Teachers’ Motivation and Classroom Effectiveness in Public Senior Secondary Schools in Kwara State, Nigeria

Abstract

This study investigates the impact of teacher motivation on classroom effectiveness in public senior secondary schools in Kwara State, Nigeria. It identifies the key factors influencing teacher motivation, examines its relationship with classroom performance, and proposes strategies for improvement. The study is guided by Herzberg’s Motivation-Hygiene Theory and uses a descriptive survey design; 180 respondents from 15 public schools were selected, and data were gathered through a structured questionnaire. The descriptive statistics analysis of the data revealed that salary adequacy, work environment, and availability of teaching resources significantly affect teacher motivation. High motivation was found to correlate strongly with effective teaching practices, innovative methods, and improved classroom management. Based on the findings, recommendations include enhancing teacher welfare, providing adequate teaching resources, offering professional development, and promoting supportive leadership. The study underscores the critical need to prioritise teacher motivation in policy and school administration to improve educational outcomes in Kwara State.