CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teachers play a critical role in the development of students’ futures and the academic sector in Nigeria. Today, teaching is one of the least regarded professions in Nigeria, as it is in the majority of underdeveloped nations worldwide. Teachers in all of its manifestations are the builders of a nation; they educate the kids who will later support the nation’s progress (Coleman, 2012). Teachers are not appropriately rewarded for their critical function. If not for the recent introduction of several fringe perks or remunerations by the federal government, such as the new compensation structure dubbed “elongated salary,” housing and transportation, and utilities. If all workers in the country received rent and leave allowances, teachers would have remained extremely poor (Eze 2014). These remunerations serve as additional incentives to inspire and urge instructors to give their all in order to foster a more positive attitude toward work, which results in increased productivity and efficiency. Regrettably, teachers do not receive these remunerations as frequently as their peers in other occupations. This frequently results in unending strikes in the education system. According to Mbipom (2000), both staff and students have lost significant amounts of time as a result of strikes for better working conditions. As a result, as long as the hydra-headed examination misconduct persists, no one appears to care. The resulting impacts are evident in the half-baked and ill-equipped products produced annually by the educational system.
On the other hand, many teachers refuse to take the most favorable attitude toward work that would enable them. Teachers have lost interest in or commitment to their employment. This worsening tendency is especially noticeable in metropolitan areas, where the level of sophistication appears to be devoted to the wicked speed.
Shagari (2002) remarked that Nigeria’s attitude toward labor is the worst in the world and that if every Nigerian were willing to work an honest day’s work for an honest day’s pay, Nigeria might do great things in every field of human endeavor.
Since ages, teaching, which everyone recognizes as a noble profession, has been the talk of the town; the average man on the street laments the apparent decline in the standard of education in our society, which they typically attribute to teachers’ attitude toward work; as a result of teachers’ poor attitude toward work, the standard of education continues to decline daily.
1.2 STATEMENT OF THE PROBLEM
Teachers are critical in shaping children’ futures. Students’ achievement levels are closely tied to the efficacy of their teachers. However, a major issue exists in Nigeria’s public schools, which is affecting students’ performance. In the public schools, a huge number of instructors are hired and fired (Lion, 2017). As a result, teaching has become a profession with a revolving door. Additionally, a huge number of instructors are transitioning to non-teaching careers. As a result, a teacher shortage is occurring. These posts are being filled by incompetent instructors in schools. This turnover of competent instructors and the subsequent filling of vacant posts by inefficient teachers lowers the standard of education, and as a result of the low quality of instruction, student performance suffers. According to Adekunle (2015), excessive teacher turnover has a significant effect on kids’ success levels. This high rate of turnover has piqued the interest of education research and development. The primary objective of educationalists is to ascertain the causes of high teacher turnover. This problem is not exclusive to Cross River State; it also exists in other cities and in other nations. This research seeks to ascertain teachers’ motivation and attitude toward work among secondary school teachers in Cross River State.
1.3 OBJECTIVES OF THE STUDY
The primary objective of this study is to examine teachers’ motivation and work attitude in secondary schools. Specifically but not limited to, other objectives of the study are:
i.         To find out whether the teachers in most secondary schools in Cross River State are motivated.
ii.       To determine the extent to which teachers’ motivation influenced the attitude of secondary school teachers to work in Cross River State.
iii.     To determine the effects of motivation on teachers in Cross River State.
iv.     To examine the extent teachers motivation can affect students academic achievement.
1.4 RESEACH QUESTIONS
The following research questions will guide this study:
i.         Are the teachers in most secondary schools in Cross River State are motivated?
ii.       To what extent has which teachers’ motivation influenced the attitude of secondary school teachers to work in Cross River State?
iii.     What are the effects of motivation on teachers in Cross River State?
iv.     To what extent can teachers motivation affect students academic achievement?
