Birch and Veroff
(1968) rightly observed that the study of motivation and its inherent variables
had been a search for explanations to some of the most perplexing mysteries of
man's existence the "ways" rather than the "Hows" or
"whats" of his behaviours.
Adesina (1971) observed that in an answer to the question as to what
would actually prevent the attraction, retention and better performance of business
education teachers, the following questions were predominant:
1. Under - payment compared
with both public and private sector.
2. No promotion prospects
in teaching
3. Poor conditions of service
4. Teachers not respected
and recognized in our society.
5. Lack of encouragement
by the government.
Furthermore, it was
indicated that when asked what could not only keep them in teaching, but make
them perform better, the following responses were very categorical.
1. Put Business Teachers
on the same footing with the civil service.
2. Make the Teaching
profession more attractive than the civil service.
3. Stop underrating
Business Teachers
4. Raise our salary and
back-date it.
5. Improve conditions of
service
6. Make promotion prospects
available to Business Teachers. Five Business Education
intervened suggested:
1. Giving Business
Teachers Rent - free quarters
2. Encouragement and
consolation
3. Less harshness and
considerate treatment
4. Making business teachers
to feel that they are wanted and that they are training
people who after acquiring the needed skills and abilities engage in some vocational activities.
A similar study by
Adaralegbe (1971) gave similar revelation like those of Adesina, since Business
teachers were discovered to have frustratingly left the teaching profession for
the private sector or for further studies. Their reasons
were equally the same with those of the former studies by mentioned
above. The business Teachers
however emphasized that the provision of funge benefits such as pension schemes and
payment of gratuity on refinement, standardized sick, casual and annual leave
and bonus, cars basic advance and allowances, business education allowance, and
having most secondary and comprehensive school principals as business
educator's would enhance their performance. In his research on the problems and solutions to the stability and
Performance of Business Teachers in Lagos state, Olowo (1983) remarked that
good remuneration not only attract Teachers but also retain them and make them perform more
effectively. He added that unless attractive terms of Service. Enjoyed by
expatriate teachers are extended to their equally qualified Business Educators
they will be ready to quit the teaching service at the earliest opportunity. According to Ojo (1979), the
best way to make qualified teachers best effective in the performance of their teaching function
should be to motivate them
through a harmonization of their conditions of service through fringe benefits, in - service
training and promotion. This will ensure a mutually need-atisfaction acceptable
to the teachers and the organization also. In other words, this seems to assert that an
effective motivation system will elicit an
effective job - performance.
According to Nworgu
(1986) a manager whose office is well provided is
likely to be moved in his work, have more sense of belonging and in
fact
performs better than a manager whose office is dirty and carelessly
furnished. He further observed that
workers in an organization that has medical facility, feel happy and proud being
members of such organization compared with workers in lacking. Escalon (1986) observed that motivation has
particularly powerful and central role in
professional lives. They expect it to proved satisfaction and economic
security. He observed, however that some workers instead of finding in
organizations a place to meet their expectation, find themselves in an
environment in which they are constantly pushed to show increase in performance
levels, while resources and support diminish continually, in which task are
always added on but no task taking away, in which room for promotion and
advancement are nearly non-:
Nanassy, Malsbay and
Tonne (1979) emphasized that just as textbooks must be selected and made
available, adequate equipment are also necessary for an effective job
performance on the part of the business Teacher. They further emphasized that
some types off equipment like typewriters, Adding machine,
Data processing system, office Dictation machine are basic and
essential for business education subjects. Onyedele (1985) in line with above,
observed that in many institutions of learning, there is gross inadequate
supply of business machines for effective instruction. He further explained
that in some schools, typewriting course is being taught without typewriter
thereby frustrating the teachers efforts towards effective performance. He
concluded by saying that for business teachers to be responsive, adequate
equipment is necessary. There have also been contributions on the relationship
between leadership styles and job performance of Business education teachers.
The research work of the personnel Research Board of Ohio State University highlighted
two major behaviour dimensions of leadership styles.
Halpin and Wines (1957) in a
ten - year longitudinal study of air craft commandos identified the two
dimensions and defined them as follows: initiating structures: describes the
degree to which the leader initiates psychological structure for specifying
procedures to establish well defined patterns of organization channels of
communication and methods of procedure stressed the degree to which the leader
creates a supportive environment of psychological wamth, friendliness and
helpfulness: by doing such things as being approachable, looking out for the
personal welfare of the staff and giving advance notice of changes, promote
effective performance and stability among workers. The findings of the
experiment showed that the effective leaders, who motivated staff to higher
productivity were those who scored high on both dimensions.
Related Empirical Studies
Studies related to workers'
productivity as a result of motivation has been conducted and reported to
ascertain the extent of job motivation among workers. Many factors were
identified as responsible for either high productivity or low productivity on
the job. Azigba (1979) conducted a study on the effect of job satisfaction on
productivity with a sample of 300 workers. His findings showed that a worker's
productivity on a given were determined by the amount of job satisfaction which
the worker derived from his work. According to Azigba, greater satisfaction may
be achieved though wage incentives and fringe benefits and the sources of
motivation to employees, boost their morale and increase job satisfaction. He
concluded that housing loans, housing advances, motor car loan and motor car
basic allowances etc were incentives that could enhance the workers motivation.
Ejiogu (1980) conducted a study on the relationship
between teachers role expectation and teacher job satisfaction. He used a
sample of 307 teachers in conducting his work and the results of the study
showed that no relationship was noted between role consensus and job
satisfaction among sub samples, grouped according to institutional factors to
school type and salary and personal factor of sex, age, teaching experience and
quantification whereas there exists a positive relationship between, consensus
on teacher's role expatiation and teacher job satisfaction. He concluded that
factors considered as important towards teachers role fulfillment or task
performance include:
1. Job status and salary, pay
opportunities of getting more pay and prestige from
the job.
