IMPACT OF TEACHER MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS

Abstract
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education ; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students’ academic performance were found to include-the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers’ salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others- teacher motivation provides the desire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs.

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Education is largely a matter of a learning process that involves interaction between teacher and learner. When this process works well, real learning takes place. In the past, academic performance was often measured more by ear than today. Teachers’ observations made up the bulk of the assessment, and today’s summation, or numerical, method of determining how well a student is performing is a fairly recent invention. Grading systems came into existence in the United States in the late Victorian period and were initially criticized due to high subjectivity. Different teachers valued different aspects of learning more highly than others, and although some standardization was attempted in order to make the system more fair, the problem continued. Today, changes have been made to incorporate differentiation for individual students’ abilities, and exploration of alternate methods of measuring performance is ongoing.

The tracking of academic performance fulfills a number of purposes. Areas of achievement and failure in a student’s academic career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school and a constant standard to which all students are held. Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and schools accountable for the components of every grade.

Performance in school is evaluated in a number of ways. For regular grading, students demonstrate their knowledge by taking written and oral tests, performing presentations, turning in homework and participating in class activities and discussions. Teachers evaluate in the form of letter or number grades and side notes, to describe how well a student has done. At the state level, students are evaluated by their performance on standardized tests geared toward specific ages

Many people emphasize the importance of good teachers, and many local, state, and federal policies are designed to promote teacher quality. Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others and also reveals that being taught by an effective teacher has important consequences for student achievement and based on a set of achievements students in each age group are expected to meet. Many factors contribute to a student’s academic performance, including individual characteristics and family and neighborhood experiences. But research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership.

Teachers at all levels of the education system should be adequately trained, respected, remunerated, and able to participate in decisions affecting their professional lives and teaching environments. When teachers are enabled to do their job effectively, their students are enabled to learn effectively. The trust of this paper is on ‘the impact of teacher motivation on academic performance of students’.

 

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Updated: 21st July 2017 — 11:47 am

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