STRATEGIES FOR PROMOTING PRODUCTIVITY OF TEACHERS IN

SECONDARY SCHOOLS IN UDI LOCAL GOVERNMENT OF

ENUGU STATE

BY

EZE LILIAN ONYINYE

REG.NO.U13/EDU/ECO/007

DEPARTMENT OF ECONOMICS EDUDUCATION,

FACULTY OF EDUCATION,
GODFREY OKOYE UNIVERSITY, UGWUOMU – NIKE, ENUGU,
ENUGU STATE

JULY, 2017.

1
 TITLE PAGE

STRATEGIES OF PROMOTING PRODUCTIVITY OF TEACHERS IN

SECONDARY SCHOOLS IN UDI LOCAL GOVERNMENT OF
ENUGU STATE

BY

EZE LILIAN ONYINYE

REG.NO.U13/EDU/ECO/007

A PROJECT SUBMITTED TO THE DEPARTMENT OF ECONOMICS

EDUCATION, FACULTY OF EDUCATION,

GODFREY OKOYE UNIVERSITY, ENUGU

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF DEGREE OF BACHELOR OF EDUCATION (B. Sc Ed)
HONOURS IN ECONOMICS EDUCATION

SUPERVISOR: DR. E.N. EZUGWU

JULY, 2017

2
 CERTIFICATION

Eze Lilian Onyinye, an undergraduate student in the Department of Arts and Social

Science Education, with the Reg. No: U13/EDU/ECO/007, has satisfactorily

completed the Requirements for course and research Work for the award of

Bachelor of social science education, B.sc. (Ed).

Head of Department Supervisor

3
 APPROVAL PAGE

This project has been approved for the Department of Arts and Social Science

Education, Godfrey Okoye University, Ugwuomu Nike, Enugu.

By

DR. E.N. EZUGWU DATE

SUPERVISOR

DR. F. ENEH DATE

(HOD ECONOMICS EDUCATION)

EXTERNAL EXAMINER DATE

4
 DEDICATION

I dedicate this work to God Almighty, and lovely Uncle and wife Mr. Ezeh

Valentine .C. and Mrs. Ezeh Amaka .S., also to my late parents (guardian) Late

Mr. Eze Anthony Okafor (Papa Nwaeze) and Mrs Ezeh Monica Mgbori (Mama

Nwaeze). Also dedicating it to late Dad Mr. Ezeh Celsius Chijioke. (Nwannem)

5
 ACKNOWLEDGEMENTS

I will ever remain grateful to God almighty for his mercies, blessings, sound health
and protection throughout the period of this research.

To my wonderful supervisor, Dr. E.N. Ezugwu, thank you so much Sir, you are a
great teacher and mentor. I humbly want to thank Dr. Mrs F.N. Eneh, Head of
Department of Arts and Social Science Education; and Mrs. Anukaenyi Blesssing,
my academic adviser for their supports. To the dean of the faculty, Prof. Aaron
Eze, thank you so much. My gratitude also go to the other academic staff of the
Eco Mrs Modesta Uduma, Mrs Udebunu and other academic staff of the
department. I sincerely thank them all for the volume of knowledge they have
impacted in me. I am also thanking the non academic staff of the department. To
the students of Godfrey Okoye University, the Catholic church of Enugu Diocese
and all who provided me with human resources, I am very grateful. The last but not
least and most importantly. My deepest gratitude goes to the family especially my
angelic and loving uncle and his wife Mr. Valentine Ezeh and Mrs. Amaka Ezeh u
are both angels in disguise and I cannot thank you enough, my loving mum Mrs
Catherine Ezeh, my sweet anties; aunty Tina, aunty Patty, aunty Oby and aunty
Uzo I say thank you all. Not forgetting my beloved brothers and sisters most
especially sis. Chinoo, sis. Ngoo, and my brother inlaws. Bro. Jude and bro.Emma
and my friends and colleagues; Obu Amarachi, Okwuba Chinyere, Onyishi
Ogomegbunam and Odugwu Nancy. Bro. Inno, My student Affair Officer
Rev.Sis. Justina Udaya , uncle Yard and wife. I say a big thank you to you all.
Remain blessed.

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 TABLE OF CONTENT
Title page i
Certification ii
Approval page iii
Dedication iv
Acknowledgement s v
Table of content vi
Abstract viii
CHAPTER ONE
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Purpose of the Problem 5
Scope of the Study 6
Significance of the Study 6
Research Questions 7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual framework 8
Theoretical framework 18
Summary of literature review 28
CHAPTER THREE
RESEARCH METHODOLOGY 29
Design of the Study 29
Area of the Study 29
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Population of the Study 29
Sample and Sampling Techniques 30
Instrumentation 31
Validation of the Instrument 32
Reliability of the Instrument 32
Method of data Collection 33
Method of Data Analysis 33
CHAPTER FOUR
DATA ANALYSIS 34

CHAPTER FIVE
DISCUSSION, IMPLICATION, RECOMMENDATION AND
SUMMARY 39
Discussion of Findings 39
Conclusion 41
Recommendations 41
Educational Implication of the Study 42
Limitation of the Study 43
Suggestion for Further Study 43
Summary of Findings 44
REFERENCES 45
APPENDIX 47
QUESTIONNAIRE 48

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Abstract

This study looked at strategies of promoting productivity of teacher in secondary

school. The purpose of this study is to determine the strategies that can be
employed to promote productivity of teacher in secondary schools in Udi local
government area of Enugu state. The study adopted a descriptive research design.
Three research questions were formulated to guide the study. The instrument used
for data collection was the questionnaire. The question was subjected to both
content and face validation .two experts lecturers from science and vocational
education and one from economics education validated the contents of the
questionnaire on their appropriateness in addressing the problems of the research
question. A sample size of 225 was used in this study. The researcher personally
administered the questionnaire to the respondents. Data collected were analyzed
using mean. A mean value of 2.5 and above was accepted while that below 2.5 was
rejected. Finding showed that more need to be done to encourage workers at their
work places. Based on the finding of the study, recommendations were made.

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 CHAPTER ONE

INTRODUCTION

In this chapter, background of the study, statement of the problem, purpose of the

study, scope of the study, significance of the study and research questions were

discussed.

