CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Background to the Study
Work motivation is the psychological process that influences an individual’s behavior in relation to achieving workplace objectives and tasks. As a result, motivation is defined as the process of persuading individuals to do tasks more effectively or quickly while maintaining a feeling of accountability (Analoui, 2000). According to psychologists, salary alone does not enhance motivation; other concerns such as occupational, recruiting, attrition, deployment, and general work satisfaction must also be addressed (Bennell, 2004). Only when fundamental requirements have been addressed can “higher-order” wants, which are the foundation of meaningful work satisfaction, be met. People’s actions and behaviors are guided by motivation in order to reach certain objectives (Analoui, 2000). Motivation may be intrinsic or extrinsic, according to Sansone and Harackiewicz (2000). Intrinsic motivation influences behaviors, performance, and well-being by stemming from inside the individual or from the activity itself (Ryan & Dcci, 2000). Extrinsic motivation, on the other hand, is based on obtaining externally administered benefits such as income, material goods, status, and favorable appraisal.
Any state’s government should be accountable for ensuring that teachers perform to their full potential. The top concerns highlighted in a research on why teachers quit the field were insufficient pay, poor teacher status, and a lack of opportunity for advancement (Bame, 1991). Recent research has shown inadequate or non-implementation of services, as well as appalling socioeconomic situations in rural regions, where the majority of teachers work, as additional reasons (Cobbold, 2007). Bennel (2004) also said that teacher salaries and other material rewards in underdeveloped nations were insufficient to meet individual and household survival requirements. Teacher motivation is determined by the instructors’ attitude toward their jobs. Teacher motivation may therefore be defined as those elements that work inside the educational system that, if not addressed, can slow down a teacher’s performance, generate stress, dissatisfaction, and frustration, all of which affect classroom effectiveness and student quality output. This means that elements that create, channel, maintain, and affect teacher conduct are included in teacher motivation.
There are several motivational tactics, all of which are dependent on the business. Intrinsic elements like as compensation, perks, and working conditions are examples of motivating styles, whereas extrinsic variables such as job restructuring, positive reinforcement, high expectations, treating people fairly, and meeting employee requirements are examples of extrinsic factors. According to (Rawd, 2003), motivation and job performance are mutually incompatible. The combination of a person’s desire and energy put toward accomplishing a goal is referred to as motivation. Motivation is one of the variables that managers should pay attention to while managing their workers’ performance. In reality, to get the most out of people, managers must devote a significant portion of their time on motivating them. It is due to the fact that motivation is the drive that causes people to begin and guide their actions. Motivation has an impact on how workers behave and react to their duties in the workplace, as well as how long they will hold a specific attitude toward them. Managers need long-term techniques and skills to keep employees’ passion and commitment high. It’s crucial to remember that different individuals behave differently since their needs and objectives differ. As a result, various types and levels of motivation may be required by different persons. Therefore, when considering motivation, it is important for the managers to look forward positively and to take a long-term view for the success.
1.2Â Â Â Â Statement of the Problem
Teachers’ skill and dedication are often acknowledged as the most significant determinants of learning results. The study’s learning outcomes are the instructors’ work performance. The research looked at indicators of intrinsic motivation such as work satisfaction, pleasure of teaching, the demanding and competitive nature of teaching, recognition, career progression, and control over others, as well as teaching as a life goal (Rawd, 2003). Extrinsic motivation, on the other hand, comprises externally administered incentives such as a wage, free housing, free meals, weekly duty and additional teaching allowances, advance payments in the event of financial difficulties, leave of absence, and free medical care, among other things. Teachers’ motivation has been identified in a number of forums as one of the core causes of administrative issues that obstruct excellent teaching and learning in elementary schools. therefore this research intends to find out the impact of teachers motivation on the improvement of quality teaching and learning in public primary schools.
