Perceived potential of motivational strategies operating in school to impact teacher effectiveness, by teachers in public secondary schools in Ondo State, Nigeria

Abstract

The study investigated the perceived potential of motivational strategies operating in school to impact teacher effectiveness in public secondary schools in Ondo State, Nigeria. One research question was raised and two hypotheses formulated for the study. Descriptive-survey design was adopted. Main population consisted of 304 public secondary schools in the state while teachers in the 304 schools constituted the target population. Ten public secondary schools and 200 teachers were selected through multi-stage, stratified and simple-random sampling techniques and used for the study. Data were gathered using a questionnaire, validated by a professional and tested for reliability using test-retest approach, coefficient of reliability (r) being 0.80. Data were analysed using Statistical Package for Social Sciences (SPSS), frequency counts while hypotheses were tested using chi-square statistic. It was found that provision of instructional materials, improvement of school environment, assignment of additional responsibilities, among others, had impact on teacher effectiveness. No significant difference was found in the perception of male and female, highly experienced and less experienced teachers on the impacts of motivational strategies operating in school on teacher effectiveness. It was recommended among others that administrators of schools should provide befitting accommodation and office for teachers to provide minimum comfort for them.