Background of the Study

This project is on the strategies for promoting productivity of teacher in secondary

schools in Udi local government area of Enugu. Promoting productivity of teachers

in secondary schools deals with the way things can be done in various schools to

reach an effective end. These include the use of work hours and mode of

motivation on the teachers.

Production in economics is a process of workers combining various material

inputs and immaterial inputs in order to make something for consumption.

Economic well-being is created in a production process, meaning all economic

activities that aim directly or indirectly to satisfy human wants and needs.

The word Productivity first came in writing in 1776. According to Sumanth

(1990), the term productivity was probably first time used by French
10
mathematician in an article in 1776. Littre in 1883 defined productivity as the

faculty to produce. In discussing how different people look at productivity, it will

be necessary to name examples of some people who would at one time or the other

be involved in promoting productivity. Eatwell and Newman (1991) defined

productivity as a ratio of some measures of output to some index of input.

Regardless of the type of production, be it economic or political system, this

definition of productivity remains the same as long as the basic concept is the

relationship between the quantity and quality of resources used to produce them.

According to the department of labour, productive workplace is built on teamwork

and is shared vision of where a business is heading. Before an effective

productivity could be attained, there must be willingness among the staffs at all

levels to keep learning and investing in skills.

Productivity describes the various measures of the efficiency of production.

It is also the measure of the efficiency of a person, machine, factory and system.

Productivity is computed by dividing average output per period by the total cost

incurred. Productivity is much more important than revenues and Profits of the

organization because profits only reflect the end result whereas Productivity

reflects the increase efficiency as well as effectiveness of business Policies and

processes. The importance of productivity can never be under looked by any

11
diligent business owner. Successful ventures are often those that give priority to

productivity compared to solely looking into revenues and profits of the company.

The public complaint about the continuous fall in productivity of teachers in

secondary schools in Udi Local Government is now at an alarming rate. It is for

this reason that this work is carried out in the view to finding the cause of low

productivity, how to eliminate them and bring about recommendations that will

promote productivity of teachers in secondary schools in Udi general to achieve a

successful result in the programme. Hence, productivity can actually be evaluated

with respect to level of growth rate. A high productivity represents good use of

resources and high returns. High growth rates show an active and growing

economy or industry with potential. It is argued that productivity is one of the basic

variables governing economics production activities or rather the most important

one.

However, productivity is seen as one of the most vital factors affecting an

educational institution’s competitiveness. According to Koss and Lewis, (1993)

many educators who every day make decisions about improving teaching

efficiency do not know how to answer the question: what do we really mean by

productivity? So far, the term productivity may seem rather easy to understand,

however, there are several implications which have caused much confusion. A

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common mistake is, for instance, to use productivity measures of production,

which refers to the amount of a product or service produced.

Promoting productivity is the volume of goods and services produced per

worker within some specific unit of the year. High productivity comes from having

the right leaders creating the right environment that allows employees to increase

in their skills, knowledge and feel empowered. To promote productivity of teacher,

there must be visionary leaders who are trained to be more goal oriented, and

focused on results and also hold a clear picture of where they are taking the

community or organization.

By way of analogy, Amadi (1991) explained that example of productivity ratio is

kilometers driven per gallon of petrol where petrol is the input and kilometers

covered constituted the output. However, input measure of petrol is not used to

determine the efficiency of the car’s performance. Together, related factors such as

speed, traffic flow, the engine’s efficiency and the fuel’s efficiency are equally

involved in the computation of the input index. The output measure of kilometer

driven therefore becomes a gauge of the effectiveness of the result achieved. Smith

(2017) divided up labor into two broad categories, productive and unproductive

labor. Productive labor, according to Smith, was any work which fixed itself in a

tangible object. Unproductive labor was any work where the value was consumed

13
as soon as it was created. Smith contrasted the role of laborers in a manufacturing

plant (productive work) with the tasks of a servant (unproductive work).

Statement of the Problem

The researcher was spurred to embark on this work following reported cases of

poor performance of teachers in secondary schools in Udi Local Government.

There has been continuous decrease in productivity of teachers since Nigeria

independence resulting in poor achievement of students in external examinations

over the year. This study was carried out to investigate the causes of low

productivity of teachers in secondary schools in Udi Local government with a view

to proffering solutions to the menace.

Purpose of the Study

This study aimed at investigating the strategies for promoting productivity of

teachers in secondary schools Udi Local Government Area of Enugu State of

Nigeria. Specifically the study sought to;

1. Identify the causes of low productivity of teachers in secondary schools in Udi

local government.

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2. Identify how productivity and academic growth could be increased in the

community.

3. Identify the mode of teachers’ recruitment in the post primary schools in Udi

Local Government Area.

Scope of the Study

The focus of the study will be on strategies for promoting productivity of teacher

in Udi Local Government Area.

Significance of the Study

Findings from of this study will benefit parents, students, ministry of education.

The higher recruitment of experienced and professional teachers into the teaching

profession will create more chances of high productivity in the government and the

classroom.

Therefore, if ministry of education applies the recommended approach derived

from the result of the study they will be more productive. The management will be

directed on what should be done by the teachers to promote productivity in the

system. Teachers will impact more knowledge in their students. The students will

benefit by acquiring knowledge and performing better in their examinations.

Parents will be happy seeing their words performing excellently well and their

15
money not being wasted. The society will have highly intelligent individuals who

will contribute to the growth of the nation.

Research Questions

To guide the study the following research questions were used.

1. What are the causes of low productivity of teachers in secondary schools?

2. How can productivity and academics growth be increased in Udi Local

Government

3. What are the modes of teachers’ recruitment in post primary schools?

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

In this chapter, conceptual frame work, theoretical frame work and summary of

literature review will be reviewed.

Conceptual framework

Concept of strategies

According to Thompson et al. (2004) strategy is a game plan which

management of an organization adopts to stake out market position, attract

competent employee and please costumers, compete successfully, conduct

operations and achieve organizational goals.

According to Wikipedia, strategies are high levels plan to achieve one or

more goals under conditions of uncertainty.

