Teacher Motivation and Effective Delivery of English Language Curriculum in Public Secondary Schools in Abia State, Nigeria
Résumé
This study examined the extent to which teacher motivation enhances effective delivery of English Language curriculum in public secondary schools in Abia State. Specifically, the study investigated the extent to which regular payment of teachers' salaries, professional development, and health insurance schemes enhance effective delivery of the English Language curriculum. The study adopted a descriptive survey research design. The population comprised 482 English Language teachers in public secondary schools across the three education zones in Abia State. Using the Taro Yamane formula at a 0.05 level of precision, a sample of 219 teachers was determined. A multistage sampling procedure involving proportionate and simple random sampling techniques was used to select the respondents. Data were collected using the Teachers' Motivation and English Language Curriculum Delivery Questionnaire (TMELCDQ). The instrument used a four-point rating scale ranging from Very High Extent to Very Low Extent. All 219 copies of the questionnaire distributed were properly completed and returned, representing a 100% response rate. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that regular payment of teachers’ salaries, professional development and health insurance schemes enhance effective delivery of English language curriculum. The study concluded that teacher motivation is an important factor in promoting effective delivery of the English Language curriculum in public secondary schools in Abia State. It was recommended that education authorities should ensure regular payment of teachers' salaries, provide continuous professional development opportunities, and strengthen teachers' access to appropriate health insurance schemes.
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