Motivational Strategies and School Factors as Predictors of Teachers' Commitment in Public Secondary Schools in South-west, Nigeria

Abstract

This study investigated motivational strategies and school factors as 
Predictors of Teachers' Commitment in Public Secondary Schools in 
South-west, Nigeria. Five objectives consisting three research questions 
and two hypotheses guided the study. Descriptive research design was 
employed. Population comprised of all public secondary school 
principals (2,512) and teachers (63,352). Sample used comprised of 
697 principals and 2,254 teachers (Multi-stage sampling procedure). 
Two self-constructed questionnaires titled "Motivational Strategies and 
School Factors Questionnaire (MSSFQ)" (? = .800) and "Teachers 
Commitment Questionnaire (TCQ)" (? = .871) were administered. 
Data were analysed using descriptive and inferential statistics. Results 
revealed poor in-service training, workload, school facilities and very 
poor incentives. It also showed a low level of teachers' commitment to 
the school, students and profession. Results showed a high significant 
joint contribution of motivational strategies (in-service training and 
incentives) and school factors (teachers' workload and school facilities) 
on teachers’ commitment (F6, 690 = 3.101, P<0.05). All the indices -
in-service training, incentives, teachers' workload and school facilities all had a relative significant influence on teachers' commitment. It was 
recommended among others that motivational strategies should be 
provided to teachers and school factors should be well managed 
(workload) and improved upon (facilities)