Strategy is a method, road map, blue print worked out in advance for achieving

some objectives (Nicholas, 2000). It also a means or procedure for doing

something. This implies that strategy is a careful plan or method for achieving a

particular goal usually over a period of time. However, strategies for promoting

productivity in civil service can be worked out through Technical, Vocational

education and Training (TVET). Technical, Vocational Education and Training

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(TVET) is the type of education which provides individual with skills, knowledge

and attitudes for accurate employment in a specific occupation. According to

chandler (1962), strategy is the determination of long-term good and objectives of

an enterprise and the adoption of cause of action and the allocation of resources

necessary to carry out organizational objectives.

Concept of Productivity

The concept of productivity has been defined in different ways by different

scholars. Productivity according to Iyaniwura and Osoba (1983), Antle and

Capalbo (1985) is a quantitative relationship between output and input. Wikipedia

defines productivity as various measures of the efficiency of production. When

economist refers to productivity at the highest level, they are referring to an

economist’s ability to convert inputs into outputs. Productivity results when an

organization or company is productive. When people are engaged, thriving and are

able to perform at high levels it is productivity.

Productivity is broadly defined as the relationship between output of one or

more of associated inputs used in the production processes (national research

council, 1979). The divergence in opinion among researchers centers on the choice

of concept for a specific measurement purpose, and how to measure output and

inputs. In essence, the selection of an appropriate concept of productivity depends

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on the objective of measurement, availability of data and preference of research.

Conceptually, productivity is a simple metric. The metric is a sign of how

efficiency a team or organization has organized and managed the piece of work

being measured. There are four types of productivity, the four types are:

 Labor productivity: This is the ratio per person. It measures the efficiency of

the transformation of something into a product of higher value.

 Capital productivity: This is the ratio of output to the input of physical

capital. Improving physical capital yields an increase in output.

 Material productivity: This is the ratio of output to the input of material.

 Total factor productivity (TFP): This is not a simple ratio of output, but

rather it is a measure that captures everything that is not as labor, capital, or

material productivity.

In 1995, the productivity movement reached an innovative driven phase. Labor

productivity has been a major source of economic growth. Olaoye (1985) observed

that as a concept, it can assume two dimensions: namely total factor productivity

and partial productivity. The total factor productivity relates to productivity that is

defined as the relationship between output produced and an index of composite

inputs; meaning the sum of all the input of basic resources notably labour, capital

goods and natural resources. Newman (1991) caption total factor productivity as

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multi-factor productivity. Productivity is not an easy concept to define. Essentially,

it is a measure of the efficiency with which we can turn inputs into outputs, based

on new technologies and business models, a capable and educated workforce and

effective management of firms and organizations.

NECA2 (1991) observes that it is more common in productivity studies to see

emphasis placed on labour productivity. By coincidence, at national level, labour

productivity translates to what is known as human productivity. It is the type of

productivity that affects directly the purchasing power of the population since:

National productivity = gross national product

Working population

Theoretically, it goes without saying that there is a link between per capita income.

There are different measures of productivity and the choice between them depends

either on the purpose of the productivity measurement and/or data availability. One

of the most widely used measures of productivity is Gross Domestic Product

(GDP) per hour worked. This measure captures the use of labour inputs better than

just output per employee. Generally, the default source for total hours worked is

the OECD Annual National Accounts database, though for a number of countries

other sources have to be used. Despite the progress and efforts in this area, the

measurement of hours worked still suffers from a number of statistical problems.

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Namely, different concepts and basic statistical sources are used across countries,

which can hinder international comparability. In principle, the measurement of

labour inputs should also take into account differences in workers’ educational

attainment, skills and experience. Accordingly, the OECD has started to develop

adjusted labour input measures. To take account of the role of capital inputs, an

appropriate measure is the flow of productive services that can be drawn from the

cumulative stock of past investments (such as machinery and equipment). These

services are estimated by the OECD using the rate of change of the ‘productive

capital stock’, which takes into account wear and tear, retirements and other

sources of reduction in the productive capacity of fixed capital assets. The price of

capital services per asset is measured as their rental price. In principle, the latter

could be directly observed if markets existed for all capital services. In practice,

however, rental prices have to be imputed for most assets, using the implicit rent

that capital goods’ owners ‘pay’ to themselves (or the ‘user costs of capital’).

Productivity measurement is the qualification of both the output and resources of a

productive system. The goal of productivity measurement is productivity

improvement, which invades a combination of increased effectiveness and a better

use of available resources. Given the significance of this challenge, the Federal

Government called in the Productivity Commission. Its discussion paper highlights

the “justified global anxiety” that “growth in productivity — and the growth in

21
national income that is inextricably linked to it over the longer term — has slowed

or stopped. Across the OECD, growth in GDP per hour worked was lower in the

decade to 2016 than in any decade from 1950 economy” Whatever measurement

tools are adopted, productivity-enhancing reform will be a key driver of long-term

growth and jobs. It will enable us to compete globally not just on cost, which

promotes a self-defeating “race to the bottom”, but on quality, design and

innovation as the framework conditions of a high wage, high productivity.

Concept of teacher

Teachers may provide instruction in literacy and numeracy, craftsmanship or

vocational training, the arts, religion, civics, community roles, or life skills.

Formal teaching tasks include preparing lessons according to agreed curricula,

giving lessons, and assessing pupil progress.

A teacher's professional duties may extend beyond formal teaching. Outside of the

classroom teachers may accompany students on field trips, supervise study halls,

help with the organization of school functions, and serve as supervisors for

extracurricular activities. In some education systems, teachers may have

responsibility for student discipline. The OECD has argued that it is necessary to

develop a shared definition of the skills and knowledge required by teachers, in

order to guide teachers' career-long education and professional development. Some

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evidence-based international discussions have tried to reach such a common

understanding. For example, It has been found that teachers who showed

enthusiasm towards the course materials and students can create a positive learning

experience. These teachers do not teach by rote but attempt to find new

invigoration for the course materials on a daily basis. One of the challenges facing

teachers is that they may have repeatedly covered a curriculum until they begin to

feel bored with the subject, and their attitude may in turn bore the students.

Students who had enthusiastic teachers tend to rate them higher than teachers who

didn't show much enthusiasm for the course materials.

Teachers that exhibit enthusiasm can lead students who are more likely to be

engaged, interested, energetic, and curious about learning the subject matter.

Recent research has found a correlation between teacher enthusiasm and students'

intrinsic motivation to learn and vitality in the classroom. Controlled, experimental

studies exploring intrinsic motivation of college students has shown that nonverbal

expressions of enthusiasm, such as demonstrative gesturing, dramatic movements

which are varied, and emotional facial expressions, result in college students

reporting higher levels of intrinsic motivation to learn.

