INTRODUCTION
This
chapter deals with the conceptual framework on motivation and managerial
effectiveness in Private Secondary Schools, Ilorin-South Local Government Area,
Kwara State. This involves identifying
and analyzing materials concerning information related to the research problem
of the study. The materials are got from journals, papers, dissertations
presented by eminent scholars, Local and International authors.
The
purpose of reviewing literature is to provide the understanding and insights
necessary for the development of the framework of the study. It also helps in
pointing out research strategies and formation of hypothesis. Lastly, review of
literature helps in eliminating irrelevances.
2.2 MAIN BODY
The
chapter is divided into sub-sections as follows:-
-
Concept of management in education
-
Concept of effectiveness and efficiency
in Management
-
Motivation
-
Salary increment as a motivational
incentive
-
Staff development/further training as an
incentive
-
Condition of service as an incentive
-
Teaching materials as an incentive
Concept
of Management in Education
Leon
Magison et al (1983) defines management as working with people to determine,
interpret, and achieve organizational objectives by planning, organizing,
leading, controlling and staffing.
Therefore, management is the process or planning, organizing, leading and
controlling the effort of organizational members and using all other resources
(Monetary and non-monetary) to achieve stated organizational goals.
Urwick
and Gulick (1937) in answering to the question, what is the work of the Chief
Executive? Responded “POSDCORB”.
According to them, the acronym depicted seven administrative procedures:
Planning, Organising, Staff, Directing, Coordinating, Reporting and Budgeting.
In the view of Enaohwo and Eterakeya (1989), a more complete function of a
manager, however, should include “evaluation”.
Aderonmu (1981) defined
educational Management as “essentially a service, activity or tool, through
which the fundamental objective of the educational process may be more fully
efficiently realized”. Educational Management
is therefore concerned with the utilization of adequate resources and the
harmonization of relationships and interactions in a suitable environment, in
order to foster the attainment of the goals of teaching and learning.
There
are three levels of management is all formal organization (e.g. education
industry). The three levels of
management are:
a)
Top or strategic level of management:
This is the peak of management levels that consist of the corporate officers
that are elected by the board of directors e.g. president/Governor, Chief
Executive Officers etc. This level has
to do with policy formulation, working out long-range planning, determining
educational objectives and goals etc.
b)
Middle or Tactical level of Management:
Middle level managers are in between the top and lower level managers. They
spend most of their time analyzing data, preparing information for decision and
translating top level management overall policies and strategy into operational
policies, procedures and methods of work. Vice-chancellors, provosts,
principals, proprietors or proprietress of various schools are good examples of
tactical managers.
c)
Lower or Operational level of
management: This is the supervisory level.
The supervisors do not manager other managers but spend more of their
time with subordinates and peers to oversee the activities of the front line
employees and ensure that they carry out their daily task as expected. They maintain discipline and order, directing
all workers to accomplish departmental goals, executing the policies of top
management level. The Heads of
Departments (HODs) and Head of Units (HOUs) in Schools are good examples of
Lower level Management in education.
Ogunsaju (2000) opined
that educational management is the concern of every member of staff within an
established school system. He therefore
defined management as effective organizational leadership and one of its main
functions is effective coordination of both human and non-human resources in
order to achieve the objectives for which an organization is established.
In order to drive our
discussion home, you will agree with me that management in an educational
organization otherwise known as Educational Management is aimed at directing
all activities towards the attainment of the goals of teaching and learning.
All the people working in an educational institution will have to contribute
towards the accomplishment of these goals.
Teachers, professional, staff, members of schools Boards, Local
Education authorities, inspectors, parent and community, ministries of
Education etc are involved.
Concept of
effectiveness and efficiency in Management.
The
need to be effective and efficient has become of paramount importance to
schools and education authorities. If an organization is to continue its existence
overtime, it must be both effective and efficient.
Effectiveness
can be defined as the extent to which the set goals or objectives of a school
programme are accomplished. Such effectiveness, can be seen in relation to the
quality, quantity, equity or equality of educational instruction given in a
school. An organization could therefore
be said to be effective if it is able to accomplish the set goals and objective
over a period of time.
Efficiency
on the other hand implies minimizing cost and maximizing production. Arinze
(1996) defined efficiency in term of the optimal relationship between inputs
and outputs in an enterprise. He said that an activity is performed efficiently
if a given quantity of outputs is obtained with a minimum number of inputs or,
alternatively if a given quantity of inputs yields maximum outputs. Efficiency
is a measure of how well resources (human and materials) are being used to
produce output.
Effectiveness
is normally defined in term of the achievement of objectives. For example, a Senior Secondary School is
said to have achieved its objectives if its students perform well in the Senior
Secondary School Certificate Examinations. An activities is performed
effectively is the objective set out is achieved.
Adesina
(1980), Management is the organization and mobilization of all human and
material resources in a particular system for the achievement of identified
objectives in the system. It should be
emphasized that the human resources in the school system would comprise all men
and women within the school system from the principal of the school to the
school gateman. It is pertinent to consider human factor as an ‘Armstrong” of
any organizational effectiveness.
Chester
Barnard (1938) emphasized the importance of both formal and informal
organization and clearly demonstrated the inevitable interaction between
them. He contends that efficiency and
effectiveness can be achieved if the formal and informal aspects of the
organization are integrated. According to him, efficiency refers to “the
accomplishment of the cooperative purposes which is essentially, non-personal
in characters” while effectiveness refers to “the satisfaction of individual
motives, which is personal in character”.
