

from 0.76 to 0.96 (Table 3,4). Nunnally (2007) suggests that the coefficient alpha should

be equal or higher than 0.70 if a set of items can constitute a reliable scale.

Thirdly, an examination of the residual plot for research question (RQ) 2 was used to test

the assumptions of normality, homogeneity of variance, and independence. To test the

assumption of the absence of multicollinearity for RQ2, a Pearson correlational matrix

was conducted. To test for the presence of multicollinearity, both collinearity statistics,

tolerance and VIF, were considered for RQ 2 with multiple predictors. The assumption of

independence was met for RQ 1-4 ensuring that each respondent completed their

respective research package independently. Therefore, possible errors of prediction were

considered to be independent of one another. Finally, Parametric statistical tests,

specifically, multiple linear regression, independent sample t-test were used to address

research questions.


60

4.2.1. Normality Test

Shapiro Wilk test was used to test two dimensions of motivation and teacher job

performance. The information obtained is that, the p values for the independent variables

were shown in the Table 2 below. All study variables were statistically significant

according to the Shapiro – Wilk test of normality. All significant values for the data meet

the threshold of 0.05 or greater than p>0.05 which all dimensions of teacher motivation

and performance satisfied. Since normality was satisfied, other parametric tests such as

regression was validated.

Table 2: Tests of Normality

Field, 2016

In order to ensure that the scales used for collection of data was internally reliable and

consistent, an internal reliability and validity analysis were conducted using the Cronbach

alpha (α).

Study Variables

Shapiro-Wilk

Statistic Df Sig.

Intrinsic Motivation 0.883 109 0.051

Extrinsic Motivation

Teaching Skills 0.906 109 0.063

Management Skills 0.901 109 0.075

Discipline and Regularity 0.789 109 0.074

Interpersonal Relations 0.751 109 0.050

Overall Teacher job performance 0.692 109 0.061


61

4.2.2. Reliability Test

The reliability of the various instruments was tested using test – retest. Using the SPSS,

the reliability of the tool was calculated to ensure a Cronbach alpha (α) at or above (0.6)

which is the acceptable value. If the results are similar then the questionnaire has high

reliability. The value of Cronbach’s alpha coefficient is expected to be 1.0 which

indicates high reliability of the instrument. Nunnally and Bernstein (1994) state that, a

Cronbach’s alpha value equal to or greater than 0.70 is considered satisfactory.

Reliability estimates between 0.70 and 0.60 are acceptable; whereas, an alpha below 0.60

usually is regarded as unacceptably low. The table below shows evidence of the

Cronbach alpha values for the various factors which indicate the internal consistency of

sub factors that make up all the main factors.

Table 3: First Reliability Analysis Test of All Variables

Study variables Cronbach's Alpha

Intrinsic Motivation 0.65

Extrinsic Motivation 0.75

Teaching Skills 0.53

Management Skills 0.71

Discipline and Regularity 0.61

Interpersonal Relations 0.66

Overall Teacher job performance 0.75

Field, 2016

Upon conducting the pilot survey to ascertain the consistency of the instrument, the

survey was randomly administered to 10 teachers in the La Nkwantanang Madina

Municipality. The reliability test run showed all the study variables did meet the accepted

reliability estimate of 0.6 and above. Items were placed in good context and all

grammatical error were checked whilst still maintaining the underlying meaning of the


62

question. The instruments were re-administered to the same respondents and realized the

following results:

Table 4: Second Reliability Analysis Test of All Variables

Study variables Cronbach's Alpha

Intrinsic Motivation 0.68


Teaching Skills 0.75

Management Skills 0.71

Discipline and Regularity 0.61

Interpersonal Relations 0.66

Overall Teacher job performance 0.75

Field, 2016

The overall Cronbach alpha (α) co-efficient of the first test for the teacher motivation

instrument was 0.65 which is above the accepted reliability value and teacher job

performance questionnaire reliability value of 0.73. The second test obtained an accepted

overall Cronbach alpha (α) co-efficient of 0.857 for teacher motivation questionnaire.

The teacher job performance questionnaire construct also obtained a first Cronbach alpha

(α) co-efficient of 0.66 and a second of 0.793 which are both acceptable alphas.

4.2.3. Demographic of the Respondents

Table 5: School Types and Sex of Respondents

School type Frequency Percent

Public 62 56.4

Private 48 43.6

Total 110 100

Source: Field Data, 2016

Sex Frequency Percent

Male 42 38.2

Female 68 61.8

Total 110 100



63

Table 6: Age of Respondents


From Table 5, sex distribution of the respondents was 38.2% for the males and 61.8% for

the females. From Table 6, age distribution of the respondents saw the categories

between years 36 to 45 as the highest represented with 41.8%, the age brackets of 26-35

and 46-55 were both represented by 21.8%. The youngest among them, that is the

category 18-25% constituted 9.1% whilst the oldest group that is year brackets 56-60

were 5.5%.

Table 7: Educational Status

Educational Status Frequency Percent

Middle School Leaving Certificate 8 7.3

Secondary 6 5.5

Certified 14 12.7

Diploma 42 39.2

Bachelor’s 30 27.2

Masters 10 9.1

Total 110 100.0


In Table 7, It was also discovered that 42 equivalents to (39%) of the respondents under

study were diploma holders followed by 30 (27.2%) diploma holders, 7 (6.8%) certificate

holders .and only 14 (12.7%) were Master degree holder. Those with master’s degree are

Age groups Frequency Percent

18-25 10 9.1

26- 35 24 21.8

36-45 46 41.8

46-55 24 21.8

56-60 6 5.5

Total 110 100


64

9.1%, Middle School Leaving Certificate were 7.3% whilst Secondary School leavers

were 5.5%.This implies that most of the respondents found in schools had both diploma

and degree level of education.