There are various mechanisms by which teacher enthusiasm may facilitate higher

levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom

atmosphere of energy and enthusiasm which feeds student interest and excitement

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in learning the subject matter. Enthusiastic teachers may also lead to students

becoming more self-determined in their own learning process. The concept of mere

exposure indicates that the teacher's enthusiasm may contribute to the student's

expectations about intrinsic motivation in the context of learning. Also, enthusiasm

may act as a "motivational embellishment", increasing a student's interest by the

variety, novelty, and surprise of the enthusiastic teacher's presentation of the

material. Finally, the concept of emotional contagion, may also apply. Research

shows that student motivation and attitudes towards school are closely linked to

student-teacher relationships. Enthusiastic teachers are particularly good at creating

beneficial relations with their students. Their ability to create effective learning

environments that foster student achievement depends on the kind of relationship

they build with their students. Useful teacher-to-student interactions are crucial in

linking academic success with personal achievement. Here, personal success is a

student's internal goal of improving himself, whereas academic success includes

the goals he receives from his superior. A teacher must guide her student in

aligning her personal goals with her academic goals. Students who receive this

positive influence show stronger self-confidence and greater personal and

academic success than those without these teacher interactions.

Students are likely to build stronger relations with teachers who are friendly and

supportive and will show more interest in courses taught by these teachers.

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Teachers that spend more time interacting and working directly with students are

perceived as supportive and effective teachers. Effective teachers have been shown

to invite student participation and decision making, allow humor into their

classroom, and demonstrate a willingness to play.

The way a teacher promotes the course she is teaching affects how much benefit

the student will get out of the subject matter. The three most important aspects of

teacher enthusiasm are enthusiasm about teaching, enthusiasm about the students,

and enthusiasm about the subject matter A teacher must enjoy teaching If they do

not enjoy what they are doing, the students will be able to tell They also must

enjoy being around their students. A teacher who cares for their students is going

to help them succeed in their life in the future. The teacher also needs to be

enthusiastic about the subject matter she is teaching. For example, a teacher talking

about chemistry needs to enjoy chemistry and show that to her students. A spark in

the teacher may create a spark of excitement in the student as well. An enthusiastic

teacher has the ability to be very influential in the young student's life. In many

countries, a person who wishes to become a teacher must first obtain specified

professional qualifications or credentials from a university or college. These

professional qualifications may include the study of pedagogy, the science of

teaching. Teachers, like other professionals, may have to, or choose to, continue

25
their education after they qualify a process known as continuing professional

development.

The issue of teacher qualifications is linked to the status of the profession. In the

twentieth century, many intelligent women were unable to get jobs in corporations

or governments so many chose teaching as a default profession. As women become

more welcomed into corporations and governments today, it may be more difficult

to attract qualified teachers in the future.

Teachers are often required to undergo a course of initial education at a College of

Education to ensure that they possess the necessary knowledge, competences and

adhere to relevant codes of ethics.

There are a variety of bodies designed to instill, preserve and update the

knowledge and professional standing of teachers. Around the world many teachers'

colleges exist; they may be controlled by government or by the teaching profession

itself.

They are generally established to serve and protect the public interest

through certifying, governing, quality controlling, and enforcing standards of

practice for the teaching.

The functions of the teachers' colleges may include setting out clear standards of

practice, providing for the ongoing education of teachers, investigating complaints

26
involving members, conducting hearings into allegations of professional

misconduct and taking appropriate disciplinary action and accrediting teacher

education programs. In many situations teachers in publicly funded schools must

be members in good standing with the college, and private schools may also

require their teachers to be college members. In other areas these roles may belong

to the State Board of Education, the Superintendent of Public Instruction, the State

Education Agency or other governmental bodies. In still other areas Teaching

Unions may be responsible for some or all of these duties.

Theoretical Framework

Strategies for promoting productivity have been found to be rooted in the theories

of motivation.

The five (5) psychological theories of motivation to increase productivity are:

1. HERTZBERG’S TWO FACTOR THEORY.

In the search for the strategies for promoting productivity of teacher in secondary

schools in Udi Local Government, this study will find Herzberg’s two factor theory

very important. The two factor theory of motivation (otherwise known as the dual

factor theory or motivation hygiene theory) was developed by psychologist

Fredrick Hertzberg in the 1950s. Analyzing responses of 200 accountants and

engineers who were asked about their positive and negative feelings about their

27
work, Hertzberg found 2 factors that influence employee motivation and

satisfaction. They are motivation and hygiene factors.

MOTIVATION FACTORS-Are factors that lead to satisfaction and motivate

teachers to work harder. Example might be, enjoy your work, and feel recognized

and career progression. In this factor, the employees should be motivated by given

them moral or material supports where moral support includes praising and

commending them whenever they carry out functions intelligently and excellently

while in material support includes allowances, free medical services and promotion

if possible. All these are essential motivations factors which if well applied will

raise the morals of workers and thereby induce them to increase their performance

which in turns lead to increase productivity.

HYGIENE FACTORS- Are those that can lead to dissatisfaction and a lack of

motivation if they are absent. Examples include salary, company policies, benefits,

relationship between teachers and principals and teachers and students. According

to Herzberg’s findings, while motivator and hygiene factors both influenced

motivation; they appeared to work completely independently of each other.

While motivator factors increased teachers’ satisfaction and motivation, the

absence of these factors didn’t necessarily cause dissatisfaction. Likewise, the

28
presence of hygiene factors didn’t appear to increase satisfaction and motivation

but their absence caused an increase in dissatisfaction.

How to use them in promoting productivity of teachers in secondary schools

This theory implies that for productivity to be promoted in schools, the teachers

needs to work on improving both motivator and hygiene factors.

To help motivate teachers, make sure they feel appreciated and supported. Give

plenty of feedback and make sure the teachers understand how they can grow and

progress through the system.

To prevent job dissatisfaction, make sure that the teachers feel that they are treated

right by offering their schools the best possible instructional materials and fair pay.

Make sure you pay attention to their team and form supportive relationships with

them.

2. MASLOW’S HIERARCHY OF NEEDS THEORY

This theory was coined by psychologist Abraham Maslow in his 1943 paper

entitled“ A Theory of Human Motivation”.

