FACTORS INFLUENCE MOTIVATION ON GEOGRAPHY TEACHER'S ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL, KANAM LOCAL GOVERNMENT PLATEAU STATE.

CHAPTER ONE INTRODUCTION 1.1 Background of the study The importance of Geography as a subject in the school curriculum cannot be overemphasized. Geography is a vital subject that helps students understand the physical and human environment, and how they interact (Bale, 2020). However, the academic performance of Geography teachers in Senior Secondary Schools in Nigeria has been a subject of concern. This concern is reflected in the poor performance of students in Geography in the West African Senior School Certificate Examination (WASSCE) (WAEC, 2019). This poor performance has been attributed to several factors, including the motivation of Geography teachers (Afolabi, 2016). Motivation is a crucial factor that influences the academic performance of teachers. According to Maslow (2017), motivation is the driving force that prompts individuals to achieve their goals. In the context of teaching, motivation refers to the factors that drive teachers to perform their duties effectively (Sergiovanni, 2022). Several studies have shown that motivated teachers are more likely to have a positive impact on their students' academic performance (Hoy & Woolfolk, 2015; Kyriacou, 2001). In Nigeria, the motivation of teachers has been a subject of concern. Several studies have shown that Nigerian teachers are often demotivated due to factors such as poor working conditions, lack of resources, and inadequate compensation (Afolabi, 2016, & Ofoegbu, 2019). These factors can have a negative impact on teachers' academic performance, including their ability to teach Geography effectively. Geography teachers in Senior Secondary Schools face unique challenges that can affect their motivation. For example, Geography is often considered a difficult subject, and teachers may struggle to motivate their students (Bale, 2020). Additionally, the lack of resources and facilities in many Nigerian Schools can make it difficult for Geography teachers to teach effectively (Ofoegbu, 2019). Despite these challenges, some studies have shown that Geography teachers in Nigeria can be motivated to perform well. For example, a study by Afolabi (2016) found that Geography teachers in Lagos State were motivated to teach when they were provided with adequate resources and facilities. Similarly, a study by Ofoegbu (2019) found that Geography teachers in Enugu State were motivated to teach when they were given opportunities for professional development. However, there is a need for more research on the factors that influence motivation among Geography teachers in Nigeria. Specifically, there is a need for research on the factors that influence motivation among Geography teachers in Senior Secondary Schools in Kanam Local Government Area of Plateau State. This research is necessary because the factors that influence motivation among teachers can vary depending on the context (Kyriacou, 2014). Furthermore, the motivation of Geography teachers is crucial for their academic performance, and ultimately, for the academic performance of their students. However, the motivation of Geography teachers in Senior Secondary Schools in Nigeria is influenced by several factors, including the availability of resources and facilities, opportunities for professional development, and the working conditions. This study aims to investigate the factors that influence motivation among Geography teachers in Senior Secondary Schools in Kanam Local Government Area of Plateau State, Nigeria. 1.2 Statement of the Problems The academic performance of geography teachers in Senior Secondary Schools in Nigeria has been a subject of concern. Despite the importance of geography as a subject in the school curriculum, the performance of students in geography has been consistently poor in the West African Senior School Certificate Examination (WASSCE) (WAEC, 2019). This poor performance can be attributed to several factors, including the lack of motivation among geography teachers. Geography teachers in Senior Secondary Schools in Nigeria face several challenges that can affect their motivation. Some of the challenges include, many schools in Nigeria lack basic facilities and resources, making it difficult for teachers to teach effectively; Geography teachers often lack the resources and materials they need to teach effectively, such as maps, globes, and textbooks; Teachers in Nigeria are often poorly paid, which can affect their motivation and job satisfaction; Geography teachers often lack opportunities for professional development, which can make it difficult for them to update their knowledge and skills; Poor school leadership can also affect the motivation of geography teachers, as it can create a negative school culture and make it difficult for teachers to teach effectively. Among others. These challenges can lead to a lack of motivation among geography teachers, which can in turn affect their academic performance. When teachers are not motivated, they may not be able to teach effectively, which can lead to poor student performance. Therefore, this study aims to investigate the factors that influence motivation among geography teachers in Senior Secondary Schools in Kanam Local Government Area of Plateau State, Nigeria. The study will provide insights into the challenges faced by geography teachers and the factors that influence their motivation, which will inform strategies for improving their academic performance.