Table 8: Marital Status


In Table 8, on the marital status, married were 63.6% followed by singles 23.3%. The

divorced were 9.1% and the separated were 3.6%.

Table 9: The Professional Rank

Professional Rank Frequency Percent

Assistant Director 1 6 5.5

Assistant Director 2 20 18.2

Principal Superintendent 30 27.3

Senior sup 1 8 7.3

Senior sup 2 8 7.3

Superintendent 1 8 7.3

Class teacher 30 27.3

Total 110 100.0


From Table 9, on the teachers’ present rank 5.5% were Assistant Director I, 18.2% were

Assistant Director II, 27.3% were Principal Superintendent. Those in ranks of senior

Superintendent I, senior Superintendent II and Superintendent I were 7.3% each. In all,

Class teachers were 27.3%.

Marital status Frequency Percent

Single 26 23.6

Married 70 63.6

Divorced 10 9.1

Separated 4 3.6

Total 110 100


65

Table 10: Teaching Experience

The results regarding teaching experience in public and private schools. From the sample

of 110 teachers, the teaching experience of 34 teachers were less than 5 years who

represents 30.9% of total population, teaching experience of 42 teachers were from the

range of 5 years-10 years which are 38.2%, teaching experience of 24 teachers were from

the range of 11 years-15 years and their percentage is 21.8% and teaching experience of

12 teachers were more than 15 years which are 9.1% of total population.

4.2.4. Correlation

Table 11: Correlational Matrix of Study Variables

A Pearson product-moment correlation explored the individual relationships between

study variables which takes values between -1 through 0 to +1. The sign (+ or -) of the

correlation affects its interpretation. Coefficient value of -1 indicates a perfect negative

correlation; +1 indicates a perfect positive correlation, and 0 shows no correlation at all.

When the correlation is positive (r > 0), as the value of one variable increases, so does the

other. These numbers measure the strength and direction of the linear relationship

Teaching experience Frequency Percentage

1-4 34 30.9

5-10 42 38.2

11-15 24 21.8

Above 16 10 9.1

Total 110 100


Study Variables 1 2 3

1 Intrinsic Motivation -

2 Extrinsic Motivation 0.420** -

3 Overall Teacher job performance 0.595** 0.503** -



66

between the two variables. At α =0.01, intrinsic motivation positively correlated

significantly to overall teacher job performance (r=0.595, p<0.05) and extrinsic

motivation also had a moderate significant positive relationship with overall teacher job

performance (r=0).

4.3. Addressing Research questions

The study employed descriptive statistics, independent sample t- test and multiple linear

regression as the main statistical tools for the four research question.

4.3.1. RQ1: What is the state of teachers’ motivation and teacher job performance

in La-Nkwantanang?

Descriptive Statistics (frequency tables and simple percentages) was used to addressed

this research question

RQ1a: The level of teachers’ motivation in La Nkwantanang

Table 12: Description of Extrinsic Motivational Factors

Item Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean

Satisfied Salary 32.7 21.8 21.8 14.5 9.1 0.182

Job Advancement 20.9 21.8 20.8 20.1 16.4 0.182

Working Condition 12.7 30.9 27.3 16.4 11.7 0.180

Appreciation 14.5 23.6 21.8 29.1 10.9 0.182

Social Status 10.9 16.4 30.9 25.5 16.4 0.182

Interpersonal Relations 3.6 7.3 30.9 40 18.2 0.182




67

From Table12, the responses on the various items (factors) that form the subscales

(extrinsic) of motivation were obtained from respondents. From the extrinsic

motivational factors, the first item satisfied with salary, in all 32.7.8% strongly disagreed

on it, 21.8% disagreed, and 21.8% were neutral on it. However, 14.5% agreed and 9.1%

strongly agreed. Majority of the teacher claim they are not satisfied with their salary so

reasonable periodic increase in salary can incentivize the teachers. On job performance,

there was a general mixed feeling among them with the level of disagreement slightly

edging out the agreement. Thus 10.9% strongly disagree, 21.8% disagreed and 20.8%

were not certain about the proposition. However, 20.1% agreed and 16.4% strongly

agreed on it. As to whether there is a good working condition for teachers, 30.9%

disagree, 27.3 % were neutral and 11.7% strongly agreed on it.

On the appreciation item, 14.5% of the teachers strongly disagree that their efforts are

appreciated, 23.6% disagreed on it but majority (29.1%) of teachers agreed that their

efforts are appreciated. Social status item had 30.9% teachers being neutral in their

response, 25.5% agreed that there is quite a good social status as a teacher and 16.4%

also strongly agreed on it. As to whether, there is a good interpersonal relationship among

teachers, 3.6% strongly disagreed, 7.3% disagreed and as many as 30.9% were neutral. In

all, 40% agreed and 18.2% strongly agreed, hence there existed a good interpersonal

relationship.


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Table 13: Description of Intrinsic Motivational Factors

From Table13, again, intrinsic motivation has 7 factors, responses were obtained from

teachers on these factors. The first item, skills variety, 12.7% strong disagreed and 30.9%

disagreed that, variety of skills were allowed to be displayed in the teaching service.

