MOTIVATION AND CHANGING FORTUNES IN TEACHERS’ OUTPUT: EMPIRICAL EVIDENCE FROM SELECTED SECONDARY SCHOOLS IN NORTH WEST REGION OF CAMEROON

Abstract

Workers’ feelings, behaviour, attached value (worth) and the environment determines the amount of effort put in for the attainment of organizational objectives. Satisfied teachers are generally productive and can influence students’ achievement. This study aimed at identifying and examining the effects of motivation on teacher output in Government Secondary and High Schools in the North West Region of Cameroon. The purposive sampling technique was employed to select 75 principals to whom a 20-item self-constructed questionnaire was administered. Descriptive statistics (percentages and frequencies) were employed to answer the four research questions while inferential statistic (one sample t-test, 2-tailed) was used to test the four hypotheses at a 0.05 level of significance. The findings revealed that boasting teachers’ morale, promotion of teachers, good work environment and cordial interpersonal relationships positively influenced teachers’ output. It was therefore recommended that principals should strengthened in-service training facilities for teachers; appointment into posts of responsibilities should consider qualification, experience and personal skills of the teacher concerned; and that trust, confidence, delegation of power and shared decision making should be encouraged amongst principals.

Keywords: Changing Fortunes, Motivation, Teachers’ Output, secondary Schools and Cameroon


Article Review Status: Published

Pages: 42-51 (Download PDF)

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