ABSTRACT
This research project examines the factors influencing teacher motivation in secondary schools located in Egor Local Government Area. The primary objective of this study is to identify the key factors that impact the motivation levels of secondary school teachers in the selected region.
Through a comprehensive literature review and the collection of primary data, the study provides a detailed understanding of the various intrinsic and extrinsic factors that contribute to teacher motivation. The research methodology employed a mixed-methods approach, involving both quantitative surveys and qualitative interviews with secondary school teachers, school administrators, and education officials. The findings of this study reveal that factors such as adequate compensation, professional development opportunities, recognition and appreciation, and supportive school leadership are crucial in enhancing teacher motivation. Additionally, the study highlights the impact of work environment, work-life balance, and opportunities for career advancement on the motivation levels of secondary school teachers in the Egor Local Government Area.
The study concludes by outlining the limitations of the research and providing recommendations for school management and policymakers to implement targeted interventions and strategies to improve teacher motivation and retention in the secondary education system. This research project serves as a valuable contribution to the understanding of teacher motivation, particularly in the context of secondary schools in Egor Local Government Area, and can inform future policy decisions and school-level initiatives to create a more motivated and engaged teaching workforce.