7.3% of the respondents also agreed that there is a liberty to exhibit variety of skills one

has in the teaching service. The response on the nature of work item in the intrinsic

subscale has 34.5% and 12.7% respondent to strongly agree and agreed respectively that

their love for the teaching career is their source of motivation. Participative decision

making item has 32.7% respondent strongly agreed on it, 25.5% rated agreed and 12.7%

were neutral, this means there was mixed feeling about their participating in decision

making. The autonomy has 21.8% respondents rate this item as neutral and 29.1% agreed

that there is fair independence in the teaching career. Personal and Professional growth

has 40% and 30.3% of the respondents strongly agreed and agreed respectively that there

is an opportunity for both personal and professional growth as a teacher.

Items Strongly

Disagree Disagree Neutral Agree

Strongly

Agree Mean

Skill variety 12.7 30.9 34.5 14.4 7.3 0.181

Work itself 12.7 16.4 23.6 34.5 12.7 0.182

Participative decision

making 32.7 14.5 12.7 25.5 14.5 0.182

Autonomy 14.5 23.6 21.8 29.1 10.9 0.182

Responsibility 10.9 16.4 30.9 25.5 16.4 0.182

Personal and

Professional growth 1.8 10.9 17 30.3 40 0.182

Achievement 21.8 25.5 25.5 20 7.3 0.182

Intrinsic motivation Mean 3.45

Overall Motivation Mean 2.361



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Achievement is the last item in the intrinsic motivation subscale, 21.8% strongly

disagreed, 25.5% disagreed, 25.5% rated this item, 20% agreed and 7.3% strongly agreed

that there is a sense of attainment in teaching. From the same Table, extrinsic

motivational factors had a mean of 1.09 and intrinsic motivational factors too had a mean

of 3.450. On five likert scale, respondents agreed that intrinsic factors make them

motivated in their career as teachers. But the overall motivation had a mean of 2.361.

This means that respondents disagreed that they are generally motivated as teacher in the

La-Nkwantanang.

RQ1b: The level of teacher’s job performance in La-Nkwantanang

Table 14: Description of TJP Dimension-Teaching Skills

Table15: Description of TJP Dimension-Management Skills

TEACHING SKILLS Mean Std.

Dev

I use different methods of teaching 4.14 0.88

Most of pupils’ of my class get good marks 4.11 0.91

I teach every student according to his abilities 3.92 1

I make no injustice in marking the papers 4.01 0.83

28.14 3.74


DISCIPLINE AND REGULARITY Mean Std. Dev

I come to school regularly. 3.94 0.97

When present at school I attain my class on time. 4.07 0.87

I don’t do irrelevant activity in my period. 3.92 0.92

I fulfil my assigned activities on time 3.88 0.92

I complete my syllabus on time. 3.95 0.93

I maintain discipline in my class. 4.02 0.94

23.78 3.81



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Table 16: Description of TJP Dimension-Discipline and Regularity

Table 17: Description of TJP Dimension-Interpersonal Relations

INTERPERSONAL RELATIONS Mean Std. Dev

Apart from teaching I try to solve any problem of the student 3.87 0.82

I enjoy good relations with my colleagues 4.03 0.9

I co-operate with my colleagues in any work 3.89 0.91

I consult my colleagues in solving of my class problems 3.92 0.94

I motivate my pupils’ to take part in co-curricular activities 3.8 0.98

I help the head in solving the problems of the school 3.78 0.92

For the betterment of my pupils’ I contact their parents 3.89 0.97

27.19 3.89


MANAGEMENT SKILLS Mean Std.

Dev

Apart from teaching I fulfil other responsibilities very nicely. 3.88 0.84

I don’t let co- curricular activities to affect my class teaching. 3.97 0.96

I don’t let my domestic affairs to interfere in my duty. 3.77 0.93

If someone changes my responsibilities then I adjust myself 3.79 1.04

I try my level best to improve my performance. 3.91 0.97

19.32 3.14



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Table 18: Description of TJP Dimensions

The teacher job performance scale was categorized as following. 1. 0.00--------2.49

=Below Average, 2.50--------3.49 = Average, 3.50--------5.00 = Above average

From Table14, the subscale teaching skills had a mean value of 3.74 , this teaching skills

of teachers in La-Nkwantanang was above average, which implies that teacher in the

municipality has a very good teaching skills. The subscale management skills (Table15)

had a mean of 3.14, this value falls within average. This means the management skills of

teachers in the municipality was moderate, which is quite reasonable. The disciplinary

and regularity (Table 16) subscale had a mean value of 3.81, which falls with the range of

above average. This means that teachers in the municipal are very discipline in the course

of their duties, they abide by rules and regulations.

The interpersonal relation (Table 17) subscale of teacher job performance had a mean of

3.89, this also means, there is an impressive working relationship between teachers,

teachers and head teachers, teachers and municipal educational officers. The overall

mean for teacher job performance was 3.645. This means that, teachers in the La-

Nkwantanang are performing well.

Subscales of TJP Total Mean

Teaching Skills 28.14 3.74

Management Skills 19.32 3.14

Discipline and regularity 23.78 3.81

Interpersonal Relations 27.19 3.89

Overall Teacher Job performance 3.645



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4.3.2. RQ2: What is the effect of motivation on teachers on their job

performance?

Multiple linear regressions was used to test the effect of managers various leadership

behaviours on performance.The assumption of univariate normality was met considering

the errors of prediction which were normally distributed along the zero residual line of

the residual plot. A visual inspection of the residual plot revealed at least one outlier. To

determine whether the outlier was extreme, its z-score was computed. This z-score met

the criteria for standardized residuals, within the absolute value range of greater than or

less than 3.30 standard deviations from the zero residual line. Also, a Cook’s D analysis

of the outlier was found to be less than one and within the acceptable range for scores on

the residual (Tabachnick & Fidell, 2007). Additionally, multicollinearity was absent from

the regression model, where the tolerance values 0.616 (<1.00) and the variance inflation

was 1.547(<1.00) (Pallant, 2007).

