MOTIVATION AND TEACHERS’ JOB SATISFACTION FOR IMPROVED ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS IN ANANBRA STATE

Abstract

This study investigated the motivation of teachers and their job satisfaction as correlates of improved students' academic performance in Secondary Schools in Anambra State. The total population for the study comprised 5,761 public secondary school teachers in Anambra State. The sample for the study comprised 1,728 teachers which were composed using a stratified random sampling technique. Two research questions guided the study and two hypotheses were tested at a 0.05 level of significance. The study utilized a correlational research design. The instrument was duly validated by experts. The researcher developed an instrument titled "Motivation and Teacher Job Satisfaction and Students' Academic Performance" Questionnaire (MTJSSAP) was used to collecting data.  A reliability index of 0.88 for the questionnaire was obtained using Cronbach’s Alpha to measure the internal consistency. Out of the 1,728 copies of the questionnaire distributed, I,700 copies were duly completed and retrieved representing a 98.4% return rate, and these were used for data analysis. Data were analyzed using Pearson's Product Moment Correlation Coefficient. The findings revealed that there is a positive correlation between motivation and improved students' academic performance.  It was therefore recommended that since teachers are happy with their job if they have clear information, professional achievement, recognition, opportunity to participate in decision making, receive a living wage, and have good relationships with their boss that the state government, and secondary school administrators should make efforts to uphold these conditions so as to improve teachers job satisfaction and ultimately students’ academic performance.