The crux of the theory is that individuals’ most basic needs must be met before

they become motivated to achieve higher level needs.

29
The hierarchy is made up of 5 levels:

1. Physiological – these needs must be met in order for a person to survive,

such as food, water and shelter.

2. Safety – including personal and financial security and health and

wellbeing.

3. Love/belonging – the need for friendships, relationships and family.

4. Esteem – the need to feel confident and be respected by others.

5. Self-actualization – the desire to achieve everything you possibly can and

become the most that you can be.

How to use the levels in promoting productivity in post primary schools

In order to get the most out of teacher, the government and ministry of education

should also make sure they support them in other aspects of their lives outside

work. Perhaps they can offer free books and other instructional material to give

teachers moral to focus on their students and make sure they are paid fairly to help

them feel financially stable. In doing so, the teacher will be encouraged to tighten

their belt to bring out the best in them thereby achieving the main aim.

According to the hierarchy of needs, you must be in good health, safe and secure

with meaningful relationships and confidence before you are able to be the most

30
that you can be. In the search for the strategies for promoting productivity of

teachers, this study will find Herzberg’s two factor theory very important.

3. HAWTHORNE EFFECT THEORY

This theory was first described by Henry A. Landsbergis in 1950 who noticed a

tendency for some people to work harder and perform better when they were being

observed by researchers.

The Hawthorne Effect is named after a series of social experiments on the

influence of physical conditions on productivity at Western Electric’s factory at

Hawthorne, Chicago in the 1920s and 30s.

The researchers changed a number of physical conditions over the course of the

experiments including lighting, working hours and breaks. In all cases, teachers

productivity increased when a change was made. The researchers concluded that

teachers became motivated to work harder as a response to the attention being paid

to them, rather than the actual physical changes themselves.

The Hawthorne Effect studies suggest that employees will work harder if they

know they’re being observed. While I don’t recommend hovering over teachers

watching them all day, you could try providing regular feedback, letting your team

know that you know what they’re up to and how they’re doing. The government

31
showing teachers that they care about them and their working conditions may also

motivate them to work harder. Encourage them to give you feedback about their

students’ level of understanding and suggestions on how to improve their

knowledge, hence the import of this study. The Hawthorne Effect studies suggest

that teacher will work harder if they know they’re being observed.

How to apply them to its effectiveness

Showing the students that their teachers care about them and their improvement

may also motivate them to read harder and also ask questions in the classroom. The

principals should always encourage their teacher to give them feedback and

suggestions about their happenings within the school premises and changes noticed

on any of students by so doing, the students will be more serious with their studies

and there will be effective result.

1. EXPECTANCY THEORY

Expectancy theory proposes that people will choose how to behave depending on

the outcomes they expect as a result of their behavior. In other words, we decide

what to do base on what we expect the outcome to be. At work, it might be that we

work longer hours because we expect a pay rise. However, Expectancy Theory

also suggests that the process by which we decide our behaviors is also influenced

32
by how likely we perceive those rewards to be. In this instance, teachers may be

more likely to work harder if they had been promised a pay rise (and thus

perceived that outcome as very likely) than if they had only assumed they might

get one.

Expectancy Theory is based on three elements:

1. Expectancy – the belief that your effort will result in your desired goal. This

is based on your past experience, your self-confidence and how difficult you

think the goal is to achieve.

2. Instrumentality – the belief that you will receive a reward if you meet

performance expectations.

3. Valence – the value you place on the reward. The key here is to set

achievable goals for the teachers and provide rewards that they actually

want.

How to add them to work

Rewards don’t have to come in the form of salary increase, bonuses or all-

expensive paid nights out Praise, opportunities for progression and “teacher of the

month” style rewards can all go a long way in motivating the teachers.

33
Therefore, according to Expectancy Theory, people are most motivated if they

believe that they will receive a desired reward if they hit an achievable target. They

are least motivated if they don’t want the reward or they don’t believe that their

efforts will result in the reward.

5. Three-Dimensional Theory of Attribution

Attribution Theory explains how we attach meaning to our own, and other people

behavior. There are a number of theories about attribution. Bernard Weiner’s three

dimensional theory of attribution assumes that people try to determine why we do

what we do. According to Weiner, the reasons we attribute to our behavior can

influence how we behave in the future. For example, a student who fails an exam

could attribute their failure to a number of factors and it’s this attribution that will

affect their motivation in the future.

Weiner theorized that specific attributions (e.g. bad luck, not studying hard

enough) were less important than the characteristics of that attribution. According

to Weiner, there are three main characteristics of attributions that can affect future

motivation.

34
1. Stability – how stable is the attribution? For example, if the teachers believe

they failed the work because they weren’t smart enough, this is a stable factor. An

unstable factor is less permanent, such as being ill.

According to Weiner, stable attributions for successful achievements, such as

passing exams, can lead to positive expectations, and thus higher motivation, for

success in the future. When add to this, if teachers can be stable in their work, there

will be more great out come.

However, in negative situations, such as teachers failing to achieve their goals,

stable attributions can lead to lower expectations in the future.

2. Locus of control – was the event caused by an internal or an external factor?

For example, if the student believes it’s their own fault they failed the exam,

because they are innately not smart enough (an internal cause), they may be less

motivated in the future. If they believed an external factor was to blame, such as

poor teaching, they may not experience such a drop in motivation.

3. Controllability – how controllable was the situation? If an individual believes

they could have performed better, they may be less motivated to try again in the

future than someone who believes they failed because of factors outside of their

control. The teachers should endeavor to give their students take home assignment,

35
letting them know they can improve and how they can go about it and anyone who

doesn’t do his/her own will be severely punished. This theory will help prevent

them from attributing their failure to an innate lack of skill and see that success is

controllable if they work harder or use different strategies.

Teachers could also praise the students for showing an improvement, even if the

outcome was still not very correct. For example, teacher might praise a student for

using the correct methodology even though the results weren’t what you wanted.

This way, you are encouraging them to attribute the failure to controllable factors,

which again, can be improved upon in the future thereby promoting teachers

productivity.

How to apply it to the workplace

The principals should give the teachers specific feedback, letting them know that

they (the principal) know that they (the teachers) can improve and how they can do

it. This, will help prevent them from attributing their failure to an innate lack of

skill and see that success is controllable if they work harder or use different

strategies.

