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.
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