Analyzing the Job Motivation Level of Primary School Teachers in Nigeria

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VII, July 2020 | ISSN 2454–6186

Analyzing the Job Motivation Level of Primary School Teachers in Nigeria

Patrick, Ogechukwu Blessing
Faculty of Education, Department of Education, Leadership, and Management Southwest University, Chongqing 400715, China

Abstract: The aim of this research was to analyze job motivation level of primary school teachers in Nigeria. This is a descriptive research in the survey model. The populations of the study are teachers who work in primary schools in Nigeria. The “Job Motivation Scale” data collection instrument for developed by Aksoy (2006) was used. The frequency, significance, arithmetical mean, and standard deviation of the answers were calculated. Independent t-Test and One-Way ANOVA were performed to analyze the data. When the work motivation level of these primary school teachers were analyzed according to the four dimensions of the scale, it was found to be at a high level in the dimension of integration with the job and team harmony, and low in the dimensions of commitment to the job and personal development. Again, the research findings shows that the Job motivation level of teachers for these primary school teachers shows a significant difference in terms of gender and educational level, and shows no meaningful difference in terms of age, marital status, tenure of office.

Keywords: Job motivation, primary school, teacher motivation.

I. INTRODUCTION

The fact that education makes the most important contribution to the growth and development of a nation (Ates & Yilmaz, 2018) and that teachers stand out amongst the many variety of educational resources to achieve the objective of development is widely accepted. Teachers are prominent and indispensable stakeholders in the whole educational sector of any country and are pivots on which the wheels of education revolve (Babajide, 2013). Teachers form the fundamental prerequisites for the achievement of educational goals and objectives, students’ academic performance inclusive (Akinsolu, 2010). In acknowledgment of teacher relevance, the National Policy on Education of Federal Republic of Nigeria rightly stated that no country’s education system can be greater than the standard of their teachers because teachers are ultimately responsible for translating educational policies and principles into executable tasks while they interact with the students (FRN, 2004). Ashimole (2011), as well, underscored that teaching and learning are hinged largely on the teachers who are accountable and responsible for reeling the success and effectiveness of all educational arrangements and development.

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