36
Summary

In this chapter, the concept of strategies, concept of productivity, and the concept

of teachers was explained in the conceptual framework. In the theoretical

framework, the five (5) psychological theories of motivation to increase

productivity were exhaustively reviewed.

37
 CHAPTER THREE

RESEARCH METHOD

In this chapter, design of the study, Area of the study, Population of the study,

Sample and Sampling Techniques, Instrument for Data collection, Validation of

the Instrument, Reliability of the Instrument, method of data collection and method

of data analysis were discussed.

Design of the Study

This study was carried out using descriptive survey design which entails the

gathering, analyzing and interpretation of a set of data in view of explaining the

strategies for promoting productivity in secondary schools in Udi Local

Government Area of Enugu State.

Area of the Study

The area for this study is Udi Local Government Area of Enugu State, Situated at

Udi on the A232 highway Abia Udi Enugu State.

Population of the Study

The population comprises of all the secondary school teachers in Udi Local

Government Area of Enugu State which have a record of 25 secondary schools

with the total number of 832 teachers.

38
Sample and Technique and Sampling Technique

The Researcher based on the population of the study gathered, applied a simple

Random of Sampling Technique without replacement in selecting the particular

schools investigated. Three secondary schools out of the 25 secondary schools

were used to ensure fair representation of the sample, proportional random

sampling was used to select the teachers. Taro Yamene statistical tool was used in

getting the sample size, which is worked thus:

1+N (e)2

Where n = sample size

N=population size

e =level of significance

1 = constant value

150

N= 1+150(0.05)2

150

1+150(0.0025)

39
 150

1+0.375

150

1.38

n=108.7 sample size

Instrumentation

The method of investigation adopted was a combination of both primary and

secondary sources of data. Questionnaire was used as an instrument of data

collection. Its open ended structured questions were used to enable the researcher

to eliminate irrelevant materials to the study. During the time of this research work,

questionnaires were distributed personally by the researcher to the staff of the local

government. The delivery of the questionnaire by the researcher was in order to

avoid loss, through postage.

Primary Source

In the course of this study, the researcher collected primary information through

the use of personal interviews as well as structured questionnaire. Oral questions

40
were also put to some members of the staff who do not have enough vacant spaces

to give responses to the questions in the questionnaire.

Secondary Source

The secondary data were gotten from textbooks, journals, internet, and lecture

notes.

Validation of the instrument

To make sure the instrument measures what it’s supposed to measure, content and

face validity was used to validate the instrument for the study. The researcher gave

the supervisor the instrument for correction, advice and vetting. Proper correction

was given by the supervisor in form of ideas, corrections which assisted the

researcher in reconstructing and modifying the items contained in the

questionnaire.

Reliability of the instrument

Mugenda and Mugena (1999), defined reliability as a measurement technique to

test whether the researcher instrument produces consistent result or data after

repeated trials. to ensure the reliability of the instrument,.

41
Method of data collection:

The researcher personally administered the questionnaires to the respondent.

The questionnaires were dropped in the potential respondents to be filled at their

own pace and later collected by the researcher from the office of each staff.

Methods of data analysis

In analyzing the data collected, mean score will be used to achieve this, the four

point-rating scale was given value as SA=Strongly Agreed 4, A= Agreed 3,SD=

Strongly Disagree 2, D=Disagree1. The cut off mean score was 2.5, this forms the

standard for accepting or rejecting any item on the questionnaire. Any item with a

mean response of 2.5 and above is accepted, while those that recorded a mean

response below 2.5 were rejected. The mean score was presented in a tabular form.

Decision Role

Any item with mean 2.5 and above is regarded as agree while any item with mean

less than 2.4 and below is regarded as disagree.

42
 CHAPTER FOUR

DATA ANALYSIS

In this chapter, data were analyzed using the three research questions

generated to guide the study as follows:

Research Question 1:

What are the causes of low productivity of teachers in secondary schools in

Udi Local Government Area of Enugu State?

Table 1: Mean response on what are the causes of low productivity of teachers in

secondary schools in Enugu State?

S/N ITEMS SD D A SA X DECISION

(1) (2) (3) (4)

1 Inconsistence salary. 10 35 60 45 2.9 ACCEPTED

2 Outdated teaching method 20 30 45 55 2.9 ACCEPTED

and poor instructional

materials.

3 Late payment of salary. 30 55 35 30 2.4 REJECTED

4 Poor school management 12 38 40 60 3.0 ACCEPTED

Total (Grand Mean) = (ƩX) 11.2

N 4 Accepted
=2.8
Accepted x > 2.5

43
The table 1above shows that the respondents agreed that all the items in the table

on the causes of low productivity of teachers in secondary schools are correct

except no 3 which is rejected. The table has four (4) items of which three reached

the agreed mean score of 2.5. Items 1, 2 and 4 were accepted with a higher

significant mean score of 3.0 and 2.9 where item 1and 2 have mean score of 2.9,

while item 3 was rejected with mean score of 2.4. and item 4 has the highest score

of 3.0. The total grand mean score of 2.8 shows that there is actually low

productivity of teachers in secondary schools in Udi local government area of

Enugu state.

Research Question: 2
How can productivity and academic growth be increased in secondary schools
in Udi Local Government?
Table2: Mean response on how productivity of teachers and academic growth can
be increased in secondary schools in Udi Local Government?
S/N ITEMS SD D A SA X DECISION
(1) (2) (3) (4)
5 Having effective learning 22 38 51 39 2.7 ACCEPTED

environments.

6 By being a friendly and 22 32 57 33 2.6 ACCEPTED

supportive teacher to the

students.

7 Preparing lessons in accordance 31 23 41 55 2.8 ACCEPTED

44
 with the curriculum.

8 Assessing pupil performances. 15 27 38 70 3.1 ACCEPTED

Total (Grand Mean) = (ƩX) 11.2

N 4 Accepted
=2.8
Accepted x > 2.5

The table two above indicates that all the items in the table on how productivity

and academic growth can be increased are all accepted with total grand mean score

of 2.8. The respondents agreed that all the items in the table on how productivity

and academic growth can be increased are correct. The table has four (4) items of

which all reached the agreed mean score of 2.5 where item 5 obtained 2.7, item 6

with the mean score of 2.6, item 7 has mean score of 2.8 while the 8th item has the

highest mean score of 3.1.the total grand mean of 2.8 was obtained which shows

that productivity and academic growth can be attained in the secondary schools in

Udi Local Government Area of Enugu State.

