Effects of Motivation on Teachers Productivity in Jalingo Taraba State PDF Download
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Author: Shenigha Simon Jikah
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659001314
Category :
Languages : en
Pages : 64
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Book Description
The objectives of an organization can only be achieved through the combined effort of its members which are governed by what motivates them to work and give their best. The manager needs to understand how to seek for co-operation of his workers to achieve the goals and objectives of the organization. He does this by seeking how best to motivate them so that they are willingly and effectively carrying out their duties. Unfortunately the level of motivation in our schools is very poor, and this is affecting effectiveness of teachers and non teachers in the school. Teachers have low status in the society. Teaching in Nigeria is not held in as high esteem as profession such as medicine or engineering prior to the review of teacher salaries and conditions of service, teachers were held in low esteem in the society. Many could not pay their rents on time and landlords were unwilling to rent their houses to teachers. Against this background the author saw the need for effective motivation for teachers towards higher productivity.
Author: Shenigha Simon Jikah
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659001314
Category :
Languages : en
Pages : 64
Get Book Here
Book Description
The objectives of an organization can only be achieved through the combined effort of its members which are governed by what motivates them to work and give their best. The manager needs to understand how to seek for co-operation of his workers to achieve the goals and objectives of the organization. He does this by seeking how best to motivate them so that they are willingly and effectively carrying out their duties. Unfortunately the level of motivation in our schools is very poor, and this is affecting effectiveness of teachers and non teachers in the school. Teachers have low status in the society. Teaching in Nigeria is not held in as high esteem as profession such as medicine or engineering prior to the review of teacher salaries and conditions of service, teachers were held in low esteem in the society. Many could not pay their rents on time and landlords were unwilling to rent their houses to teachers. Against this background the author saw the need for effective motivation for teachers towards higher productivity.
Author: Babajide Charles Falemara
Publisher: GRIN Verlag
ISBN: 3668681511
Category : Education
Languages : en
Pages : 108
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Book Description
Diploma Thesis from the year 2013 in the subject Pedagogy - School System, Educational and School Politics, grade: 3.4, University of Jos (National Teacher's Institute), course: Post graduate diploma in Education, language: English, abstract: The study investigated teachers’ motivation and its effect on teachers’ performance in Nigeria using a descriptive survey research design. Thirty teachers and 50 students were randomly selected from three government secondary schools in Jos North Local Government Area of Plateau State. Data was collected using a well-structured questionnaire. Responses were presented using descriptive statistics and analyzed using Pearson Product Moment Correlation Coefficient statistical method to confirm the hypotheses generated for the study at 5% probability level. The findings of this study reveal that there is a significant relationship between teachers’ remuneration and quality teaching in Nigeria. Based on the findings of this research study, teachers' remuneration significantly affect both extrinsic and intrinsic motivating factors, increased teacher absenteeism, teachers-students interpersonal relationships as well as commitment to work, consequently contributing to dwindling educational quality and academic performance of primary school students. As such, highly-motivated, well-trained and professionally supported teachers are crucial for an effective education system in Nigeria.
Author: Paul W. Richardson
Publisher: Routledge
ISBN: 1136314075
Category : Education
Languages : en
Pages : 277
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Book Description
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Author: Anarosa F. Estevez
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
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Book Description
A large urban charter school in Los Angeles, California, has implemented a non-traditional method of paying teachers through performance-based pay. Since its inception in 1998 (Odden & Kelly, 2002), the teachers’ bonus pay was directly linked to an evaluation of their skills and knowledge. During this time, the school demonstrated increased student achievement (Kellor, 2005). However, at the start of the school year 2010-2011, this very complicated evaluation process repositioned bonus monies to add a component that awarded bonuses for student assessment results. The bonuses for student results changed the dynamics of the evaluation system and many teachers voiced their concerns. This mixed-method study explored the teachers’ perceptions of the performance-based pay system. This study investigated the effect such a system has on teacher motivation using Vroom’s Expectancy Theory of Motivation (Vroom, 1964); one of the most commonly used theories in work motivation. This research also gave voice to the teachers involved in this very complex evaluation system through the qualitative data collected. Results indicated that teachers understand the evaluation system process and in particular they positively responded to the pieces of the assessment that provide teachers with the most growth ix in their professional practice. Regarding the Vroom’s Expectancy Theory, results demonstrated that teachers have high levels of expectancy indicating that they believe their work provided them with the results they expected. Results also showed that teachers had high levels of instrumentality indicating that teachers are motivated by their accomplishments and feelings of self-efficacy, and personal growth. They were less motivated by extrinsic rewards including the monetary compensation or opportunities for advancement or promotions. Results of the Valence Construct suggested that teachers valued the opportunity to improve their teaching skills through meaningful professional development. Results revealed that teachers are not necessarily averse to receiving a monetary compensation, but the negative reaction is more indicative of the belief that the local school districts pay teachers a higher salary. The teachers have a strong perception that they receive a lesser pay for the same amount of work compounded by the additional stress factors attached to this program. In summary, the performance-based pay system at this school has been reviewed and has developed over time in congruence with the school’s own development and growth. The results of this study conclude that the effects on teacher motivation are positively aligned to the feedback and direction provided by their peers and administrators and negatively aligned with the existing bonus structure, specifically with the monetary rewards attached to student outcomes.
