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Research Article

Teachers Motivation as A Determinant of School Effectiveness: An Empirical Analysis from Edo South Senatorial District, Nigeria

Authors

  • A. Erhabor Department of Educational Management, Faculty of Education, University of Benin, Benin-City, Edo State, Nigeria
  • M. Erhabor Department of Educational Management, Faculty of Education, University of Benin, Benin-City, Edo State, Nigeria

Abstract

This study examines the impact of teachers motivation on school effectiveness in public secondary schools across Edo South Senatorial District, Nigeria. Recognising teachers as pivotal drivers of educational outcomes, the researchers investigates how factors such as promotion, professional development, work environment and remuneration correlate with indicators of school effectiveness including leadership, accountability and productivity. Employing a correlational survey design, data were gathered from 149 randomly selected teachers across 19 schools using validated instruments. The study revealed a significant positive relationship between teachers motivation and school effectiveness, with further variations observed based on teachers experience and classroom size. Gender and school location, however, did not present significant moderating effects. Findings reveal the importance of structured motivation strategies to enhance performance and educational quality in public schools. The study concludes with recommendations for policy and administrative reform that are targeted at teachers welfare and engagement.

Article information

Journal

Journal of Educational Research and Development

Volume (Issue)

4 (1)

Pages

1-7

Published

2025-06-21

How to Cite

Teachers Motivation as A Determinant of School Effectiveness: An Empirical Analysis from Edo South Senatorial District, Nigeria. (2025). Journal of Educational Research and Development, 4(1), 1-7. https://doi.org/10.70560/dky27q98

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Keywords:

Teachers Motivation School Effectiveness Classroom Size