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This article investigated the effect of instructor motivation on student academic achievement. It then defined teacher motivation as “the full class of drives, wants, needs, wishes, and similar factors generated for instructors in order to influence them to behave in desired academically productive ways.”


On the other hand, it regarded academic performance as an educational consequence; it represents the amount to which a student, teacher, or institution has met their educational objectives. The following factors were discovered to be determinants of teacher-learner interactions for improved student academic performance:

teacher position, class size, increased workload, professional independence, the workplace, teacher education and professional development, teacher remuneration, and negotiations and consultations Among the effects of teacher motivation on student academic achievement are:

Teacher motivation fosters students’ desire to study. This is because students are encouraged to study, express themselves by answering questions, participate in both individual and group tasks, and get interested or devoted to the learning process by gaining ideas, skills, and concepts for overall growth. Finally, it was suggested, among other things, that teachers be given wages equal to other professions demanding a similar degree of skills and responsibility, allowing them to live with dignity on their pay and not be compelled to take on extra employment.



Education is primarily a learning process including interactions between instructor and student. When this technique works well, true learning occurs. Academic success used to be judged more by ear than it is now. The majority of the evaluation was based on teachers’ observations, and today’s summation, or numerical, way of measuring how well a kid is doing is a relatively new idea.


Grading systems first appeared in the United States in the late 1800s and were first criticized for their excessive subjectivity. Different instructors valued different areas of learning more than others, and although some standardization was made to make the system more equitable, the issue persisted.


Today, adjustments have been made to account for individual students’ capacities, and research into other ways of gauging achievement is continuing. Tracking academic achievement serves many uses. In order to stimulate progress and make full use of the learning process, areas of accomplishment and failure in a student’s academic career must be reviewed.


The results give a framework for discussing how kids do in school and a consistent standard by which all students are held. Performance data also enables pupils to be graded and classified on a numerically clear scale, reducing complaints by making instructors and institutions responsible for the components of each grade.


School performance is assessed in a variety of ways. Students show their knowledge for regular grading by taking written and oral examinations, giving presentations, turning in assignments, and engaging in-class activities and debates.


Teachers use letter or number grades, as well as side remarks, to reflect how well a student has performed. Students are assessed at the state level based on their performance on age-appropriate standardized examinations. Many individuals stress the significance of competent teachers, and certain initiatives are aimed at improving teacher quality.


According to research utilizing student test results, some instructors are more successful than others. It also demonstrates that being taught by an effective teacher has substantial repercussions for student progress and is based on a set of accomplishments that children in each age group are expected to reach.


Individual qualities, as well as family and community experiences, all contribute to a student’s academic achievement. However, evidence indicates that instructors are the most important school-related element.


A teacher is believed to have two to three times the influence on student test performance as any other school aspect, including services, facilities, and even leadership.


Teachers at all levels of education should be sufficiently taught, valued, compensated, and allowed to participate in choices that influence their professional life and teaching settings. When instructors can execute their jobs successfully, their pupils can learn effectively as well. A well-motivated instructor always completes the duties or assignments assigned to him, even if they are tough or seem dull.


Motivation refers to the reasons that underpin behavior that is defined by willingness and volition and includes a range of psychological elements that initiate and sustain actions toward the attainment of personal objectives. Motivation in education may have a variety of consequences on how students learn and their attitudes toward subject matter, according to Ormord (2003).


The motivation of instructors and students in the teaching and learning process may steer behavior toward specific objectives, boost effort and energy, improve cognitive processing, promote imitation and perseverance in activities, decide whether consequences are reinforcing, and improve performance.


According to Orphlims (2002), motivated instructors are continually looking for new methods to conduct their teaching job, and as a consequence, they are more productive. As a result, motivated instructors are determined to give their all in order to maximize productivity (qualitative education).



The purpose of this study is to determine the impact of motivation on teacher job performance.

The goal of this study is to determine the impact of motivation on teachers’ performance in the educational system. The study is particularly prone to:


It is hoped that the findings of this study will aid in identifying potential avenues via which motivation might impact productivity/performance in the teaching and learning process, as well as increase student learning. It is critical for the researcher to examine the importance of instructors’ motivation and students’ academic success.

This study, on the other hand, will be important in the following ways:

The research is confined to determining the influence of motivation on teacher performance and student academic performance in certain chosen secondary schools in Surulere Local Government Area.

1. To what degree does irregular salary payment impair instructors’ performance at work?

2. To what degree do teacher seminars, conferences, and workshops impact teacher performance?

3. How does poor teacher promotion influence teachers’ effectiveness in the classroom?

4. To what degree does teacher welfare neglect impair teachers’ effectiveness in the classroom?

H1: A substantial association exists between teacher motivation and work performance.

H2: There is a large disparity in teacher performance between public and private schools.

H3: There is a considerable variation in motivation in both public and private school instructors

H4: Motivation and performance change depending on individual demographics.


The following issues hampered the researcher’s ability to conduct the study to its full potential.

1. TEACHER: A person whose duty it is to impart information on others.

2. STUDENT: A person who attends school.

3. PERFORMANCE: How well or poorly you do an action.

4. MOTIVATE: The reason why someone does something or acts in a certain manner.

5. CLASSROOM: A space in which a group of youngsters or pupils is taught.

6. ACADEMIC ACHIEVEMENT: This is about making progress in school.

SCHOOL: A location where students are educated.



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