The study was focused on examining perceived contributory motivational factors to teachers’ effective job performance in Secondary Schools in Afikpo Education Zone. Descriptive survey research design was adopted for the study. The population of the study covered all the five Local government areas in the zone, which consists of (43) public schools with all the teachers totaling two hundred and sixty-five (265). The selection of sample was first done in clusters, based on the 5 local government areas under the zone. Stratified random sampling technique was used to select 5 schools from each cluster, (2) under urban and (3) under rural areas, making a total of (10) and (15) urban and rural public secondary schools respectively. With the use of proportionate sampling technique a total of (125) teachers were selected for sampling, (50) from urban and (75) from rural areas. The gender composition from the total sample size of 125 consists of (29) female and (96) male teachers respectively. The instrument for data collection was a self developed instrument questionnaire titled, “Perceived influence of Teachers’ motivation on teachers’ job performance in Secondary Schools in Afikpo Education Zone (PTMTJP)”. The instrument was given face validation and corrections were incorporated adopted as final version of the instrument. The Cronbach’s alpha was used to calculate the index, which gave a reliability of co-efficient of 0.67 which showed that it was usable. Descriptive statistical tools; mean and standard deviation were used to answer the research questions while t-test was used to test the null hypotheses at 0.05 alpha levels of significance. Results showed that both extrinsic and intrinsic motivational related factors influence job performance of teachers. However, low public opinion on teaching profession as well as non-material rewards were not accepted as significant teachers’ intrinsic motivational factors for job performance. Recommendations showed that government needs to improve on teachers’ material need while administrators need to adopt more human relation approach to school governance among others.
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