Arinze
(1996) stated that efficiency in education are in two dimensions:
i.
Internal Efficiency: the flow of
students through the system with a minimum of wastage.
ii.
External efficiency: the quality of
learning achieved in the system at given level or periods.
He explained further
that an educational system is said to be internally efficient when it turns out
graduates without wasting any student year, or without drop-outs and repeaters.
The same system may be externally inefficient if the graduates it turns out are
not what the society, economy, or higher levels of education wants. The
graduates so turned out may be wrongly qualified, not meeting the University
entrance requirements, unemployable and redundant.
It becomes the
responsibility of the management to organize and mobilize all the human and materials
resources for effective and efficient achievement of the institutional goals
and objectives. To achieve the goals of the school, therefore the school
Management should ensure maximum utilization of these human and material
resources. Every aspects of the schools
activities is determined by the competence, motivation and general
effectiveness of its human resources. Harbison (1974).
Motivation
How can I get my staff members to care more
about their work? What kind of condition bring the best out of them? What
motivates my employees to do their best and derive their satisfaction from the
work? Questions such as these are foremost in most managers’ mind. In the
opinion of many key to performance is ‘Motivation”.
Musaazi (1992) defined
motivation as the inner drive which prompts people to act in a certain way.
Motivation is also an urge or drive within or outside an individual which make
him to take action. It could be aroused by tangible physical need, an emotion
or an idea.
Government and
individual may build and equip all schools with the best science and technical
equipment, provide all the basic educational materials, renovate and
rehabilitate all old schools, provide library and other necessary facilities as
well as the best qualified staff, yet the problem confronting educational
management would be half solved. Teachers who are the ‘bedrock’ of any
educational system need to be treated fairly well in terms of prompt settlement
of their entitlements and enjoyment of their benefits enjoyed by other public
servants. The school will not be able to realize its goal fully until
students’, teachers’ and managers themselves are sufficiently motivated’.
Oyedeji (1998),
identified motivation as a process of arousing enthusiasm in individual so that
he can perform his duties with pleasure and high interest in pursuance of the
organization and his personal goals. It is left for the management of the
school to come up with incentives that will bring out the best in both teaching
and non-teaching staff. An outstanding feature of motivation is that if the
staff are properly motivated, this can change an otherwise mediocre group into
a highly productive team. A study of motivation means a study of the causes of
human behavior rather than its effects. Many school disputes and problems could
easily be avoided if there were better motivation of staff and students. Judged
purely from the performance of students, schools which have teams of motivated
teachers tend to be better than those schools in which qualifications and
experiences of staff may not be inferior, but the lack motivation.
Hoy and Miskel (1987)
defined motivations as the complex forces, drives, needs, tension states, or
other mechanism that start and maintain voluntary activity directed towards the
achievement of personal goals.
For example, to be
motivated to learn we need to know how learning will help us achieve our goals.
Goal can be specific: I
want to be an educationist, or
Goal can be vague: I
want to be successful.
Goals are broken down
into smaller steps which we can targets. We need to make sure that targets are:
Specific: What
do I want to achieve?
Measurable: Will I know when I have hit my target?
Achievable: Can I do this in the next few weeks?
Realistic: Am I really able to do this?
Timed: Have I set myself a deadline for this target?
The most effective
target are those which we set ourselves.
Durosaro (2000) refers
to motivation as the drive or intrinsic force within the human organism that
makes him want to contribute action towards the achievement of an
organizational goal. Motivation is concerned with the cause of behavior: why
people act, speak or think the way they do.
It is part of good leadership for school head to know how to motivate.
Schools with effective principal have motivated staff and students. In a
school, the school head needs to get result through people. This is best done
if the school head helps staff experience job satisfaction. This is known as
“intrinsic motivation” which comes from within rather than ‘extrinsic motivation’
which is often based on fear. The best
motivation is the one which comes directly from within the individual worker.
Ntoumanis (2000),
states that different types of motivation induce a number of different
cognitive, behavioural and affective outcomes. He considered motivation from
self-determination point of view. Self determination theory argues that
behavior can be broadly categorized as intrinsically motivated, extrinsically
motivated or amotivated.
According to Reci and
Ryan (1991) intrinsically motivated behaivour can occur without external reward
(e.g trophies), they are undertaken out of interest in the activity itself
rather than the outcomes of the activity and are evident when the activity is
carried out as a means to an end and not for its own sake.
Amotivated behavior can
be found in situation where individuals are neither intrinsically or
extrinsically motivated. Amotivation refers to situation where individual
perceive no contingencies between outcomes and their actions, where they experience
feelings of incompetence and uncontrollability.
Deci and Ryan (1991)
identified four types of extrinsic motivation and they are:
a. External
regulation.
b. Introjected
regulation
c. Identified
regulation
d. Integrated
regulation
a.
External
regulation: Represents behaviours which are
regulated through external means such as rewards or punishment.
b.
Introjected
regulation: Refers to behaviors which are
beginnings to be internalized, but they are not fully self-determined. These
behavior can be performed in order to gain social recognition or avoid internal
pressures and feeling of guilt.
c.
