CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is primarily a process of learning that requires contact between the instructor and the student. When this procedure is successful, genuine learning occurs. Academic success was frequently judged more by ear in the past than it is today (Coleman, 2012). Teachers' observations comprised the majority of the assessment, and the current summing, or numerical, way of measuring a student's performance is a relatively new idea (Lion, 2017). Grading systems originated in the late Victorian era in the United States and were first criticized for their high degree of subjectivity. Different teachers placed a higher premium on certain parts of learning than others, and despite attempts at standardization to make the system more equitable, the problem persisted. Today, modifications have been made to account for individual students' capacities, and research into other methods of assessing achievement is continuing.

According to Eze (2014), academic achievement monitoring serves a variety of reasons. A student's academic career should be reviewed in order to stimulate progress and maximize the learning process. The results give a foundation for discussing how pupils do in school and provide a uniform benchmark for all students. Additionally, performance data enables pupils to be graded and classified numerically, reducing complaints by holding instructors and institutions accountable for the components of each grade. School performance is evaluated in a variety of ways. Students exhibit their knowledge through written and spoken assessments, presentations, the completion of assigned work, and participation in class activities and debates. Teachers use letter or number grades, as well as side remarks, to reflect a student's performance. At the state level, pupils are evaluated based on their performance on age-appropriate standardized examinations (Eze 2014). Numerous individuals highlight the value of competent teachers, and some initiatives are aimed at improving teacher quality. Research based on students test scores confirms the widely held belief that some teachers are more effective than others and also demonstrates that being taught by an effective teacher has significant consequences for student achievement and is based on a set of expectations for students in each age group. Numerous factors influence a student's academic achievement, including personal qualities, family and community experiences, and school experiences. However, research indicates that instructors are the most important influence in school-related aspects. When it comes to student test performance, it is believed that a teacher has a two-to-threefold influence on student achievement compared to any other school aspect, including services, facilities, and even leadership. Teachers at all levels of education should be sufficiently prepared, valued, compensated, and empowered to participate in choices impacting their professional life and teaching environments. When instructors are equipped to accomplish their jobs successfully, their pupils benefit from effective instruction. A motivated teacher constantly completes the tasks assigned to him, even when they are tough or appear dull (Akpan 2015).

Motivation is a collection of psychological elements that initiate and sustain behaviors aimed at achieving personal objectives. It refers to the motives that underpin voluntary and volitional behavior. Motivation in education may have a variety of consequences on how students learn and their attitudes toward certain courses, (Ormord, 2003).

Motivation of teachers and students during the teaching and learning process can be used to direct behavior toward specific goals, increase effort and energy, improve cognitive processing, increase imitation and persistence in activities, determine which consequences are reinforcing, and can also result in improved performance.

Orphlims (2002) asserts that motivated instructors are constantly on the lookout for more efficient ways to carry out their teaching duties, which results in increased productivity. As a result, motivated teachers are committed to providing the highest possible product (qualitative education).

1.2 STATEMENT OF THE PROBLEM

For any educational system to succeed, teachers are very important and play a crucial role in the success of the educational sector. Researches have shown that the quality and well being of teachers directly impact the academic achievement of students and also impact on their lifetime career choices (Ikott, 2022). However, most teachers are not motivated to do their duties. Some teachers salaries have not been paid, some have not been promoted as at when due, and many others feel unhappy in their profession and do not feel motivated. This affects the students they teach thereby affecting the whole educational system.

1.3 OBJECTIVES OF THE STUDY

The  main objective of this study is to analyze the effect of teacher motivation on students academic achievement. Specifically but not limited to, other objectives of this study are:

i.          To determine the types of motivation teachers can be given.

ii.        To examine the extent of teachers motivation in Nigeria.

iii.      To determine the effects of motivation on teachers.

iv.      To examine the extent teachers motivation can affect students academic achievement.

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