Influence of school climate on teachers’ motivation in secondary schools in enugu-east education zone of enugu state
Table Of Contents
Chapter ONE
1.1 Introduction1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Research
1.9 Definition of Terms
Chapter TWO
2.1 Theoretical Framework2.2 Conceptual Framework
2.3 School Climate and its Components
2.4 Teacher Motivation Theories
2.5 Factors Influencing Teacher Motivation
2.6 Importance of School Climate in Education
2.7 Impact of School Climate on Teacher Performance
2.8 Relationship between School Climate and Teacher Motivation
2.9 Studies on School Climate and Teacher Motivation
2.10 Summary of Literature Review
Chapter THREE
3.1 Research Design3.2 Population and Sample
3.3 Data Collection Methods
3.4 Research Instruments
3.5 Data Analysis Techniques
3.6 Ethical Considerations
3.7 Validity and Reliability
3.8 Limitations of the Methodology
Chapter FOUR
4.1 Overview of Data Analysis4.2 Demographic Profile of Participants
4.3 Analysis of School Climate Factors
4.4 Analysis of Teacher Motivation Levels
4.5 Relationship between School Climate and Teacher Motivation
4.6 Comparison with Existing Literature
4.7 Implications for Practice
4.8 Recommendations for Future Research
Chapter FIVE
5.1 Summary of Findings5.2 Conclusions
5.3 Contributions to the Field
5.4 Practical Implications
5.5 Recommendations for Educators
5.6 Recommendations for Policymakers
5.7 Strengths and Limitations of the Study
5.8 Areas for Future Research
Thesis Abstract
The study was carried out to investigate the influence of school climate on teachers’ motivation in Enugu-East Education Zone of Enugu State. The study adopted ex-post factor design. The sample size is 526 respondents representing the entire population of both the principals and teachers in the zone. A researcher designed questionnaire was used as instrument for data collection. Three experts face-validated the instrument while Cronbach Alpha method was used to compute the reliability estimate for the study. Four research questions and two null hypotheses tested at 0.05 level of significant guided the study. A 27 item structured questionnaire was subjected to statistical analysis using mean and standard deviation for the research questions and t-test for the hypotheses. The results of the findings showed that the most common available school climate types in secondary schools are closed, paternal and familiar which does not encourage motivation of teachers. The study identified adequate facilities and equipment, maintenance of school plant and conducive accommodation as important motivational factors for teachers. Other highlights include open climate, adequate attention to teachers’ welfare, recognizing teachers’ worth, ensuring their professional growth and proper delegation of duties are effective strategies for enhancing the influence of school climate on teachers’ motivation.
Thesis Overview
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