Author: Virginia Kuhn
Publisher: Open Book Publishers
ISBN: 180064101X
Category : Education
Languages : en
Pages : 185
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Book Description
This volume is a timely intervention that not only helps demystify the idea of a digital dissertation for students and their advisors, but will be broadly applicable to the work of librarians, administrators, and anyone else concerned with the future of graduate study in the humanities and digital scholarly publishing. Roxanne Shirazi, The City University of New York Digital dissertations have been a part of academic research for years now, yet there are still many questions surrounding their processes. Are interactive dissertations significantly different from their paper-based counterparts? What are the effects of digital projects on doctoral education? How does one choose and defend a digital dissertation? This book explores the wider implications of digital scholarship across institutional, geographic, and disciplinary divides. The volume is arranged in two sections: the first, written by senior scholars, addresses conceptual concerns regarding the direction and assessment of digital dissertations in the broader context of doctoral education. The second section consists of case studies by PhD students whose research resulted in a natively digital dissertation that they have successfully defended. These early-career researchers have been selected to represent a range of disciplines and institutions. Despite the profound effect of incorporated digital tools on dissertations, the literature concerning them is limited. This volume aims to provide a fresh, up-to-date view on the digital dissertation, considering the newest technological advances. It is especially relevant in the European context where digital dissertations, mostly in arts-based research, are more popular. Shaping the Digital Dissertation aims to provide insights, precedents and best practices to graduate students, doctoral advisors, institutional agents, and dissertation committees. As digital dissertations have a potential impact on the state of research as a whole, this edited collection will be a useful resource for the wider academic community and anyone interested in the future of doctoral studies.
Author: Amos Mathias
Publisher: GRIN Verlag
ISBN: 3668896941
Category : Computers
Languages : en
Pages : 107
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Book Description
Master's Thesis from the year 2019 in the subject Communications - Multimedia, Internet, New Technologies, grade: 72.0, Coventry University (School of Engineering, Environment and Computing), course: MSc. Management of Information Technology, language: English, abstract: The thesis aims at exploring the use of social media to improve students’ academic performance in Nigeria. The study is guided by the interpretivist theoretical perspective which follows a qualitative approach. The findings reveal that Taraba State University students have access to social media, but there is no official social media platform to build learning communities for the improvement of students’ academic performances in the university. In recent times, institutions of higher learning around the world are exploring various technologies that encourage active learning. One of such technologies is the use of social media in building learning communities. Learning communities have assisted students’ learning process by means of collaboration, sharing of ideas and information in their respective subject areas. This is in accordance with the benefits of mobile technologies and ubiquitous computing, internet of a thing and emerging technologies such as web 2.0 and social networking that has captivated the attention of students globally. It is this development that has triggered this research on use of social media to improve students’ academic performance in Nigeria. The study is guided by the interpretivist theoretical perspective which follows a qualitative approach. The case study method and triangulation sampling are employed for indept data collection. Interviews, online survey and observation are used as sources of primary data collection. Constant comparative analysis method is used to analyse the data. Social media has become an integral part of people’s life as this technology enables people to network with friends and associates, share photographs, generate contents, interact in games and real time conversations. The ever-increasing proliferation of mobile technologies has increased the use of social media, more especially in universities where the technology is transforming the way students communicate, collaborate, interact and learn.
Author: Dr. T.V. Somashekar
Publisher: Sapna Book House (P) Ltd.