Research Question 3:

45
What are the modes of teacher’s recruitment into secondary schools?

Table 3: Mean response on what are the modes of teacher’s recruitment into

secondary schools?

s/n Items SD D A SA X DECISION

(1) (2) (3) (4)

9 Employing someone with 15 30 42 63 2.8 ACCEPTED

good qualification.

10 By assessing their level 11 29 65 45 3.0 ACCEPTED

intelligence by interviewing

them before employment.

11 Employ by the level of 13 43 65 29 2.7 ACCEPTED

teaching experience.

12 By employing experts into 19 38 39 59 3.0 ACCEPTED

their field of study

13 By examining them with 17 28 58 47 2.9 ACCEPTED

written exam before

employment.

14 Employ fresh graduate with 31 53 43 23 2.4 REJECTED

personal influence.

15 By employing for attitude 21 29 41 59 2.9 ACCEPTED

46
 and train for skill.

16 By the use of external 26 31 41 52 2.8 ACCEPTED

sources of recruitment like

advertisement.

Accepted x > 2.5

Table 3 above reveals that the respondents agreed that the post primary school

board can employ her teachers with the above strategies or methods except the

item number 14 which says employ fresh graduates with personal influence. Seven

out of the 8 items in the above table 3 reached the agreed mean score of 2.5, except

item 14 which was rejected with mean score of 2.4. Items 9 was accepted with the

mean score of 2.8, item 10 was accepted with mean score of 3.0, item 11with the

mean score of 2.7, item 12 with the mean score of 3.0,item 13 with mean score of

2.9, 15was also accepted with the mean score of 2.9 where item 16 was accepted

with mean score of 2.8. The total grand mean score of 2.8 shows that for

productivity of secondary schools teachers to be increased, there are certain

effective modes with which to employ teachers to the benefit of the students,

parents and community at large.

CHAPTER FIVE

47
 DISCUSSION, CONCLUSION, RECOMMENDATIONS, IMPLICATION

OF THE STUDY, LIMITATION OF THE STUDY, SUGGESTIONS FOR

FURTHER STUDY, AND SUMMARY

This chapter discussed: discussion of findings, conclusion, recommendation,

implications of the study, limitation of the study suggestions for further study and

summary.

Discussion of Findings

Table one with items 1-4 dealt with research question. It was the opinion of the

respondents that there still exist effective causes of low productivity of teachers in

secondary schools. Such causes include; inconsistence salary, outdated teaching

methods and poor school management of which poor school management and

outdated teaching methods are the main causes. The finding is in agreement of

with the view of Kristen May (2017) from small business.chron.com copyright. In

his view, any company with the levels of low productivity could theoretically get

more work to be done which leads to wasting of money and losing ground to

competitors.

Table two with 4 items dealt with research question 2. The result of the finding

reveals that all the strategies for promoting productivity and academic growth in
48
the in the secondary schools are effective as advised by George .N. Root 111

(2017) in smallbusiness.chron.com where he said that increasing employee

productivity is a key component in growing company revenue therefore increasing

teachers productivity is to impact more knowledge on the students thereby

achieving their goals. Any school where there qualified teacher always stand the

chances of having more students thereby increasing the revenue of the school.

These strategies include; having effective learning environments, by being a

friendly and supportive teacher to the students, by preparing lessons in accordance

with the curriculum, assessing pupils’ performances.

. These responses reveal that when a company takes the time to promote

productivity in workplace, it is making positive changes in the associations’ future.

Table three with 8 items dealt with research question 3. The finding shows that

some of the ways through which effective and professional teachers can be

employed to the benefit of ministry and society at large. These ways are;

Employing someone with good qualification, By assessing their level of

intelligence by interviewing them before employment, Employ by the level of

teaching experience, By employing experts into their field of study, By examining

them with written exam before employment, Employ fresh graduate with personal

influence, By employing for attitude and train for skill, By the use of external

sources of recruitment like advertisement.

49
Conclusion

In conclusion, based on the research carried out, the result of the analysis showed

that if the post primary schools management Board can adopt the strategies

mentioned here which are;

 By creating a forum where the students will be allowed to express their

feelings in the secondary schools.

 By rewarding teachers who excel in the discharge of their duties.

 To make sure that teachers and management have an open line of

communication.

There will be increase in the productivity of teachers in secondary schools as well

showing its effective impact on the behavior of the students.

Recommendations

Following the findings of this research, the following recommendations will be

made in order to promote productivity of teachers in secondary schools in Udi

Local Government Area of Enugu State.

1. Post primary schools management Board should map out strategies

for effective recruitment of teachers into the system.

50
 2. The ministry of education must employ a qualified candidate because

his/her effective contributions will help increase productivity which

will translate into excellent performance of the students.

3. The ministry of education should continuously check the activities of

teachers in secondary schools to fish out the ghost workers among the

teachers.

Educational Implication of the study

The finding of the study will be of immense benefit to secondary schools in Udi

local government and also to the teachers by increasing their level of productivity.

More importantly, the outcome of this analysis has implications for general

and specific methodologies for the government to provide room for seminars and

workshops for skill acquisition based on the teacher’s area of interest and improve

their knowledge. This will help the teachers to be more focused and achieve better

result.

Limitations of the study

51
During the finding of this research, the researcher encountered some challenges on

the process of carrying out this study. The challenges include;

 The researcher faced some delay due to inability of the respondents to

answer the questions within the time given to them.

 The researcher also encountered financial problems as regards the

production of the questionnaire.

 The researcher encountered difficulty in transportation while going to the

places where the questionnaire was distributed.

 The researcher also encountered the challenges getting the right materials for

the work.

 Combining the research work with assignments, exams and class attendance

was too hectic for the researcher.

Suggestions for further study

In view of the limitations to the study, the researcher suggests that further studies

should be carried out on:

1. Similar studies should be carried out in other Local Government Area of the

State.

2. The correlation between teachers’ effectiveness and students’ achievement

should studied.