Identified
regulation: This is when behaviors becomes more
self-determined. The outcomes of behavior are highly valued and it is performed
with less pressure even if it is not particularly pleasant.
d. Integrated regulation: This
presents the most determined form of the internalization process. It refers to
behaviors which are performed out of
choice in order to harmonize and bring coherence to different parts of the
self.
Motivation is a
function of need. Need varies from one individual to another so also what
motivates one person may not motivate another.
|
Maslow’s Hierarchy of needs.
According to Abraham
Maslow (1943), human needs occur in hierarchy, that is in graded levels of
importance. The basic human needs essential to sustain life are physiological
needs such as food, shelter and clothing. Until these basic needs are satisfied
to a considerable degree, the majority of a person’s activity will tend to be
at this level and the other levels will provide him with little motivation. He
said further that as soon as the physiological needs are satisfied, other level
of needs become important and these motivate and dominate the behavior of the
individual. When these needs are some what satisfied, other needs emerge, and
so will the need with highest strength become dominant.
Furthermore,
a need does not have to be hundred percent satisfied before the next level of
need become strong. Needs change as an individual develops psychologically; for
instance, physiological and security needs are dominant early in life, while
social, esteem and self-actualization needs become relatively more important as
a person matures. Esteem and self-actualization (i.e higher order) needs are rarely satisfied; yet they are not
significant until physiological, security and social (i.e lower order) needs are reasonably well satisfied.
Durosaro
(2000), identified six issues surrounding motivation of people to work. These
are:-
a. Nature
of the work environment.
b. Managerial
philosophy in the organization.
c. Individual
capability and willingness to contribute action towards goal achievement.
d. Social
rating of the organization.
e. Job
security of the workers.
f. Extent
of congruency between organizational goals and the individual (needs)
The nature of work
environment to a greater extent motivates or dissatisfies workers on their
work. A man tends to work when he is happy within the environment of his work.
The physical facilities in which the workers work must be both comfortable and
secure. No matter how rewarding a work is, if the environment is too hazardous,
it can dissatisfy the workers. The school management, therefore should
endeavour to provide safe, comfortable and stimulating work that would remove
fear and anxiety at work.
The managerial
philosophy of the organization is another issue that can either motivate or
repel the attitude of worker to work. The McGregor’s theories of X and Y will
come to play here. If the management views the worker a lazy, naturally
indolent, dislike of work, lack
initiative, self-centered, gullible, dull and need to be forced,
coerced, controlled, threatened with punishment before they could do their
work, it would affect employee-employer
relationship. On the other hand, if the workers are views as good, ready
to work, intelligent, responsible, naturally ambitious and anxious to
contribute action to the achievement of organizational goals and mindful of
their needs, it will impact positively on their attitude to work.
Another issue
surrounding motivation is the capability and willingness to contribute towards
the achievement of the organizational goal. Whatever the level of motivation,
if the worker is incapable and lacks the willingness of doing the job, it would
be useless.
Social rating of the
organization and job security can either motivate or demoralize the staffers.
The major areas of concern for teacher is getting permanent and pensionable
appointment and confirmation of appointment because lack of these makes the staff to get worried and the
fear discrimination or arbitrary managerial action. If they felt there is no
job security, no matter the motivation they may still not put in their best.
The extent of
congruency between the organizational goals and the individual needs could also
go a greater extent to motivate the workers. Management should carry out a
careful assessment of the reward structure and ensure that individual goal
achievement is considered along while fixing the goals of the organization.
Motivation, therefore,
is not bribery, and it is not about manipulation. It is but understanding the
needs of workers and providing ways to help them attain or satisfy those needs
through the organization.
Salaries/wages
increment as a motivational incentive
One major reason why
people work is to earn income in money term. This is needed to meet some
personal and domestic needs such clothing, feeding,
payment of rent, school fees etc. Salaries have a large motivating tendency in
it. In most cases, it is not the increase in salaries/ wages that only matters
but also, prompt and regular payment of it.
Musaazi
(1982) opined that economic considerations is one of the factors that motivates
people to work and its importance should not be overemphasized at the expense
of the workers psychological needs. He explained further that workers also need
kind, sympathetic, honest, impartial, considerate and accommodating managers
because all these can sometimes be more important than just monetary rewards.
According
to Ubeku (1975), there is need for job evaluation and a sound policy of wage
administration to determine the relative worth of various jobs for the purpose
of fixing remuneration and compensation. Having fixed such remuneration, there
is need for increment as and when due. This is expected to boost the morale of
the staff both teaching and non-teaching.
In Oduwaiye
(2000), remuneration and compensation is a reward for service to the
organization and also a source of livelihood for employees. This is related
directed to their comfort and satisfaction and when they are comfortable, it is
expected that they will perform better on their duties.
Simon(1947)viewed
the organization as an exchange system in which
reward(inducement)are exchange for work
just as in a school, the teachers get salaries in exchange of their work. He explained further that an
employee remain in the organization as long a he think the inducements are
larger than his contribution. This is true because for example, a teacher may be induced to remain as the vice
principal of a school, as a result of other fringe benefits attached to the
post, such as free accommodation free
transportation and free medical
services, and of course the social reorganization, which goes with the post.
