Principals’ School Plant Management and Teachers-related Factors as Determinants of Students’ Motivation towards Learning in Public Junior Secondary Schools, Southwest, Nigeria
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Date
2024-12
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Lead City University, Ibadan
Abstract
In motivating students towards learning in secondary schools, several factors such as parental, peer-relationship, societal norms, and cultural contexts have been used without appreciable results. Yet, amidst the depths of existing study, a critical gap still remains unexplored in understanding ways to motivate students towards learning which is the unidentified area that made this study to pioneer an investigation into the interactive effect of principals’ school plant management and teachers-related factors as determinants of students’ motivation towards learning in public junior secondary schools, Southwest, Nigeria. Descriptive design of survey type was adopted for the study. Population comprised all principals (2,360), teachers (67,273) and students (406,462) with sample size of 180 principals, 1,706 teachers and 3,400 JSS2 students. Three research questions and two hypotheses were formulated and answered. Two self- constructed instruments- Principals’ School Plant Management Questionnaire (PSPMQ) (r=.908); Teachers-Related Factors Questionnaire (TRFQ) (r=.807) an adapted Students’ Motivation Towards Learning Questionnaire (SMTLQ) (r=.749) were used for data gathering. Data collected were analyzed using frequency counts, percentages and multiple regression analysis at the .05 significant level. The findings of the study revealed that the level of school plant management by principal is moderate ( ?ത =3.04); the level of teachers-related factors responsible for student motivation is moderate (?ത=3.34); the level of motivation shown by students to learning is moderate (?ത= 2.94); there is a significant combined contribution of principals' school plant management and teachers-related factors to students' motivation (R=.395; Adj.R2=.154; F (7, 3392) =89.623; p<.05). Based on the order of potency of each of the predictor variable in predicting the outcome measures, teacher’s attitude (β=.254; t= 14.705, P<.05) is the most potent predictor followed by school plant supervision (β=.155; t= 9.258, P<.05), teacher’s work experience (β=.150; t= 8.834, P<.05), school plant utilization (β= .136; t= 8.113, P<.05), teacher’s commitment (β=.034; t= 1.914,P>.05), school plant safety measure (β=.025; t= 1.491,P>.05) and teacher’s qualification (β=-.053; t= -1.491,P<.05) respectively. In conclusion, teacher’s attitude and principal’s supervision motivating strategies have proved to be more effective in motivating students in the sense that attitude fosters a warm, inclusive classroom climate as students feel comfortable approaching teachers with questions and concerns; likewise, supervision clarifies concepts, addresses misconceptions with regular feedback which spurs internal drive in students. The study recommended among others that: principals and teachers should participate in leadership training and professional development courses to acquire more knowledge on how to cope with 21st century teaching and learning requirements most especially in the area of securing the safety of learning environment which is essential for addressing potential hazards, teachers are to be more dedicated to their profession and students should improve on their study habits for productive outcomes.
Keywords: School Plant Management, Students’ Motivation, Academic Achievement, School Plant Safety, Teacher's Commitment
Word Count: 438
Description
Keywords
School Plant Management, Students’ Motivation, Academic Achievement, School Plant Safety, Teacher's Commitment
Citation
Kate Turabia