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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.

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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 v

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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 vi

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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 x

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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 2

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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 3

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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 LaNkwantanang 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 LaNkwantanang 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 5

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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 6

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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 8

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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 9

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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 10

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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 11

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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 12

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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 13

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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 14

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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 16

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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 17

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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 18

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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. 19

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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).

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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, 21

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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.

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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 23

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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.

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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 25

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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 26

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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 27

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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, 28

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(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; 29

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(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 30

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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. 31

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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 32

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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.

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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 KimaanyaKyabakuza 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 34

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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 35

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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 ttest 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, 36

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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 37

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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 38

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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 EXTRINSIC FACTORS

e

 Salary  Promotion exttytiutuit  Award scheme  Professional advancement

TEACHERS PERFORMANCE MEASURED BY: 

TEACHER MOTIVATION

 

INTRINSIC FACTORS    

Competence Consultation Achievement Recognision

SCHOOL FACTORS    

TLM Supervision Parent SMC

39

Attend ance Contac t hours Lesson delivar y

QUALITY EDUCATI ON MEASURE D BY: B.E.C.E

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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 44

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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.

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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

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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, non- teaching staff and head teachers were equally represented to fill the questionnaire.

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Table 1: Type of Schools and Number of Teachers Used School

Frequency and %

Madina S.D.A. Calvary

Frequency % Frequency

School Type public Private 28 0 51.0 0.0

Roman Catholic Total

28 51.0

0

26

26

0.0

47.2

47.2

0

22

22

%

0.0

40.0

40.0

Frequency

34

0

34

61.8

0.0

61.8

62

48

110

56.4

43.6

100.0

% Frequency

Pentecost

Total

% Frequency %

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.

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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.

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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, 50

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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. 51

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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 52

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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. 53

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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 LaNkwantang Madina municipality? This was addressed by a descriptive statistics: to find the highest mean score of both motivation and performance variables.

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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 55

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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 56

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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.

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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.

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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.

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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

Study Variables Intrinsic Motivation Extrinsic Motivation Teaching Skills Management Skills Discipline and Regularity Interpersonal Relations Overall Teacher job performance

Shapiro-Wilk Statistic Df Sig. 0.883 109 0.051 0.906 0.901 0.789 0.751 0.692

109 109 109 109 109

0.063 0.075 0.074 0.050 0.061

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).

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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 Intrinsic Motivation Extrinsic Motivation Teaching Skills Management Skills Discipline and Regularity Interpersonal Relations Overall Teacher job performance Field, 2016

Cronbach's Alpha 0.65 0.75 0.53 0.71 0.61 0.66 0.75

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

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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 Intrinsic Motivation Extrinsic Motivation Teaching Skills Management Skills Discipline and Regularity Interpersonal Relations Overall Teacher job performance Field, 2016

Cronbach's Alpha 0.68 0.67 0.75 0.71 0.61 0.66 0.75

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 Source: Field Data, 2016

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Table 6: Age of Respondents 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 Source: Field Data, 2016 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 Middle School Leaving Certificate Secondary Certified Diploma Bachelor’s Masters Total Source: Field Data, 2016

Frequency

Percent

8 6 14 42 30 10 110

7.3 5.5 12.7 39.2 27.2 9.1 100.0

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 63

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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 Marital status Single Married Divorced Separated

Frequency

Percent

26 70 10 4

23.6 63.6 9.1 3.6

110 Total Source: Field Data, 2016

100

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 Assistant Director 1 Assistant Director 2 Principal Superintendent Senior sup 1 Senior sup 2 Superintendent 1 Class teacher Total Source: Field Data, 2016

Frequency

Percent

6 20 30 8 8 8 30 110

5.5 18.2 27.3 7.3 7.3 7.3 27.3 100.0

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%.

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Table 10: Teaching Experience Teaching experience Frequency Percentage 1-4 34 5-10 42 11-15 24 Above 16 10 Total 110 Source: Field Data, 2016

30.9 38.2 21.8 9.1 100

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 Study Variables 1 2 3 1 Intrinsic Motivation ** 2 Extrinsic Motivation 0.420 3 Overall Teacher job performance 0.595** 0.503** Source: Field Data, 2016 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 65

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between the two variables. At α =0.01, intrinsic motivation positively correlated significantly to overall teacher job performance (r=0.595, p