Saul
Gellerman (1968) summed the importance of salaries and wages as a motivating
tendency in his statement: “to say that monetary omnipotence is a myth is not
to say that money is impotent”. Money can motivate; that is, it can Saul
Gellerman (1968) summed the importance of salaries and wages as a motivating
tendency in this statement: ‘to say that monetary omnipotence is a myth is not
to say that money is impotent”. Money can motivate; that is, it can influence
action and encourage extra effort, extral creativity or any other kind of
non-routine performance. But it can do
this only when the increment or net gain for the employee is large enough.
STAFF DEVELOPMENT/FURTHER TRAINING AS AN INCENTIVE
One of the
propositions of Human Capital Theorists is the training and development of
manpower or human factor of production.
They argued that increased productivity can only be attained when avenue
for advancement and training is opened for the workforce. Both cognitive and
affective training and development are necessary to complement the one of
psychomotor or technical know-how.
Staff
development can simply be defined as activities provided for the middle and
upper management in and outside an organization. It is a teaching activity
planned and initiated by an organization.
Harris
(1980) views staff development as that aspect in administration, which implies
the training of an individual in organization to enhance his performance, Ngu
(1989) views it as the process of behavioural modification or moudling of
workers in order to integrate organizational needs with their characteristics.
The view is
in consonance with the view expressed in Novit (1979) when he noted that staff
development is the training of personnel in an organization towards motivating
them to become competent and work hard in achieving the goals of an
organization. Teachers growth is promoted
when teachers exchange ideas and when they are encouraged to test the
hypotheses they establish. All activities that led to the growth of a teacher’s
potentials are encompassing in staff development training which is not
something that is provided by the official leader for their members of the
staff.
The school
organization has to give the minimum training to its employees [both teaching
and non-teaching] to make them at least become acquainted with the objective,
policies, rules, standards, and procedures peculiar to the school organization
and the particular job. The staff
development training will be more profitable if it is centered on improving the school programmed.
Egunyomi (2000) submitted that the need for
training and specifically the type of training needed is usually determined by
the specific defect(s) that exits or that is anticipated in an organization .It
could be inferred that a training need is an observable gap between the kind of
performance or competence an employee has and the kind of performance or
competence an employee is expected to have.
The types
of training that can be readily available for an educational organization will
include, in-service course for teachers, on-the-job training,
Refresher-Training, vestibule training, conference training, off-the-job
Training, Staff seminar, workshops, induction courses etc. The principal should pay a helpful role in
making sure that deserving staff go on in-service training and where there is
deficiency, effort should be made to help remove it.
It has been
established over the year that learning is a continuous process from cradle to
grave. It is expected therefore, that staff development should be part of
management packages if desired result is to be achieved. Adequately qualified
staff must be employed and proper monitoring system for developing human
resources must be put in place to ensure effectiveness. Staff development and training should be an
in-build and integral part of the school system if teachers would perform their
job well, motivated and get full satisfaction from their work.
CONDITION OF SERVICE AS AN INCENTIVE
According to Fagbamiye (2000), efficiency is a function of
human frame of mind and motivation is a necessary requirement for effectiveness
in the long run. For teachers to be
effective, they must be in the right frame of mind, free from distractions and
appropriately motivated. Such motivation
should consider condition of service good enough to bring out the best from
both teaching and non-teaching staff.
A good condition of service makes for fairness and
encourages mutual trust and confidence thus creating a congenial atmosphere
where an individual could work without fear or intimidation. Condition of
service can serve as incentives that are likely motivate the teaching and
non-teaching staff to perform effectively and efficiently to the attainment of
the educational goals.
TEACHING MATERIALS AS INCENTIVES
School infrastructures like desks, buildings, library and
instructional materials can serve as incentives that are likely to enhance
teachers’ performance and students’ academic achievement. Taiwo (2000), states that the proper
maintenance of school infrastructure makes learning to become real to students
and also serves as great assistance to the teachers in the school. An effective school administrator makes his
greatest contribution by providing and retaining staff, and by furnishing them
and their students with efficient and sufficient working tools and creating a
conducive environment in which they can work.
The downing of chalk by teachers in many schools in the country is an
indicator of inadequate/lack of teaching materials and dissatisfaction of
teachers with their environment.
Ijaiya (1991) affirms that the school environment as well as
teachers are part and parcel of the resources which are crucial in bringing
about the desired learning in school. It
is therefore important that these resources are made conducive at all times.
As a matter of fact, a well maintained school infrastructure
provides avenue for student to psychologically settle down for academic work
instead of embarking on unrest due to poorly maintained infrastructure.
Olutola (1988) maintained that the teachers as well as his
students are certainly influenced by their physical environment and such
physical environment includes the buildings, desks and tables. Of equal
importance is the fact that whatever impacts that are made in the provision of
furniture, buildings and other instructional materials like maps, books and charts
for the purpose of teaching students will equally affect the attitude of
teachers in their teaching exercise either positively or negatively.
2.3 SUMMARY OF LITERATURE
REVIEW
On motivation, Oyedeji (1998), Durosaro (2000) emphasized
that enthusiasm in individual must be aroused positively for him to contribute
action that will lead to the achievement or organization goal.
On salary increment, Ubeku (1975) opined that there will be
job evaluation so as to determine the worth of various jobs. Oduwaiye (2000) on
the other hand conclude that remuneration and adequate compensation will lead
to the comfort of workers. By extension when workers are comfortable, they will
put in more.