ISBN: 8128019848
Category :
Languages : en
Pages : 450
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Book Description
The Knowledge of Psychology has been widely used in different fields and it is also used as testing device in many competitive examinations of present modern world, where more importance is being given to competencies and potentialities of the individual. Educational Psychology is playing, a vital role in the entire educational system. Neglects of which, causes total breakdown in the system itself. It is imperative for teachers, administrators, curriculum constructors and evaluation experts. The student-teachers gain access to the educational Psychology only in their B.Ed or D.Ed courses. This provides an insight into the subject and helps them to acquire the knowledge so that they can effectively implement it, in their actual classroom teaching-learning process. The present book titled “Educational Psychology and evaluation” is written keeping in mind, the need and requirements of B.Ed, D.Ed students and teacher educators in focus. Table of Content CHAPTER -1: PSYCHOLOGY CHAPTER -2: UNDERSTANDING THE LEARNER CHAPTER -3: INDIVIDUAL DIFFERENCES (I.D) CHAPTER -4: GROUP DYNAMICS CHAPTER -5: PERSONALITY CHAPTER -6: LEARNING CHAPTER -7: CONCEPT LEARNING CHAPTER -8: FACTORS INFLUENCING LEARNING CHAPTER -9: PROGRAMMED INSTRUCTION CHAPTER -10: MEASUREMENT, EVALUATION & ASSESSMENT CHAPTER -11: STATISTICS
Author: Jere E. Brophy
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 124
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Book Description
Author: A. Babs Fafunwa
Publisher: Routledge
ISBN: 0429847122
Category : Education
Languages : en
Pages : 233
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Book Description
Originally published in 1974, a comprehensive history of Nigerian Education, from early times right through to the time of publication, had long been needed by all concerned with Education in Nigeria, students, teachers and educational administrators. No one was better qualified than Professor Fafunwa to provide such a book, and in doing so he gave due emphasis to the beginnings of Education in its three main stages of indigenous, Muslim and Christian Education. Nigerian Education had been considered all too often as a comparatively recent phenomenon, but this book points out from the start that ‘Education is as old as Man himself in Africa’ and that both Islam and Christianity were comparative newcomers in the field. A historical treatment of these three strands which have combined to make up the modern Educational system was vital to a clear understanding of what was needed for the future, and most of the first half of the book is concerned with these Educational beginnings. The imposing of a foreign colonial system on this framework did not always lead to a happy fusion of the systems, and the successes and the failures are examined in detail. There was no shortage of documentary evidence in the form of reports and statistics during the decades prior to publication, but this evidence was frequently scattered and inaccessible to the student, so that the author’s careful selection of key evidence and reports, often drawn from his own personal experience, will be invaluable for those wishing to trace the development of Education in Nigeria up to the early 1970s. A knowledge of the history and development of the Nigerian Education system, of the numerous and intensely varied personalities and beliefs which have combined and often conflicted to shape it, is indispensable to all students in colleges and universities studying to become teachers. It is this knowledge that Professor Fafunwa set out to provide, drawing on his wide experience as teacher writer and educationalist.
Author: Christopher Knapper
Publisher: Jossey-Bass
ISBN: 9780787957902
Category : Education
Languages : en
Pages : 0
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Book Description
Student ratings have long been the primary means of evaluating teaching in higher education, but are they sufficient to meet the increasing demands in public accountability and the changes in learning needs? This volume explores a wide range of alternative approaches to assessing teaching performance and presents methods for documenting and judging teaching that have often been overlooked in the sometimes acrimonious debate about the reliability and validity of student questionnaires. Contributors discuss the underlying issue and principals that affect all forms of evaluation - making links between teaching methods and learning outcomes. They explore the goals and applications of the teaching portfolio, a widely used alternative to the sole reliance on student ratings; and discuss the strength and weaknesses of evaluating teaching through teaching awards. They also examine technology and its importance in automated evaluation systems, the role of formative evaluation in the scholarship of teaching; the role of evaluation in the accreditation of university teachers; and the evaluation of teaching for entire programs, departments, and institutions. Presenting a concept of interpretive and critical evaluation that considers knowledge about teaching as communicative and emancipatory, this volume is a frank and invigorating analysis of the emerging theories and applications of teaching evaluation. This is the 88th issue of the Jossey-Bass series New Directions for Teaching and Learning.