From the Table19 [F (2,104) =36.948, p<0.001], shows the regression model was

significant.

Table 19: Regression between Teacher Motivation and Teacher Job Performance

Model Summary

Model R2 Adjusted

R2

Std. Error

of the

Estimate

Change Statistics

∆R2 ∆F df1 df2 Sig. ∆F Dubin-

Watson

1 0.645a 0.416 0.404 1.30727 0.415 36.948 2 109 0.000 2.514



73

Results in Table 19, showed an R=0.645, and R2 of 0.416 means that teacher motivation

(intrinsic motivation and extrinsic motivation) are able to express about 42% in overall

teacher job performance.

Table 20: Regression between Teacher Motivation and Teacher Job Performance

From the Table 20, Intrinsic motivation (Std Beta=0.608, t=6.524 p<0.001) was

individually correlated significantly to teacher job performance. This means that for a

unit increase in intrinsic motivation, teacher job performance will be increased by about

0.608 units. Again extrinsic motivation also individually related significantly to overall

teacher job performance (Std Beta=0.608, t=0.622, p=0.001). In this model, intrinsic

motivational factors of the teacher had a stronger effect on their job performance than

extrinsic motivation.

Coefficientsa

Model Unstandardized

Coefficients

Standardized

Coefficients

T Sig. Collinearity

Statistics

B Std. Error Beta Tolerance VIF

1

(Constant) -0.767 0.896 -

0.856 0.394

Intrinsic

motivation 0.186 0.029 0.608 6.524 0.000

0.646 1.547

Extrinsic

motivation 0.010 0.016 0.308 0.622 0.001

0.646 1.547

a. Dependent Variable: Overall teacher job performance



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4.3.3. RQ 3: Is there a difference between teacher’s motivation across public and

private school?

This research question addressed with independent sample t-test of significance to

determine if significant differences exist in teacher’s motivation between public and

private school. The following table described the differences of teacher motivation in

public and private school teachers.

Table 21: Independent Sample T-test of Motivation and School Types

Variables school

type

Mean Std.

Deviation

Df T P

Factors of motivation Public 14.3 4.5 106 .752 .000 Private 13.4 4.4


From Table 20, the result indicates that significant differences of teacher’s motivation in

public and private schools. Thus, the public schools score M 14.3226, SD 4.48246 had a

significant difference between private school score M 13.4167, SD 4.36305 df (53) t .752

p=.000. This implies that motivation of teachers in the municipality did have difference

based on the school types the respondents were working in. Thus, the assumption that

teachers in private schools are more motivated to teach than teacher in public schools was

founded.

4.3.4. RQ 4: Is there a difference between teacher’s performance due to school type

(public and private school)?

This research question was addressed with independent sample t-test of significance to

determine if significant differences exist in teacher’s job performance between public and


75

private school. The following table described the differences of job performance in public

and private school teachers.

Table 22: Independent Sample T-test of Teacher Job Performance and School Types

Variables school

type

Mean Std.

Deviation

Df T P

Teacher job performance Public 18.3 3.2 106 1.475 .046 Private 17.0 3.6


From Table 21, The result indicate that there is significant differences of teacher’s

motivation in public and private schools From the table, the public school score

M18.3226, SD 3.24948 did have significant difference with private school score

M16.9583, SD 3.59322 df (53) t 1.475 p=.046. This implies that the teacher job

performance levels were different in the municipality based on the types of school of the

respondents. Thus, the assumption that teachers in private schools perform well from

motivation than teacher in public schools was also founded.


76

CHAPTER FIVE

DISCUSSIONS OF FINDINGS

5.1. Introduction

In this part of the work, certain expectations were either confirmed or refuted by the

findings and the reasons for that form part of this section. References from other studies

that confirm or reject the findings are also highlighted in this chapter.

5.2. Discussion of Findings

The presentation follows the order in which the research questions of the study were

stated in chapter one. It considers possible explanations for the results with various views

from other scholars. The primary objective of this study was to examine the influence of

motivation on the performance of teachers. This result supports the argument that well

motivated employees are generally good performers.

5.3. The state of motivation and performance of teachers in La-Nkwantanang

This result supports the argument that well motivated employees are generally good

performers. Employees who are satisfied with their motivation climate are likely to rate

their performance highly, because they feel that, following the creation of a positive

motivation environment, the organization will expect them to be good performers.

The first objective of the study was to find the state of motivation and performance of

teacher in La-Nkwantanang. A descriptive statistics was used to address this objective.

The study found teachers in La-Nkwantanang to be generally demotivated. That is, they

disagreed to the overall motivational instrument. This is not surprising; this had been the


77

obvious, general, persistent and historical outcry of teachers in the country. In times

past, there had been several demonstrations, strikes actions by teacher to show their

displeasure and plight of the general conditions of services in the country.