On staff development, Ogunsaju (1990) and Ojedele (2000)
concluded that it is an important way of enhancing high performance in workers
and it would help them update their knowledge continually through exposure to
latest research in science and technology, arts and social sciences as well as
pedagogy of teaching.
In summary, the motivational incentives considered in the
study are: salary increment, staff development/further training, condition of
service and teaching materials.
influence
action and encourage extra effort, extra creativity or any other kind of
non-routine performance. But it can do
this only when the increment or net gain for the employee is large enough.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 INTRODUCTION
This
chapter deals with the procedures and strategies used for collecting and
analysing data on relationship between motivation and managerial effectiveness
in private secondary schools, Ilorin-South Local Government Area of Kwara
State. Contains research design,
population of study, sampling procedure, instrumentation, data collection
procedure and data Analysis Techniques.
3.2 RESEARCH
DESIGN
This
Study investigated the relationship between motivational incentives and
managerial effectiveness in sampled Secondary School, Ilorin South Local
Government Area, Kwara State. The research
design for this study could be described as a descriptive survey of
correlational type. The identified
independent variables are salary increment, staff development further training,
conditions of servie ad provision of teaching materials, while dependent
variable is the school’s managerial effectiveness.
3.3 POPULATION OF STUDY
The
research topic is the relationship between motivation and management
effectiveness in Private Secondary School in Ilorin-South Local Government Area
of Kwara State. The population of study, therefore is all Private Secondary
School in Ilorin-South Local Government Area of Kwara State. Kahu and Best
(1995) define population as any group of individuals that have one or more characteristics
in common that a are of interest to the researcher.
3.4 SAMPLE AN SAMPLING PROCEDURE
There
are 15 registered Private Secondary School in Ilorin-West Local Government Area
of Kwara State and only schools which have been in existence for five years and
above were considered for the purpose of this study. 10 out of these schools which represents 62%
were selected using a purposive sampling technique. The purposive sampling
technique according to Daramola (1991) is employed when the selection of sample
is based on a particular aim for which the researcher is set to achieve.
The
sampling was restricted to teachers who have spent at least five years in their
present schools. The analysis of West African Examination Council for three
years (2009, 2010 and 2011) in English, Mathematics, Biology and Economics were
obtained from ten school principals in order to assess the academic achievement
for the period. Total number of 100 teachers and 10 principals were used as
sample for the study.
3.5 RESEARCH INSTRUMENT (INTRUMENTATION)
To
collect the required data for this study, the researcher made use of
questionnaire and oral interview. These are research devices which enabled the
researchers to obtain information from respondents on variety of issues. Best
and Khau (1995) state that a questionnaire is used when factual information is
desired. Okpala, Onuha and Oyedeji
(1993) define a questionnaire as a self reporting instrument that has received
a good use in educational research, psychological research and programme
evaluation etc.
The
questionnaire was divided into three sections. Section A was used to obtain
some personal information from the respondents while section B and C containing
19 items dealt with issues on motivational incentives and the schools’
managerial effectiveness.
Responses
were obtained from the respondents on each of these items, which has a set of
two options, Agree and Disagree.
In
all, a total of 100 questionnaires were distributed for the study and all were
gotten back representing 10% of response.
3.6 DATA
COLLECTION PROCEDURE
The
questionnaires were given to the respondents by the researcher an they were
collected after two weeks. To ensure proper completion by respondents, the
researcher gave explanations to respondents where necessary with regards to the
items on the questionnaire.
3.7 DATA
ANALYSIS TECHNIQUES
The
data collected were analysed using descriptive and inferential statistics. The descriptive statistics used were
frequency counts and percentages to compute the responses of the respondents.
The inferential statistics used was pearson product moment correlation to test
the formulated hypotheses at 0.5 level of significance.
National
Open University of Nigeria
Postgraduate
School,
School
of Education,
Ilorin.
RESEARCH
QUESTIONNAIRE
The purpose of this research is to
find the relationship between motivation and managerial effectiveness of
private secondary schools in Ilorin –South Local Government Area of Kwara State
you are kindly requested to fill the questionnaire given to you correctly.
Section
A
Please
fill in and put/tick ( ) as appropriate
in the spaces provided below:
PERSONAL
DATA
1.
Name
of school:………………………
2.
Teaching
Experience: 0-5 years ( ); 5-10 years
( ); above 10 years ( ).
3.
How
many years have you spent in your present school?......................
4.
What
was your educational qualification when you started teaching?............
5.
With
what educational qualification did you start teaching n your present
school?..............
6.
What
qualification do you possess now?................
SECTION
B
Please identify your choice in the
following with a tick ( ).
s/n
|
Agree
|
Disagree
|
|
1.
|
Salary
increase motivates teachers’ academic performance.
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2.
|
Salary
increase encourages punctually in school
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||
3.
|
Salary
increase encourages teachers’ participation in co-curricular activities
|
||
4.
|
The
school’s management encourages workers to go for higher degrees
|
||
5.
|
Obtaining
higher degrees can lead to better performance
|
||
6.
|
Participation
in seminars and conferences can lead to better performance
|
||
7.
|
Seminars
and conferences are organized by the management for better performance
|
||
8.
|
Does
your management organize seminars and conferences for the staff?
|
||
9.
|
Were
such seminars held in recent time
|
||
10.
|
Good
working conditions such as landed properties, car loan and gratuity can lead
to retention of service
|
||
11.
|
Do
you intend to retire in your present school?
|
||
12.
|
Does
the school’s management give any benefits at the end of service
|
||
13.
|
Provision
of teaching materials enhances students’ academic achievement
|
||
14.
|
Are
there adequate teaching materials in your school?
|
SECTION C
15. How often does your school carry out salary
increment?........
