Teachers Motivation as Determinant of Academic Engagement among in-School Adolescents in Anambra State-Nigeria
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TEACHERS MOTIVATION AS DETERMINANT OF ACADEMIC ENGAGEMENT AMONG IN-SCHOOL ADOLESCENTS IN ANAMBRA STATE-NIGERIA
1,2&3 Department of Educational Foundations, Nnamdi Azikiwe University, Awka-Nigeria.
4&5Department of Educational Foundations, Ebonyi State University, Abakaliki-Nigeria.
Undoubtedly teachers’ motivation is paramount to the accomplishment of academic outcomes and goals. This study was carried out to determine teachers’ motivation as determinant of academic engagement among in-school adolescents in Anambra state using correlation survey design. The population of the study comprised 5,827 teachers in the public schools in Anambra state. A sample of 600 teachers drawn using simple random sampling technique was used for the study. Five research questions and five null hypotheses tested at 0.05 level of significance guided the study. Two different instruments were used for data collection namely: Teacher Motivation Questionnaire (TMQ) and Academic Engagement Scale (AES). Cronbach alpha reliability method was used to ascertain the reliability of the instruments and alpha coefficient of 0.73 and 0.70 were obtained for TMQ and AES respectively. Data collected were analyzed using Pearson Product Moment Correlation and t-test for correlation analysis. The result indicated high positive relationship between teachers’ (incentive, interest, attitude and commitment) and low positive relationship between teachers’ (punishment) and academic engagement of in-school adolescents. Based on the findings of the study, it was recommended that people should join teaching profession on the basis of “choice” rather than “option” mentality among others.