Though, the study found a general outlook of motivation in La-Nkwantanang as low but

also found teachers to be performing well. A secondary data for the B.E.C.E. for last

3years 2013, 2014 and 2015 (Appendix 2) confirms the performance of teachers in La-

Nkwantanang. In 2013, La-Nkwantanang was ranked 11th out of the 16 districts in the

Greater Accra region, 10th for both 2014 and 2015. For the last 3 years La-Nkwantanang

had moved up the ladder from 11th position in the region to 10th position. Though this is

impressive, perhaps the current rank in position and its sustenance was made possible by

the intrinsic motivational factors on the part of the teachers which drive them in the

course of their duties. This study is in line with previous study by Shafiwu and Salakpi

(2013) who also found low teacher motivation and unimpressive pupils’’ performance in

Wa municipality

5.3.1. The effect of teacher motivation on their job performance

Self-Determination Theory makes an important distinction between self-determined and

controlled types of motivation. Thus, the theory focuses not only on the quantity of

motivation but also on the quality. The aim of this study was to examine teachers’ work

motivation that actively affects their job performance based on Self-determination theory.

The objective was addressed and tested using multiple regression. The result of the study

provides support for Self-determination theory for predicting and understanding teachers’

work motivation that actively affects student performance. The study also supported the


78

idea that teachers’ intrinsic and extrinsic motivations are the antecedent of teachers’ job

satisfaction. In the regression model, intrinsic motivation and extrinsic motivation

together explained 42% of the variance on job performance.

The results of the study indicated that teacher job performance was predicted

significantly by teachers’ intrinsic motivation and extrinsic motivation. While teachers’

extrinsic motivation has also a significant influence on pupils’ engagement, their intrinsic

motivation is the most important predictor of teacher job performance, which is

consistent with the results of previous studies (Demir, 2011; Bett, Onyango & Bantu,

2013; Shafiwu & Salakpi, 2013). According to Ofoegbu (2004), teachers have both

intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to

undertake a task for its own sake, for the satisfaction it provides or for the feeling of

accomplishment and self-actualization.

On the other hand, an extrinsically motivated teacher may perform the activity or duty in

order to obtain some reward such as salary. Extrinsic motivation plays an important part

in people's life. La-Nkwantanang teachers need adequate and reasonable salary and

allowance payments to commensurate with the job they do for them to be able to satisfy

their basic needs in life such as food, clothing, health-care, etc. When teachers’ needs are

satisfied, it promotes their psychological well-being and enables optimal functioning and

performance (Reis et al., 2000; Ryan, 1995). On the contrary, when teacher’s

environment or personality style does not afford these kinds of experiences, they fail to

thrive.

Teachers are human beings with various needs to be satisfied, and failure to have such

needs satisfied leads to frustration, nonchalant attitude towards work and rebellion


79

(Adams, 1963; Ulom & Joshua, 2004). For La-Nkwantanang teachers to be satisfied with

his or her job does not depend on extrinsic motivational factors alone (the adequacy of

their salary and allowance payments, e.t.c) but more, their working conditions, workload,

opportunities for professional upgrading, frequency of promotion as well as the

availability of community support and recognition (intrinsic motivational factors) to

impact on their job performance.

In addition, Bandura (2011) holds that the intrinsic motivation from self-evaluation is

more effective than the extrinsic reinforcement given by others. There seems to be a

misunderstanding among the public that higher salaries and productivity profits are the

only ways of improving the motivation of teachers, although they play an important role

in satisfying the teachers and eliminating the need for them to work extra hours or adopt

second jobs.

5.3.2. Difference between Teacher’s motivation and Teacher job performance due

school type (Public and Private school).

The finding shows that teachers are well motivated in private schools because most of the

respondents agreed that factors which influence motivation are reasonably provided in

these schools like good working environment, friendly and supportive staff, job

satisfaction, and good leadership of principals or head teachers. It also found that

majority of the respondents agreed with the statement that they are motivated by salaries

and benefits which they receive and disagreed with the statement that their pay as a

teacher is good. It meant that salary and rewards are very important factors for increasing

the teacher’s motivation that could improve their performance effectively. Ahiauzu, et, al.


80

(2011) also examined that motivation through rewards and incentives help the teachers to

improve their job performance.

Teachers in public schools are not well motivated which could affect their performance.

There may be deficiencies of lacking motivation and good performance that would be

bad environment and working conditions, job dissatisfaction, bad leadership of head

teachers etc. Davidson (2005) found that bad working conditions have adverse effects in

teacher’s performance. It could be improve by providing benefits to them. Therefore, job

performance is that function which is based on motivation. There should be motivation in

schools to have a better teacher’s job performance. The study surveyed that most of the

respondents agreed that their level of job satisfaction is increasing in schools where they

work. Two factor theories stated that satisfied employees are better motivated and

achieve their targets efficiently as compared to dis-satisfied employees. Bishay (2012)

findings examined that level of satisfaction increases with the greater level of

responsibility and found that teachers are highly satisfied during job when their higher

order needs are accomplished i.e. self-esteem, recognition.


81

CHAPTER SIX

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

6.0. Introduction

This chapter presents a brief presentation of the summary of the main findings; the

conclusions arrived at, limitations of the study and recommendations to manager of

education in La-Nkwantanang and for further studies. The study considered the self-

determination theory.

6.1. Summary of Findings

The study collected data from the primary school teachers in both private and public

schools in La-Nkwantanang. The main objective was to find the effect of teacher

motivation on their job performance.

The State of Motivation and Performance of teacher in La-Nkwantanang

The study found motivation to be generally low and also found teacher to be performing

well in the municipality. The study found that the performance of teacher in the

municipality was driven by the intrinsic motivational factors.

Effect of teachers Motivation on their job performance

Multiple regression was used to analysis this research question. The regression model

was significant, which means motivation of teachers had an effect on their job

performance. This is to explain that teachers’ motivation explained about 42% of their


82

job performance. In the regression model, intrinsic motivational factors had stronger

significant effect on teacher job performance in La-Nkwantanang.

