CHAPTER ONE INTRODUCTION

1.0         Introduction

This study explores the effect of teacher motivation on student academic performance in primary  schools in bafoussam Municipality. The study sought to find out what motivate teachers to behave the way they do and factors behind. Issues of job satisfaction, working conditions, and factors for motivation and or demotivation among others were investigated to provide answers to set objectives.

This chapter serves to introduce the study at hand. It presents preliminary information of vital importance to the entire research process and conclusions. The chapter is divided into sections. Section 1.1 presents the background to the study, section 1.2 presents the statement of the problem, section 1.3 presents research objectives, section 1.4 presents research questions, section 1.5 presents the significance of the study, and section 1.6 presents the chapter summary. The next section presents the background to the problem.

1.1         Background to the Problem

Teachers are responsible for structuring an effective classroom climate for effective communication to take place (Aydin, 2004). Teachers become pivotal in enhancing human potential through effective teaching. It has been argued that it is necessary for all employees in the organization to do more than their duties willingly to increase the impact in the area of schools (Terz & Kurt, 2005). Raising qualified community members who can enhance the achievement of the 2030 agenda for sustainable development and Tanzania development vision of 2025 is only possible when there are highly motivated teachers (Sulak, 2012). Motivation as an incentive has a substantial contribution to the effectiveness of teachers and on the performance of learners (Enderlin-Lampe, 1997).

The psychologists have testified that motivation to teach enhances learning outcomes. According to the recent findings in cognitive neuroscience, there a clear connection between the learning outcomes and the way teachers approach their teaching. Studies have also shown that rewards – such as money, and good working environment motivate people to work hard (Murayama & Kitagani, 2014; Adcock, Thangavel, Whitfield-Gabrielli, Knutson & Gabrieli, 2006). Based on these insights, some educationists argue for the role of motivation in education (Howard-Jones & Jay, 2016). Motivation helps people to initiate, guide, and maintain goal-oriented behavior towards assignments regardless of obstacles (Baumeister & Voh, 2004).

Th school of psychology assumes that life without motivation is like a mobile phone without charge, inactive, and worthless. Motivation guides people’s actions and behaviors toward achievement of certain life goals (Analoui, 2000). Motivation is often categorized into intrinsic and extrinsic (Sansone & Harackiewicz, 2000). Extrinsic motivation relates to the habits influenced by factors in the world; for instance working conditions, trophies, money, social recognition, and working materials while intrinsic motivation relates to internally driven habits; habits related to self- actualization. Instances of intrinsically driven habits are on the job training programmes which people pursue for career development. Most of these trainings are offered via distance (online) learning programmes.

From a policy and practice perspective, we need to understand teacher motivation for several reasons. First, motivated teachers are more likely to implement educational reforms and less likely to be absent or leave the teaching profession (Jesus &Conboy, 2001). Second, teacher engagement is the determinant factor for student academic success. Third, the teacher’s well-being (both a cause and effect of teacher motivation) is also an intrinsically desirable outcome. Finally, we need to understand what motivates teachers to maintain high motivation levels and avoid positive educational outcomes. Bennell and Akyeampong (2007) found that low motivation results have adverse impact on the behaviour of teachers. This is often observed in absenteeism, underutilization of class time, professional misconducts, reliance on traditional teaching practices, poor preparation, lack of innovation, and businesses which distract teachers from teaching duties.

Similarly, a study by Steyn (2000) on teacher motivation in Zambia, Papua New Guinea, and Malawi found that low motivation results in high attrition rates, constant turnovers, lack of confidence, fluctuating levels of professional commitment and a feeling of desperation to improve either student outcomes or teachers’ situations.

The government of Tanzania has succeeded to implement the Secondary Education Development Plan (SEDP) between 2005 and 2009. SEDP aimed to increase the accessibility of secondary education to its citizens (Oluochi, 2006). SEDP was implemented as part of the effort to attain the Millennium Development Goals (MDGs), specifically responding to the Dakar Framework for Action on Education for All (EFA) by 2015 (UNESCO, 2005). Despite the government efforts to revamp and improve the performance of the education sector, teacher profession has been met with misconducts such as absenteeism, poor preparation of teaching materials, and poor performance (Sumra, 2004).

It is notable during the SEDP implementation the teachers’ welfare have remained in low status in Tanzania. Teachers can only access to the financial loan support from banks with their low salaries and with high interest rates (18 percents), teachers are overburdened with teaching load resulting to demotivate them, teachers are not entitled to the house allowance except the head of departments (DEO),the NHIF services coverage sometimes is questionable as it does not provide to all medical bills to teachers (Mayalu, 2014), moreover teachers are not given due payments after promotion apart from normal annual increment of the year. The teacher professional development which also serves as the intrinsic motivation to teachers is rely done to these secondary school teachers (Komba, 2008). There is need to research how these motivational factors can affect the students’ academic performance in secondary schools.It is against this background, the study is set to investigate the role of teacher motivation on pupils  academic performance in primary schools in bafoussam municipality.

1.2         Statement of the Problem

 Studies on teacher motivation associating motivation with certain factors and student performance are common. (Gredler, et al., 2004; Joseph, 2005; Lange & Adler, 1997; McNeely, 1996). Issues related to dissatisfaction with salaries, working conditions, teaching and learning facilities, and their compensation have well been reported in some studies like Sitta’s (2006) study.

Teacher motivation status in cameroon is alarming. they claim not to be given their right like promotion on time, once promoted they are not given areas, they claim not to be covered by NIF scheme fully, though they contribute monthly Mayalu (2015) they are not paid over time, they are forced to attend double shift to accommodate large classes in schools. They are given loans from banks but with high interest rate of above 17 percent, they are not given chance to attend teacher professional development (Komba, 2008), all these put the status of the teacher motivation in bad situation and interfere their morale for teaching. There is therefore need to establish a study at bafoussam to know how some of these factors affect the pupil academic performance.

This study specifically investigates the link between teacher motivation and pupil performance in primary schools. The main focus of this study is finding out the extent to which teachers’ motivation has a role in the academic performance of pupils in primary schools.

The study establishes the current status of motivation among teachers and set forth to link the motivation factors with performance.

1.3         Research Objectives

• General objective

This study aimed to explore the role of teachers’ motivation in enhancing the pupils  academic performance in primary schools in bafoussam municipality.

• Specific Objectives

The main objective of this study investigation outlined above was achieved using the following specific objectives.

1. To explore the current state of motivation of the teachers in primary schools in bafoussam Municipality. .
2. To examine the role of reward systems designed to motivate teachers in primary schools in bafoussam Municipality.
3. To assess the role of working conditions in motivating teachers in primary secondary schools in bafoussam Municipality.
4. To suggest measures to motivate teachers in bafoussam

1.4         Research Questions

1. What is the current state of motivation of teachers in primary schools in bafoussam Municipality.?

2. How do the existing reward systems impact on the motivation of teachers in primary schools in bafoussam Municipality.?
3. In what ways do the working conditions motivate teachers in primary schools in bafoussam Municipality.?
4. What are the possible measures to motivate teachers in primary schools in bafoussam Municipality.?