16. Does your school management carry out
salary increment as a matter of policy or when teachers demand for
it?...........
17. Are you satisfied with the last salary
adjustment carried out?..........
18. Does your school win prizes at competition?
If yes, how often?
19. How best do you think teachers could be
motivated?............
CHAPTER
FOUR
PRESENTATION
AND ANALYSIS OF DATA
4.1 Introduction
This
study was designed to investigate the relationship between motivation and
managerial effectiveness in Private Secondary Schools, Ilorin-South Local
Government Area, Kwara State. As indicated in the previous chapters of this
study, the independent variables used in this study are salary increment, staff
development/further training, condition of service and provision of teaching
materials while dependent variable is the schools managerial
effectiveness. Data collected in the
study were analysed using descriptive and inferential statistics.
4.2 Hypothesis Analysis and Discussion of
Results
Main
Hypothesis
There
is no significant relationship between motivational incentives and managerial
effectiveness in Private Secondary Schools, Ilorin-South Local Government Area,
Kwara State.
Table
1: Analysis
of motivational incentives and managerial effectiveness.
Variables
|
No
|
X
|
S.D
|
Df
|
Cal. Value
|
Critical value
|
Decision
|
Motivational incentives
|
100
|
18.61
|
6.129
|
96
|
7461
|
.195
|
Ho Rejected
|
Managerial Effectiveness
|
100
|
14.78
|
5.389
|
As
shown in the table, the Pearson product moment correlation which in the
calculated value is .7461 greater than the critical value of .195 at 0.05 level
of significance and for 99 degrees of freedom. Thus, the null hypothesis is
rejected. This shows that there is significant
relationship between motivational incentives and managerial effectiveness in
Private Secondary Schools, Ilorin-South Local Government Area, Kwara
State. This finding shows that when the
workers re adequately motivated, they would perform their duties with pleasure
and produce results. This agrees with
Oyedeji (1998) who sees motivation as a process of arousing enthusiasm in
individual so that he can perform his duties with pleasure and high interest.
Operational
Hypothesis
Ho1: There is no significant relationship between
salary increment as a motivational incentive and students academic achievement
in Private Secondary Schools, Ilorin-South Local Government Area, Kwara State.
Table 2: Analysis of salary increment as
a motivational incentive and students academic achievement.
Variables
|
No
|
X
|
S.D
|
Df
|
Cal. Value
|
Critical value
|
Decision
|
Salary increment as a motivational
incentive
|
100
|
17.01
|
4.962
|
99
|
.5896
|
.195
|
Ho Rejected
|
Students academic achievement
|
100
|
18.69
|
5.098
|
As shown in table 2,
table Pearson calculated value which is .5980 is greater than the critical
value of .195 at .05 significance level
and for 99 degree of freedom. Hence, the null hypothesis is rejected. This shows there is significant relationship
between salary increment as a motivational incentive and students’ academic
achievement in Private Secondary Schools, Ilorin-South Local Government Area,
Kwara State. This agrees with Ubeku’s (1975) ascertion that there is need to
job evaluation to determine the relative worth of various jobs for the purpose
of fixing remuneration and compensation.
Oduwaiye
(2000), viewed remuneration and compensation as a reward for service which is
related to the comfort, satisfaction and welfare of the employees.
Moreover,
prompt and timely payment of such remuneration would go a long way in enhancing
motivation among the members of staff.
Ho2: There is no significant relationship between
development/further training and students’ academic achievement in Private
Secondary Schools, Ilorin-South Local Government Area, Kwara State.
Table 3: Analysis of staff development
further training and students academic achievement.
Variables
|
No
|
X
|
S.D
|
Df
|
Cal. Value
|
Critical value
|
Decision
|
Staff development /further training
|
100
|
16.78
|
5.261
|
99
|
.5213
|
.195
|
Ho Rejected
|
Students academic achievement
|
100
|
18.69
|
5.098
|
From table 3 above, it
was revealed that the Pearson moment correlation co-efficient(r) is .5213 and
this is greater than the critical value of .195 at .05 level of significance
and for 99 degree of freedom. This shows the null hypothesis is rejected. Therefore, there is significant relationship
between staff development/further training and students’ academic achievement
in Private Secondary Schools, Ilorin-South Local Government Area, Kwara State.
Adesina (1988)
recognized the importance of training when he identified four reasons for it
namely to correct the deficiencies of staff at the time of appointment to enable
the teachers face the challenges arising from innovations in the school
curriculum to enable non-professionals to become professionals to become
professionalized and to enable acquisition of higher qualifications.
The findings
corroborate the position of Adesina (1968) in the sense that many teachers that
joined teaching profession with National Certificate of Education (NCE) are now
degree holders and some of them will first degrees now have masters’ degree.
Oduwaiye (2000) asserts
that attendance at seminars and workshops helps employees to be up to date and
meet modern methods of teaching. It also leads to cross fertilization of ideas
and knowledge about technological and research development.