52
Summary of Findings

The result of the analysis based on the responses of the respondents to

questionnaire items revealed that;

There still exist some major causes of low productivity of teachers which

includes outdated teaching methods, poor school management, and inconsistence

salary. All this affects the activities of the secondary school teachers thereby

causing continuous reduction in their achievement. And in order to solve these

issues there will be a need to adopt the five psychological theories of motivation to

increase productivity. The theories include: Hertzberg’s two factors theory which

dealt on employee’s satisfaction and motivation, Maslow Herarchy of needs which

dealt on the needs of the employees, Hawthorne effect theory which suggest that

teachers will work harder if they know they’re being observed, Expectancy theory

which believes that people will choose how to behave depending on the outcomes

they expect as a result of their behavior. In other words, they decide what to do

base on what they expect the outcome to be, Attribution Theory that explains how

people attach meaning to their own, and other peoples’ behavior.

REFERENCES

Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned

53
 helplessness in humans: Critique and reformulation. Journal of Abnormal
Psychology, 87, 49-74.

Amadi, A.O. (1991) Recipe for Productivity Improvement in Umeh, P.O.C. et al

(1991) Increasing Productivity in Nigeria Proceedings of the First National
Conference on Productivity 1sty-3rd December 1987, National Productivity
Centre, Macmillan, Nigeria. Pp. 98 -106.

Antle, M. J.and Capalbo, S.M. (l988) An Introduction to Recent Development in

Production Theory and Productivity Measurement” in Capalbo, S.M. and
Antle, M.J. Agricultural Productivity: Measurement and Explanation’
Resources for the Future, Inc., Washington, DC.

Eatwell, J.M. and Newman,P. (1991) “The New Palgrave: A Dictionary of

Economics” vols. 3, 4 .& 12, Macmillan, Tokyo.

Herzberg, Frederick; Mausner, Bernard; Snyderman, Barbara B. (1959). The

Motivation to Work (2nd ed.). New York: John Wiley. ISBN 0471373893.
Herzberg's Motivators and Hygiene Factors. Mindtools.com. Retrieved
December 2, 2014.

Herzberg, Frederick (January–February 1964). The Motivation-Hygiene Concept

and Problems of Manpower. Personnel Administrator (27): 3–7.

https://en.wikipedia.org/...productivity

https://en.wikipedia.org/wiki/strategy

54
Iyaniwura, O. and Osoba, A.M. (1983) Measuring Productivity; Conceptual and

Statistical Problems: Improvement of Statistics in Osoba A.M. (ed.)

‘Productivity in Nigeria’ Proceedings of a National Conference’ NISER,
Ibadan.

Maslow, A.H. (1943). A theory of human motivation. Psychological Review. 50

(4): 370–96. doi:10.1037/h0054346 – via psychclassics.yorku.ca.

Olaoye, A. O. (1985) Total Factor Productivity Trends in Nigerian Manufacturing

Nigerian Journal of Economic and Social Studies, vol. 27, no. 3, pp.317-345.

Peterson, C., & Seligman, M. E. P. (1984). Causal explanations as a risk factor

for depression: Theory and evidence. Psychological Review, 91, 347-374.

Sumanth, D. J. (1984) Productivity Engineering and Management McGraw-Hill,

New York.

The Nigerian Employment Consultative Association (NECA) (l991) “Role of

Management in Productivity in Umeh P.O.C. et. al. (1991) Increasing
Productivity in Nigeria Proceedings of the First National Conference on
Productivity 1sty-3rd December 1987, National Productivity Centre,
Macmillan, Nigeria. Pp. 76-83.

Appendix A

55
 Department of Art and Social
Science Education,

Godfrey Okoye University,

Enugu.
18/05/2017
Dear respondent,

The researcher is a final year student of economics education of the above named

university and department carrying out a research. The research is purely an

academic exercise and is based on the public perception of the people on strategies

of promoting productivity of teachers in secondary schools in Udi Local

Government Area of Enugu state.

You have been selected to assist in providing the necessary information for this

research. The information you provide is strictly anonymous and will be treated

with utmost confidentiality.

Thank you for your cooperation.

Yours faithfully,

…………………….

Eze Lilian.O.

QUESTIONNAIRE

56
Please give the right answer about yourself by ticking the appropriate box or
filling the blank space.

1. Gender: Female [ ], Male [ ]

2. Occupation: teache[ ] junior staff [ ] chairman [ ]manager[ ]
3. Marital status: Single[ ] married[ ]
4. Education: Non formal[ ] Primary Certificate[ ] SSCE[ ] OND/NCE[ ]
B.Sc[ ] HND[ ]
5. Age: 20-29[ ] 30-39[ ]40-49[ ]50-59[ ]60 and above[ ]

Instructions: the questionnaire is being structure on a four-point response scale of

Strongly Agreed (SA) with 4 points, Agreed (A) with 3 points

Disagreed (D) with 2 points, strongly disagree (SD) with 1 point.

The responses were assigned in the value of 4, 3, 2 and 1 respectively.

Question 1: What are the causes of low productivity of teachers in secondary

schools in Udi Local Government?

S/N ITEMS
1 Inconsistence salary
2 Outdated teaching methods
3 Late payment of salary
4 Poor school management

The table below consists of (4) items to be answered, at the right hand side of the

table is provided, four spaces containing numbers that represent how you feel

57
about these suggested measures as in 4= Strongly Agreed, 3=Agreed, 2= Disagree,

1= Strongly disagree.

Question 2: How productivity of teachers and academic growth can be increased

in secondary schools in Udi Local Government Area?

S/N ITEMS SA A D SD

5 Having effective learning

environments.

6 By being a friendly and supportive

teacher to the students.

7 Preparing lessons in accordance with

the curriculum.

8 Assessing pupil performances.

This final section contains eight (8) items. You are also required to tick the number

of your choice.

58
Question 3: What are the modes of teachers’ recruitment in secondary schools?

S/N ITEMS SA A D SD

9 Employing someone with good

qualification.

10 By assessing their level of

intelligence by interviewing
them before employment.
11 Employ by the level of teaching

experience.

12 By employing experts into their

field of study

13 By examining them with written

exam before employment.

14 Employ fresh graduate with

personal influence.

15 By employing for attitude and

train for skill.

16 By the use of external sources

of recruitment like
advertisement.

59