Difference in teacher motivation and teacher job performance due to school type

Independent sample t-test was used to analysis these research questions (RQ 3 and RQ4)

The study found difference in teacher motivation and teacher job performance based on

school type. Thus, the assumption that teachers in private schools are more motivated

and performs well to teach than teachers in public schools was founded

6.2. Conclusion

The work focused on teacher motivation and how it leads to performance in the teaching

service. Four objectives and research questions were developed along the key concepts

above. From the results of this study teacher are less motivated in La-Nkwantanang but

still performs well in their various duties. The study found that teacher high job

performance drives on intrinsic motivational factors. Motivation of teacher had a

significant influence on their job performance. Again the results show there is a

difference in motivation and teacher job performance in both public and private schools.

6.3. Recommendations

In order to improve teacher motivation and performance at work, the study recommended

among others;

1. Increase in the salary of basic school teachers to match the increased cost of living. It

can be recalled that the item which specifically asked respondents view about financial

and other material incentives were greatly cheered and supported. Teachers want better


83

salaries and are prepared for increment. Perhaps that is why they have resorted to extra-

classes. The ever-increasing hardships can only be quenched by a little financial help

from Ministry of Education and Ghana Education Service apart from other educational

stakeholders. All are therefore encouraged to support.

2. Provision of accommodation to teachers will go a long way to support many teachers

especially, those who want to leave the profession as well as those who refuse posting

or transfer to the rural and deprived areas. Such provision will not only give a

financial assistance, it will as well instil hope and aspiration in their lives.

3. Strengthening of supervision is very crucial and one of the surest ways of extracting

compliance with code of conduct and standards of operation in teaching. Going with

Jeremy Bentham’s “Stick and Carrot” theory of motivation as well as Theory X and Y by

Douglas McGregor alone, it takes sanction and punishment to streamline rightful thinking

of human beings who, after freedom and “over-incentivization”, will relax on the job.

Supervision should be planned in appropriate times and frequency to make teachers live

to their responsibility.

4. Instituting awards for good performance is another important means of letting

teachers know about the recognition of their efforts. Regular and well-planned awarding

events devoid of bias, favouritism and cronyism will go a long way to boost the morale

of teachers who are willing to die for the profession. Teachers are not only motivated by

the financial and material benefits from such ventures, they are also incentivised by the

recognition and the challenges it puts on them. It also fires up the efforts of other

teachers who aspire to gain same feat in future. In the end, performance of teachers goes

up.


84

5. Conditions at work places should be improved. What is meant here is that, not only

the school environments should be serene; resources to work should be available all the

times. The interpersonal relationship should be the type that instils hope for the workers.

Leadership should be concerned about the promotion of the young workers. As such,

training and workshops and encouragement for further education should be discussed by

leaders to the followers and all these will make a working environment be like a home.

6.4. Further Area of Studies

Further studies on other dimensions of job motivation or teachers’ efficacy should be

conducted to determine the correlation between teachers’ efficacy with their job

performance

A new perspective on job motivational variables which not only takes into consideration

the unique characteristics of the variables used in this study but their environmental and

cultural derivation is thus highly suggested.Using the teachers’ motivation variables in

this study will be a guide for further research to be carried out on a wider premise and

covering many districts of the region as well as the country as a way of finding a lasting

solution to teachers’ negative attitude toward work and the declining trends in the

performance of the public basic schools.


85

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APPENDIX 1

QUESTIONNAIRE

UNIVERSITY OF GHANA

(BUSINESS SCHOOL)

DEPARTMENT OF PUBLIC ADMINISTRATION AND PUBLIC HEALTH

MPHIL PUBLIC ADMINSTRATION

These questions are to help study motivation and performance among teachers in La-

Nkwantanang Madina Education Directorate of Ghana Education Service. The study is

an anonymous one and serves only academic purposes. Any information given would be

treated as strictly confidential. Honesty in your response is very essential. You are invited

to participate in this survey by completing the enclosed questionnaire. Thanks a lot.

Section A: Socio-demographic characteristics data:

For the questions below tick (ƴ) the appropriate answer(s)

1. Sex

Male Female

2.

Age (in years) 18-25 26- 35 36-45 46-55 56-60


94

3.

Ethnicity Ewe Akan Ga-Adamgbe Mole

Dagbani/Northerner

Other, specify......................................................................................................……….

4

Marital Status Single Married Divorced Separated Widowed

5

Family size Large Medium Small

Section B: The nature of socio-economic status (education, job and incomes)

Highest academic

qualification

Basic Secondary Teacher

Training

Tertiary

(degree)

Masters

Degree

1. What is your position or role at work place?.................................................................

2. What role do you play exactly…………………………………………....…………

3.

What is

your

rank

A

D

1

AD

2

Principal

Sup

Senior

Sup I

Senior

Sup II

Superintendent

I

Class

Teacher


95

General Statements on Teachers’ Motivation

Please circle ONE of the alternative responses to each statement.