The school administrator
should always carry out effective and qualitative supervision to further
enhance staff performance and students academic achievement. Supervision, according to Ijaiya (1991) is a
process concerned with growth and development of both human and material
resources with the school for the ultimate benefit of the learners and the
society. It is a legitimate efforts made by a designated professional to assist
the classroom teacher to improve on his competence so that he becomes
self-propelling practitioner as well as ensuring a favourable setting for
effective teaching and learning.
Ho3: There is no significant relationship between
condition of service and students’ academic achievement in Private Secondary
Schools, Ilorin-South Local Government Area, Kwara State.
Table 4: Analysis of condition of servie
and students academic achievement
Variables
|
No
|
X
|
S.D
|
Df
|
Cal. Value
|
Critical value
|
Decision
|
Condition
of Service
|
100
|
18.41
|
6.835
|
99
|
.6819
|
.195
|
Ho Rejected
|
Students academic achievement
|
100
|
18.69
|
5.098
|
As indicated in table
4, the Pearson product moment correlation coefficient(r) is .6819 which is
greater than the critical value of .195 at .05 level of significance and for 99
degrees of freedom. Thus, the null hypothesis
is rejected. This shows that there is
significant relationship between teachers’ condition of service and students’
academic achievement in Private Secondary Schools, Ilorin-South Local
Government Area, Kwara State.
The Researcher
discovered that only four out of the ten sampled schools, representing 40% have
relatively better conditions of service for the staff especially after putting
in five to ten years in service. This explains why there are many teachers who
have put in eight years and above in such schools. This situation notwithstanding, the performance
of students in schools where teachers are adequately motivated are better. This
is noticeable in schools where special incentives such as landed property and
gratuity are given as rewards.
Ho4: There is no significant relationship between
teaching materials and students’ academic achievement in Private Secondary
Schools, Ilorin-South Local Government Area, Kwara State.
Table 5: Analysis of teaching materials
and students academic achievement.
Variables
|
No
|
X
|
S.D
|
Df
|
Cal. Value
|
Critical value
|
Decision
|
Teaching materials
|
100
|
20.89
|
7.767
|
99
|
.6819
|
.195
|
Ho Rejected
|
Students academic achievement
|
100
|
18.69
|
5.098
|
As shown in table 5,
the calculated value of Pearson correlation coefficient is .6819 and this is
greater than the critical value of .195 at .05 level of significance and for 99
degrees of freedom. Hence. The null hypothesis is rejected. This shows there is
significant relationship between provision of teaching materials in school and
students’ academic achievement in Private Secondary Schools, Ilorin-South Local
Government Area, Kwara State.
Adeboyeje and Afolabi
(1991) assert that judicious allocation and prudent management of resources in
the classroom are highly crucial factors in the success of the
teaching-learning process. A teacher who
wishes to do a thorough and effective job in the classroom should therefore
lean the principles and guidelines which govern the allocation, utilization,
coordination and evaluation of available resources.
There is no gain saying
the fact that adequate provision of teaching materials (which include
structures and furniture) would enhance teaching learning situation but most of
the schools do not have up to date teaching materials. It was noted that schools with better
teaching materials have better achievement.
Apart from the use of
questionnaire for this study, the researcher eqaually carried out oral
interview on the principals of the smapled schools in order to know the
students’ academic achievement in West African Examination Council in the last
three years. (2009, 2010 and 2011).
The performance of
students in four major subject of English Language, Mathematics, Biology and
Economics were computed and the following results were obtained.
Table 6: Academic performance of
students in English Language by grouping
Group
|
Grades
|
Frequency
|
Percentage
|
Remarks
|
70-100
|
A
|
12
|
12.0
|
Excellent
|
60-69
|
B
|
40
|
40.0
|
Very Good
|
50-59
|
C
|
34
|
34.0
|
Good
|
40-49
|
D
|
10
|
10.0
|
Passed
|
01-39
|
F
|
4
|
4.0
|
Failed
|
Total
|
100
|
100.0
|
Table
6 above shows the result of students performance in English Language in in the
table, 12 or 12% of students passed at excellent level. This is followed by 40
of the students of Grade B level, majority of he students passed while only
4.0% failed in English Language.
Table 7:: Academic performance of
students in mathematics by grouping
Group
|
Grades
|
Frequency
|
Percentage
|
Remarks
|
70-100
|
A
|
50
|
50.0
|
Excellent
|
60-69
|
B
|
23
|
23.0
|
Very Good
|
50-59
|
C
|
17
|
17.0
|
Good
|
40-49
|
D
|
8
|
8.0
|
Passed
|
01-39
|
F
|
2
|
2.0
|
Failed
|
Total
|
100
|
100.0
|
Table
7 shows the performance of students in Mathematics. In the table, 50% of the students passed at
Grade A (Excellent) level of and 23% at Grade B level. The result shows high
level of passes with only 2% failure.
Table 8: Academic performance of
students in Biology by grouping
Group
|
Grades
|
Frequency
|
Percentage
|
Remarks
|
70-100
|
A
|
47
|
47.0
|
Excellent
|
60-69
|
B
|
13
|
13.0
|
Very Good
|
50-59
|
C
|
29
|
29.0
|
Good
|
40-49
|
D
|
3
|
3.0
|
Passed
|
01-39
|
F
|
8
|
8.0
|
Failed
|
Total
|
100
|
100.0
|
Table
8 shows the result of students’ performance in Biology, 47% of the students
passed at Grade A level, 13% at Grade B level, 29% and 3% passed at Grade C and
D levels respectively. Only 8% failed in Biology.
