Conditions of Service of Teachers as Correlates of Motivation in Secondary Schools in Ado and Efon Local Government Areas, Ekiti State

Afolabi, Comfort Yemisi

doi:10.7575/aiac.ijels.v.1n.1p.89

Abstract

This paper examined the relationship between conditions of service of teachers and their motivation in secondary schools in Ado and Efon Local Government Areas in Ekiti State, Nigeria. The sample for the study consisted of 500 teachers who were selected from the 18 secondary schools in the two Local Government Areas used for the study. Due to the fact that secondary schools in Ado Local Government Area were more than the secondary schools in Efon Local Government Area, stratified proportional random sampling was used to select the sample for the study. A self-designed questionnaire was used to collect data for the study. The data collected were analysed using Pearson product moment correlation. The hypotheses raised were tested at 0.05 level of significance. The study revealed significant relationship between teachers’ posting, training, workload and their motivation while there was no significant relationship between discipline of teachers and their motivation. Based on the findings, it was recommended that conditions of service in secondary schools should be improved and made attractive to teachers to enhance their motivation on the job.

Highlights

Nigeria has been able to provide the manpower needs in almost every sphere of our national and international existence through western education
This study investigated the relationship between teachers posting, training, discipline, workload and their motivation
The finding of the study revealed that there was no significant relationship between discipline of teachers and their motivation

Summary

Introduction

Nigeria has been able to provide the manpower needs in almost every sphere of our national and international existence through western education. This achievement cannot be isolated from the efforts of professional teachers, who since the history of formal education in Nigeria appear to have nothing substantial to show regarding the rewards of their efforts in contributing to build a virile nation. Teachers must be ready to discharge their duties and obligations in order to achieve successful, effective and efficient teaching and learning processes in the educational system (Adedeji, 1998 and Omotayo, 2007). According to Fafunwa (1980), there is no greater factor for the social economic and political advancement than a good educational system

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Conclusion