1. Teachers in this school are well-motivated

Strongly disagree Disagree Not sure Agree Strongly agree

2. Teachers at this school have the knowledge and skills to do their jobs well


3. The working environment at this school is adequate


4. Teacher absenteeism is not a problem at this school


5. Teachers at this school come to work on time


6. Teachers in this school are well-managed


7. The head teacher of this school leads by example


8. Teachers at this school work well together


9. Teachers salary are usually paid on time


10. School inspectors regularly visit this school


96


11. Teachers and parents work well together


12. Our head teacher regularly observes classes


13. Our head teacher is often away from school on private business


14 Our head teacher is often away from school on official duties


15. Teachers at this school are increasingly de-motivated


16. The behaviour of pupils in class is not a problem for teachers at this school


17 Teacher transfers are managed well and fairly


18. Teachers sometimes come to school hungry


19. Teachers are respected in the community


20. Teachers at this school think their trade union is doing a good job


21. Qualified teachers are better motivated than unqualified teachers


22. Female teachers are better motivated than male teachers



1

APPENDIX 2

PASS (%)

BOY GIRL TOTAL RANK BOY GIRL TOTAL

Accra Metropolitan 22.50 22.73 22.62 9 66.33 65.93 66.12

Ada East 27.99 28.90 28.41 15 37.12 28.54 33.17

Ada West 27.44 28.13 27.74 13 42.74 35.64 39.63

Adenta Municipal 20.25 20.13 20.19 3 77.80 78.41 78.12

Ashiaman Municipal 21.66 23.01 22.36 7 72.69 66.42 69.41

Ga Central 19.31 20.02 19.67 1 83.19 80.45 81.81

Ga East Municipal 22.35 22.37 22.36 6 69.15 70.98 70.09

Ga South Municipal 19.86 20.04 19.95 2 79.84 79.32 79.58

Ga West Municipal 20.62 21.04 20.83 4 79.17 77.74 78.44

Kpone Katamansu 23.20 24.06 23.64 12 63.11 57.70 60.33

La Dadekotopon 23.12 22.91 23.01 11 64.16 62.07 63.06

La Kwantanang 22.47 23.42 22.95 10 68.63 64.01 66.28

Ledzokuku Krowor 22.15 22.72 22.45 8 71.99 72.98 72.51

Ningo Prampram 28.12 28.69 28.38 14 33.29 28.17 30.91

Shai Osudoku 28.42 28.85 28.64 16 31.23 26.11 28.63

Tema Metropolitan 21.79 22.21 22.01 5 64.59 63.77 64.16

DISTRICT

DISTRICT PERFORMANCE - BECE 2014

MEAN AGGR. PASS (%)

BOY GIRL TOTAL RANK BOY GIRL TOTAL

GA CENTRAL 19.42 19.70 19.56 1 81.19 81.37 81.28

GA SOUTH 20.18 20.07 20.12 2 75.31 78.73 77.01

TEMA 20.98 21.55 21.28 3 67.12 65.24 66.15

ADENTAN 20.72 22.16 21.44 4 74.93 66.57 70.74

GA EAST 21.47 21.59 21.53 5 73.88 71.87 72.86

LEKMA 21.80 21.99 21.90 6 75.11 75.91 75.52

GA WEST 21.85 22.37 22.11 7 73.97 72.01 72.99

ASHAIMAN 21.84 22.62 22.24 8 71.37 70.25 70.79

ACCRA 22.38 22.84 22.62 9 69.06 66.52 67.74

LA DADEKOTOPON 22.58 22.66 22.62 10 66.73 64.61 65.61

LA NKWANTANANG 22.94 22.99 22.97 11 68.85 68.40 68.62

KPONE KATAMANSU 24.39 24.95 24.69 12 55.88 54.71 55.25

NINGO-PRAMPRAM 27.45 28.31 27.86 13 40.84 32.68 36.97

ADA WEST 27.63 29.07 28.26 14 42.17 30.11 36.95

ADA EAST 27.96 28.81 28.33 15 39.63 32.78 36.61

SHAI-OSUDOKU 28.91 29.23 29.05 16 29.82 22.30 26.54

GT. ACCRA 22.22 22.57 22.40 68.56 67.05 67.79

DISTRICT

DISTRICT PERFORMANCE - BECE 2013

MEAN AGGR.


2

M F Total M F Total M F Total

GREATER ACCRA REGION 89.59 91.31 90.48 86.34 84.4 85.34 82.15 79.1 80.58 84.88 83.14 83.98 3.96 3.8 3.88 4.43 4.66 4.55 4.17 4.33 4.25 4.23 4.43 4.33 37,752 40,323 78,075 25,890 26,637 52,527 67.28 22.44 22.87 22.66

0101 Total Accra Metro Total 91.69 92.9 92.32 86.89 84.76 85.785 83.65 80.41 81.96 85.23 83.5 84.33 3.77 3.62 3.69 4.35 4.62 4.49 4.1607 4.3541 4.2613 4.2 4.44 4.324 11296 12232 23528 7,885 8,114 15,999 68 9 22.3 22.85 22.59 8

0102 Total Tema Total 87.42 90.17 88.86 84.16 84.65 84.418 80.72 80.21 80.45 85.54 85.18 85.35 3.79 3.58 3.68 4.24 4.34 4.29 4.0392 4.0537 4.0468 4.004 4.09 4.05 3298 3671 6969 2,250 2,528 4,778 68.6 8 21.22 21.26 21.24 3

0103 Total Ga West Total 93.59 94.4 94 93.26 92.09 92.657 89.22 87.38 88.27 90.81 89.63 90.21 3.64 3.53 3.59 4.1 4.33 4.22 3.6945 3.887 3.7935 3.909 4.09 4.004 3072 3252 6324 2,424 2,496 4,920 77.8 1 20.96 21.49 21.23 2

0104 Total Ada East Total 83.42 83.33 83.38 77.26 69.31 73.684 63.25 48.75 56.71 72.82 58.96 66.57 4.86 4.89 4.87 5.78 6.34 6.03 5.0667 5.5052 5.2641 5.369 5.9 5.61 585 480 1065 280 164 444 41.7 14 27.05 28.35 27.64 14