Table 9: Academic performance of
students in Economics by grouping
Group
|
Grades
|
Frequency
|
Percentage
|
Remarks
|
70-100
|
A
|
30
|
30.0
|
Excellent
|
60-69
|
B
|
49
|
49.0
|
Very Good
|
50-59
|
C
|
12
|
12.0
|
Good
|
40-49
|
D
|
8
|
8.0
|
Passed
|
01-39
|
F
|
1
|
1.0
|
Failed
|
Total
|
100
|
100.0
|
The
table above shows the performance of students in Economics. The subject
recorded the highest number of passes of 99%. Only one student representing 01%
failed the subject.
The
academic achievement of the students as shown in tables 6-9 corroborates the
fact that the teachers are being motivated through various strategies ranging
from salary increment, staff development/further training to better facilities
and conditions of service such as allocation of land, gratuity covering one
year gross salary after putting in ten years of service, assistance to
establish personal school. These efforts have contributed immensely to these
results.
4.3 SUMMARY OF FINDINGS
The
increasing student population and complexity of the Nigerian educational system
with an alarming growth in the number of private schools especial in Kwara
State necessitate effective performance of mangers of education in order to
achieve educational goals and objectives.
This study was therefore designed to provide much needed information on
motivation and managerial effectiveness of Private Secondary Schools in
Ilorin-South Local Government Area of Kwara State.
Data
were collected through the use of questionnaire and oral interview. The
generated hypothesis were tested using Pearson product moment correlation to
determine her acceptance at .05 level of significance. The main hypothesis and
four operational hypothesis were rejected. This implies that there were
significant between the variable used. Below are the result of the analysis.
1.
There is significant relationship
between motivation and managerial effectiveness in Private Secondary School of
Ilorin-South Local Government of Kwara State.
2.
There is significant relationship
between salary increment as a motivation and students’ academic achievement in
Private Secondary School of Ilorin-South Local Government of Kwara State.
3.
There is significant relationship
between staff development/further training and students’ academic achievement
in private secondary school of Ilorin-South Local Government of Kwara State.
4.
There is significant relationship
between teachers’ condition of service and students’ academic achievement in
private secondary school of Ilorin-South Local Government of Kwara State.
5.
There is significant relationship
between provision of teaching materials in the school and students’ academic
achievement in private secondary school of Ilorin-South Local Government of
Kwara State.
CHAPTER
FIVE
CONCLUSION
AND RECOMMENDATION
5.1 INTRODUCTION
This
study was designed to investigate the relationship between motivation and
managerial effectiveness in Private Secondary Schools in Ilorin-South Local
Government Area of Kwara State. This chapter introduces us to the implication
of the study, Recommendations, Suggestions for further studies and conclusion.
5.2 IMPLICATION OF THE STUDY
5.3 RECOMMENDATION
Consequent
upon the findings and conclusions, the following recommendations are made:
1.
The management of various private school
should show more commitment to the welfare of both the teaching and
non-teaching staff especially on terminal benefits. Allocation of plots of land
to members of staff, assistance to establish their own schools and commensurate
gratuity will boost their performance.
2.
The Material/physical resources such as
structures, machines, vehicles rail-materials, libraries, laboratories,
furniture and other tools should be improved upon in order to achieve the goals
of education. Bajah (1977) maintained
that it is not the availability of three sources above that guarantee effective
performance of school, but their adequacy effective utilization.
3.
There should be proper delegation of
authority and good rapport between the management and the staff as this will
enable every member of staff to contribute maximally to the effectiveness of
the school.
4.
Government supervising agencies should
be alive to their responsibility and move closer to these private schools so as
to ensure the standard set by the government is adhered to.
5.
Nigerian Union of Teachers (NUT) should
get closer to the private schools and be alive to the plight of teachers in
those schools. Many of them are being exploited and suffering in silence and no
one to cry to.
5.4 SUGGESTION FOR FURTHER STUDIES
This
study was carried out in Ilorin-South Local Government Area of Kwara
State. The geographical area under study
may appear to be too small for generalization.
The
researcher is therefore suggesting that similar studies be carried out in other
Local Government Areas of Kwara State with a large sample.
Also,
further research can be conducted on more variables that can influence
managerial effectiveness apart from the ones within the scope of this study.
5.5 CONCLUSION
From
the findings of the study and review of literature, it has been established
that motivation has significant impact on students academic achievement, staff
attitude to work and managerial effectiveness, other conclusions drawn were as
follows:
1.
Many teachers have acquired higher
degrees through various sandwich progrmmes. This was possible because the
management of such schools encouraged them especially during long vacations.
2.
Many of the schools take part in various
competitions and prizes are actually won. Many teachers participate in these
competitions out of interest not as a result of any special reward given them.
3.
Teaching materials are not fully
provided in some of the schools sampled. However, schools that have adequate
teaching materials such as good structures, laboratories, libraries, and
furniture have better performance in their results.
4.
Few of the sampled schools organize
seminars and conferences to enhance staff performance and development.
5.
Most of the teachers sampled are
dissatisfied with the salary increment given them whenever the exercise is
carried out. This explains why many of them are not prepared to retire in their
present schools.
6.
Progressive success in being recorded in
the students’ academic achievement on a yearly basis.
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