1.1       Background to the Study

The teaching learning process involves a vast array of interventional processes at the centre which remains pivotal to the success of any educational programme. (Ekanem and Eddie, 2006). What this statement implies is the indispensable role of the teacher in any educational system. Although most learners are very good at studying on their own at a higher level of education, they still need teachers in the curriculum to them.

The question that come to mind, is who should be seen or called a teacher? Because of how important they are in the educational system. Before answering the above question, it is still important to emphasized on the importance of a teacher as stated in National Policy on Education (2004) it says “no educational system may raise above the quality of its teacher”.

The ability to communicate with enthusiasm in the classroom may be natural or acquired. But the natural aspect of the individual serves as a foundation for sound professional acquisition. Thu, to answer the question who should teach? Ekanem (2003) posited that one who has the aptitude to teach and who has undertaken a period of professional training. Such is said to have passed the required examination and is certified as such.

Honestly, a lot of teachers have past even more than just a training course but still perform below the expectation. This could be seen in the work of Akinade (2006) when outlining teachers factors that could aid or hinder effective teaching learning process. Outlined were quality of training received, relevance of qualification, workload, quality of teaching methods, teachers personality interest and attitude to work.

To overcome the above problem outlined, the issue of motivation is necessary. This is so that the teaching learning process may not only be, but to become effective.

A few definitions on motivation are given here to further add clarity to this study. Gareth Jones, Jennifer George and Charles Hill (2010) defined motivation as “psychological force that determines the direction of a person behaviour”. To Strombeck and Wakefield (2008) “motivation is dependent upon the individual and situation”.

Oladele (2006) viewed motivation as a process by which the learners’ internal energies are directed towards various goals in his environment. Nkang and Eneh (2008) viewed motivation as any condition which initiates, guides and maintains a response. It is a force that maintain or attends the quality, intensity and direction of behaviours. To the researcher, motivation is a force that energies and direct behaviour, without it ability alone cannot give the result of achievement expected. It is the push behind behaviour that directs action towards the achievement of certain goals.

With these definitions, the context is made clearer and another question is raised: can every individual be motivated at the same time with the same situation or condition? The quest to answering those questions had generated interest in the researcher to examine motivational techniques and teaching effectiveness in Economics among secondary school teachers in Etim Ekpo Local Government Area.


1.2       Statement of the Problem

Motivational theory as advanced by Maslow (2006) is one of the earliest theories which as sought to give an explanation as to how and why people behave the way they do and how they can possibly be stimulated to action to accomplish organizational goals. It has been pointed out that no matter how smooth the working relationship between the worker of a company, institution or organization could appear, much will not take place in terms of effectiveness until something is done or a motivating force is applied. The case in an educational system is not different. The school system requires a two sided motivation. One is dependent on the other, that is the teachers needs motivation to work and their satisfaction and effectiveness will determine their willingness to motivate their learners. Without a proper motivation of the teachers the entire teaching learning process is incomplete. The quality of educational attainment depends on motivation of teachers and the quality of students available. Encouraging a greater techniques to a course by requiring more discipline will make teachers more effectiveness.

This problems had raised interest in the researcher to examine the influence of motivational technique contribute to teaching effectiveness in economics in secondary schools in Etim Ekpo Local Government Area.


1.3       Purpose of the Study

The main purpose of this study is to examine motivational techniques and teaching effectiveness in Economics in Etim Ekpo Local Government Area. Specifically, the study seeks to:

(i)         Enumerate the various motivational techniques that positively affect the teaching/learning process.

(ii)        Outline some strategies necessary for effective motivation of teachers in the school system.

(iii)       Point out some of the steps to be taken if teaching should be effective.

(iv)       Select from the various motivational techniques the one that are indispensable for effective teaching learning of Economics in our school system.


Originally posted on April 28, 2021 @ 4:28 pm

About Peter Lawson 2732 Articles
Peter Hezekiah Lawson (Sir Pee). The CEO of A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.

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