PRINCIPALS MOTIVATIONAL STRATEGIES AND TEACHER’S COMMITMENT IN SECONDARY SCHOOLS IN SOUTH-EAST NIGERIA
Keywords:
Motivational strategies, teachers’ commitment and secondary schoolsAbstract
This study determined principals’ motivational strategies and teachers’ commitment in secondary schools in South-east Nigeria. Two research questions guided the study and two null hypotheses were tested at .05 level of significance. Related literature pertinent to the study were reviewed which exposed the need for the study. Correlational research design was adopted using a population of 39, 527 secondary school teachers in 1, 471 public secondary schools. Multi stage random sampling technique was utilized to select a sample size of 1, 536 teachers. A structured questionnaire developed by the researcher was used for data collection. Cronbach Alpha method was used to establish the reliability of the instrument. For each of the three clusters in the Principals’ Motivational Strategies Questionnaire instrument, internal consistency and reliability coefficient ‘r’ value of 0.78 for reward strategy and 0.81 for training strategy were obtained. This gave an overall internal consistency and reliability coefficient ‘r’ value of 0.81 for the PMSQ. For the second instrument – Teachers’ Commitment Questionnaire with only 30 items on teachers’ job commitment, an internal consistency and reliability coefficient ‘r’ value of 0.79 was obtained. Data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and to test the null hypotheses at .05 level of significant. Statistical Package for Social Sciences (SPSS) was used to analyze data collected. The results showed that there is a substantial positive relationship between principals’ motivational strategies (reward strategy and training strategy) and teachers’ commitment in public secondary schools in South-east Nigeria. The results also showed that there was a significant relationship between principals’ motivational strategies (reward and training) and teachers’ commitment and there is a significant correlation existing between principals’ motivational strategy and teachers’ commitment. Based on the findings, it was recommended among others, that principals in South-east secondary schools should adopt an appropriate blend of the characteristics of the various types of motivational strategy in improving the quality of instruction in teaching and learning in secondary schools.
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