Teachers’ Motivation as a Correlate to Secondary School Students’ Achievement in English Language in Nsukka Education Zone of Enugu State, Nigeria

Abstract

The study was on Teachers’ motivation as a correlate to secondary school students’ achievement in English language in Nsukka education zone Enugu State, Nigeria. The study sought to find out how teacher’s motivation correlates with student’s academic achievement in English Language in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. Four specific purposes were formulated to guide the study. Four research questions and four null hypotheses were formulated to guide the conduct of the study. The design of the study was correlational research design and the population of the study was one hundred and twenty-twoo (122) English language teachers and one hundred and twenty-four (124) SS II students in Nsukka Education Zone of Enugu State, Nigeria. The instrument used for data collection was Teachers’ Motivation Rating Scale (TMRS) for English language teachers and English Language Achievement Test (ELAT) for the students. Data were analyzed using correlation coefficient and coefficient of determination (r2) for all the research questions and t-cal and t-cri (sig t) were used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that: teachers’ condition of service, provision of incentives to teachers, provision of adequate instructional materials for teaching and school leadership all had a very high relationship/correlation with students’ academic achievement in English language, and there were no significant relationship between teachers’ condition of service, provision of incentives for teachers, provision of adequate instructional materials for teaching and school leadership and students’ academic achievement in English language. Based on these findings, the researcher made some recommendations.