- Background of the study
Motivational achievement and teacher productivity are related constructs that influence the quality of education. Quality education is the degree to which education can be said to be of a high standard, satisfies basic learning needs and enriches the lives of learners and their overall experience of living (UNESCO, 2000; Orodho,2013). In efforts to achieve the goal of massive human, financial, and physical resources have been invested in the education sector (Republic of Kenya/UNESCO, 2012). In this respect, the quality of education is an imperative where it is seen to be efficient, focused on the client (thePupil), and involving all stakeholders. The achievement of quality education rests squally on the shoulders of teachers who need appropriate motivation to produces the desired educational productivity. Given the fact that education is one of the important factors that help in bringing about rapid social and economic development in any given nation, the role of principals and teachers cannot be downplayed.
However, concerted efforts are always made through effective and efficient motivational strategies by the school principals to ensure teachers’ productivity in the school system. Motivational strategies has been always been regarded as the internalized drive that is more dominant in an individual at a given moment which are integral and essential part of the secondary school administration. To this ends, no meaningful development could be achieve in the school system without the appropriate strategies to stir up the commitment of teachers on part of the school principal as regards their productivity (Orodho, Waweru, & Getange, 2014; Republic of Kenya,2013) Motivation is to inspire people to work, individually or in groups in the ways such as to produce best results. It is the will to act. It is the willingness to exert high levels of effort towards organizational goals, conditioned by the efforts and ability to satisfy some individual need (Orodho, 2013). Motivation is getting somebody to do something because they want to do it. It was once assumed that motivation had to be injected from outside, but it is now understood that everyone is motivated by several differing strategies as is also applicable in the school system. It is against this background that this study which examined achievement motivation and the productivity of secondary school teachers
- STATEMENT OF THE PROBLEM
One of the most troublesome aspects of our educational sector is the issue of low productivity and lack of motivation and academic achievement. This manifests itself in the lack of zeal and enthusiasm on the part of both the teaching and the non- teaching staffs in our school system. The resultant effect of lack of motivation and academic achievement can be seen on how some staffs carry on their own business during official working hours to the detriment of their students, some come to work whenever they like and others due to the same lack of motivation and academic achievement leave the teaching job to seek greener pastures elsewhere. In all these, the students who are the end products are the worst hit as they do not get enough in terms of learning.
- OBJECTIVE OF THE STUDY
The objectives of the study are;
- To understand the psychology of workmen including the teachers in a given work environment.
- To establish the relationship between motivation and academic achievement and productivity
- To understand the importance of motivation and academic achievement in a well planned and organized academic environment.