0105 Total Shai-Osudoku Total 65.63 67.59 66.56 59.13 50.34 54.976 48.76 37.59 43.47 61.3 55.34 58.48 5.68 5.55 5.62 6.45 6.82 6.62 5.8421 6.2672 6.0432 5.805 6.12 5.952 646 580 1226 185 139 324 26.4 16 28.79 29.04 28.91 16

0106 Total Ga East Total 92.36 93.17 92.78 87.52 84.15 85.788 85.51 83.54 84.5 90.17 88.94 89.54 3.74 3.66 3.7 4.32 4.53 4.43 4.1287 4.2936 4.2136 3.924 4.17 4.051 1780 1890 3670 1,272 1,316 2,588 70.5 6 22.16 22.64 22.41 7

0107 Total Ga South Total 89.13 89.96 89.55 89.15 86.77 87.943 86.96 83.41 85.16 88.49 87.07 87.77 4.02 3.93 3.97 4.06 4.32 4.19 3.962 4.1308 4.0477 3.926 4.13 4.031 3270 3366 6636 2,402 2,359 4,761 71.7 4 21.49 21.9 21.7 4

0108 Total Adenta Municipal Total 94.54 95.51 95.05 91.54 88.55 89.975 85.55 79.42 82.34 90.04 86.87 88.38 3.33 3.27 3.3 4.01 4.33 4.18 3.77 3.8911 3.8335 3.898 4.07 3.987 1135 1249 2384 861 895 1,756 73.7 3 20.52 21.08 20.81 1

0109 Total Ledzokuku-Krowor Total88.63 91.56 90.17 82.13 83.08 82.628 78.55 76.37 77.41 83.7 83.59 83.64 4.29 4.05 4.17 4.77 4.95 4.86 4.624 4.6101 4.6167 4.402 4.51 4.461 2571 2845 5416 1,661 1,795 3,456 63.8 11 23.67 23.97 23.83 11

0110 Total Ashaiman Metro Total 92.54 92.86 92.71 89.08 86.03 87.475 88.37 85.34 86.77 85.44 84.05 84.71 3.8 3.78 3.79 4.15 4.53 4.35 3.7709 4.0731 3.9299 4.017 4.4 4.218 1676 1863 3539 1,235 1,303 2,538 71.7 5 21.26 22.54 21.93 5

0111 Total La Dade Kotopon Total 87.97 90.74 89.42 80.95 83.37 82.22 75.16 74.06 74.58 76.14 78.36 77.3 4.15 3.85 3.99 4.68 4.82 4.75 4.3401 4.3149 4.3268 4.585 4.62 4.602 1538 1696 3234 979 1,098 2,077 64.2 10 22.83 22.73 22.78 9

0112 Total Kpone Katamanso Total88.82 89.88 89.38 86.91 81.28 83.959 78.27 72.39 75.19 77.53 72.34 74.81 4.17 4.13 4.15 4.67 5.08 4.88 4.4003 4.7437 4.5801 4.637 5.03 4.841 1727 1898 3625 1,100 1,085 2,185 60.3 12 23.66 24.8 24.26 12

0113 Total Ningo Prampram Total 69.75 73.05 71.33 73.15 68.84 71.088 57.33 49.17 53.42 67.53 60.79 64.3 5.51 5.21 5.37 5.94 6.27 6.1 5.0832 5.2375 5.1571 5.464 5.76 5.605 853 783 1636 340 288 628 38.4 15 27.29 27.47 27.37 13

0114 Total La Nkwantanang Total 90.33 93.14 91.82 90.39 87.52 88.868 83.87 82.06 82.91 87.35 85.59 86.42 4.07 3.87 3.96 4.34 4.47 4.41 4.0455 4.1347 4.0929 4.193 4.34 4.272 1779 2012 3791 1,246 1,381 2,627 69.3 7 22.78 22.86 22.82 10

0115 Total Ga Central Total 92.79 94.92 93.87 89.29 87.41 88.33 87.81 85.45 86.6 91.4 89.74 90.55 3.7 3.61 3.65 4.13 4.4 4.27 3.9548 4.1353 4.0469 3.934 4.21 4.075 2038 2125 4163 1,526 1,554 3,080 74 2 21.64 22.25 21.95 6

0116 Total Ada West Total 72.75 67.98 70.66 80.12 62.63 72.465 73.98 52.49 64.56 77.25 57.48 68.58 5.48 5.73 5.59 5.44 6.25 5.79 5.0902 5.8711 5.432 5.098 6.03 5.506 488 381 869 244 122 366 42.1 13 27.03 28.82 27.82 15

Grand Total Regional Total 89.59 91.31 90.48 86.34 84.4 85.336 82.15 79.1 80.58 84.88 83.14 83.98 3.96 3.8 3.88 4.43 4.66 4.55 4.1734 4.3253 4.2518 4.226 4.43 4.333 37752 40323 78075 25,890 26,637 52,527 67.3 #N/A 22.44 22.87 22.66 #N/A

Eng Maths Soc St Science

2015 BECE DATA

Source, GT Accra Educational Directorate, 2016

%

Attainin

g aggr 6-

(%

Pass)

Ranking

Mean Aggregate

District Code

District

Name

Proficiency Level in Percentage Grade (1 -6) Mean Grade No. that wrote examsNo. that attained aggr 6-30

(including core)

Eng Maths Soc St Science


university of ghana motivation and job performance …

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