Authors : Idris Mahmood Aliyu; Shehu Ndagi Ahmed; Ishaka Ibrahim Abba

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/mt7typs7

Scribd : https://tinyurl.com/hm75bk99

DOI : https://doi.org/10.38124/ijisrt/26jan215

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated motivational factors—prompt payment of salaries and incentives, provision of teaching and learning resources, and teachers’ recognition and acceptance—as predictors of senior secondary school teachers’ effectiveness in Minna, Niger State, Nigeria. A correlational research design was adopted for the study. The population comprised all senior secondary school teachers in Minna, from which a sample of 200 teachers was selected using a multistage sampling technique. Data were collected using the Teachers’ Motivation and Effectiveness Questionnaire (TMEQ), which consisted of a Motivation Factors Predictors Sub-scale and a Teachers’ Effectiveness Sub-scale. The instrument was validated by experts, and reliability indices of 0.74 and 0.84 were obtained using the test–retest method. Data were analyzed using mean, standard deviation, simple linear regression, and multiple regression analysis at the 0.05 level of significance. Findings revealed that teachers in senior secondary schools in Minna were moderately motivated (grand mean = 2.92) and moderately effective in their teaching duties (grand mean = 3.00). The results of the regression analyses showed that motivational factors jointly accounted for only 2% of the variance in teachers’ effectiveness and did not significantly predict teachers’ effectiveness. Specifically, prompt payment of salaries and incentives, provision of teaching and learning resources, and teachers’ recognition and acceptance did not have a statistically significant relationship with teachers’ effectiveness. Consequently, the null hypotheses were accepted. The study concluded that although teachers in Minna senior secondary schools demonstrate moderate levels of motivation and effectiveness, the motivational factors examined do not significantly predict their effectiveness. It was recommended that educational stakeholders adopt more comprehensive and holistic motivational strategies, including improved welfare packages, better working conditions, and stronger intrinsic motivation mechanisms, to enhance teachers’ effectiveness and overall educational quality in Niger State.

Keywords : Motivation, Teacher Effectiveness, Salary Payment, Teaching Resources, Teacher Recognition, Senior Secondary Schools, Minna.

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