Teachers’ Motivation as Strategy for Sustenance of Instructional Task Quality and Standards in Secondary Schools in Ondo State, Nigeria
Adeolu Joshua Ayeni, Ph.D.

The study examined principals’ motivational strategies and effects on teachers’ instructional task performance. It further determined the effect of teachers’ instructional tasks on students’ academic performance and investigated the challenges that are faced by principals in motivating teachers for effective instructional performance in secondary schools. Descriptive survey design was adopted and made use of questionnaires titled “Principal Motivational Strategies Questionnaire” (PMSQ), Teachers’ Instructional Task Performance Questionnaire (TITPQ) and interview technique to collect data from 480 respondents, consisting 30 principals and 450 teachers in 30 public secondary schools, using multi-stage sampling technique. Four research questions and two hypotheses were formulated. The simple per-cent and mean scores were used to answer the research questions while Pearson Product Moment Correlation statistics was employed to test the hypotheses at p<0.05 level of significance. The result showed that the relationship between principals’ motivational strategies and teachers’ instructional performance was significant (r=-0.672, p<0.05); there was significant relationship between teachers’ instructional tasks and students’ academic performance (r=0.938,p<0.05), while majority of the principals were very effective in corporate goal setting, innovation, capacity development, team work, performance feedback, processing of salaries, recommending teachers for promotion, collegiality and public relations.The major constraints identified are inadequate learning resources (63.3%); lack of adequate and well equipped offices for teachers (80%); and lack of conducive classrooms (76.7%). The study concluded that the challenges that principals and teachers faced in motivation and instructional tasks require adequate government intervention and goal-oriented partnership between the school principals and other relevant stakeholders to provide adequate learning resources and facilities for students and teachers to achieve better curriculum instruction and improved learning outcome in secondary schools.

Full Text: PDF     DOI: 10.15640/jehd.v4n4a12