2. The intrinsic nature of
the job referring to specific tasks elements
3. Nature of
administrative suspension referring to personality related and task related acts of the head teachers in
the supervision of teachers institutional role.
4. Involvement in the goal
enterprise. That is the extent and degree of the teachers commitment to his institutional role.
In the investigation
conducted by Onyejiaku (1977) he made use of a teacher need questionnaire to measure five
categories of needs and administered this to 237
teachers. His findings
showed that there
was a significant relationship between need
satisfaction and job performance of all grades of teachers. He further
discovered that male graduate teachers had greater satisfaction than grade I
and Auxiliary teachers. This showed that the higher the status one belong to,
the greater the degree of satisfaction and the better he performs his job.
Ubeku (1973) conducted a study of motivation among Nigeria workers. His
findings showed that many things motivate Nigerian workers and enhance their
job satisfaction. Those motivational factors were good wages, job security,
promotion and job enrichment. He concluded that employees wanted a change for
the better in their place of work, and productivity seemed to be higher when
this change was perceived by them.
Okoye (1979) also
studied the cause of job dissatisfaction among civil service employees with a
sample of 900 workers. His findings revealed that the major causes of job
dissatisfaction among the employees and the management, under system of
promotion, lack of hand-book on the conditions of service. Other courses he identified
included lack of promotion and poor working condition. He concluded that
workers tend to perform poorly in their work areas when their welfares were not
considered.
Oguchi
(1979) investigated the relationship between job characteristics and job
satisfaction among a national probability sample 081, 523 workers in five
occupational status groups. Multiple regression analysis was used to determine
the relative importance of several perceived job satisfaction among workers in
different occupational groups. Self-expression, role strain and financial
remuneration were related to job satisfaction in all occupational groups though
their relative importance differed among groups. The result suggested that both
intrinsic and extrinsic job characteristics contributed to overall job
satisfaction.
Okonta (1984) conducted a study on job satisfaction and motivation in a
government owned corporation with a sample of 150 workers. The result of his
findings showed that the factors which contributed to job satisfaction were
both extrinsic and intrinsic. Extrinsic factors, according to him author included
financial reward, equality of supervision, the nature of relationship between
workers and the degree of job security, while intrinsic factors included the
nature of the work itself, that is whether it is challenging, monotonous or
easy. The result also suggested that both extrinsic and intrinsic motivational
factors contributed to job satisfaction.
Adesuyi (1951) carried
out his investigation with a sample of 300 nurses whom he found were mostly dissatisfied. The result
of the findings should the job related problems responsible for low level of
the nurses' job satisfaction as
1. Low lever financial
remunerations
2. Lack
of public esteem
3. Few opportunities for
job advancement.
Nurses who however
were not affected by these problems showed
satisfaction with their jobs.
Ross (1988) in her
study of factors which hampered the successful implementation of the 6-3-3-4 system of education at
the junior secondary school level, found that low salary, inadequate classroom
and workshop, space, inadequate instructional materials and technical teachers'
yearnings for promotion and additional qualifications, were the major factors
hampering the successful implementation of the programme she concluded that the
inadequacy of facilities may be one of the factors responsible for the general
job - non -involvement and lack of interest in the job by a majority of
business education teachers.
Finally Nelu (1979) in
a case study of the impact of leadership and motivation of the Nigeria Bottling
company. Found that subordinates' task motivation is necessary if a leader is
to get his group to improve upon their performance.
According to Ndu, this
is because motivation is the force that energizes
and pushes one to perform. Using either force or money to get people to
work, is no motivation. She
observed that these can cause movement; but when removed the movement stops. For her, real motivation
is goal - directed and relatively
persistent overtime and in her view, it is the individual rather than the
external agency that will lead him to the attainment of the specified goals.
She concluded that when the worker perceives high work which is being
instrumental to the attainment of his personal needs he will choose to work on
the task.
Summary of Literature Review
Motivation as a
concept has gained recognition among
management, scholars and experts who see
it as being instrumental to improved job performance. Motivation is a complex
process and it is often studied in terms of needs that motivate a person to
take certain actions.
Many motivational
theories have propounded some theorists behaved that
a person's motivation
towards an action
would be determined
by his anticipatory value of all
the outcomes of the action multiplied by the strength of that person's
expectancy that the outcome would yield the desired goal. Others had their
basis on the fact that all motives are learned, and not even biological
discomforts or pleasures are urges or drives until they are linked to clues
that can signify their presence
or absence. They behaved that motives are effectively toned associative networks
arranged in a hierarchy of strength or importance within a given individual.
From
the literature reviewed, many motivational factors such as attractive salary,
interesting and challenging work, growth and advancement opportunity,
recognition, good interpersonal relations, fortunes in promotion and generous
flow of mutual confidence and trust e.t.c were revealed as factors which would
increase workers' productivity in their work areas.
Moreover, many
authorities both scholars and educationists have expressed the unique role of
the business educations in the school system. They generally explained the
major role of business education teacher as that which involved helping the
students acquire business skills, attitudes, potentials and develop their
maximum capacities, especially those of them who desired to work in business
and industry. They also emphasized that the preparation for ultimate
occupational choice and enlightened citizenry, for the operation of a free enterprise economy
could only be achieved by these groups of teachers.
Finally, the
literature revealed that the best way to make workers more - effective in the performance
of their job function should be to motivate them through a harmonization of their conditions of
service, through fringe benefits, in -- service training and promotion. These
they, believed would ensure a mutually need satisfaction acceptable to the
workers and the organization, in other words, this seemed to assert the belief,
that an effective motivation system would elicit an effective job performance.