PERCEIVED INFLUENCE OF TEACHERS’ MOTIVATION ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN OYO STATE

This study investigated the perceived influence of teachers’ motivation on students’ academic performance in public and private secondary schools in Oyo State, Nigeria. Specifically, the study identified factors affecting teacher motivation across school types, examined the perceived effect of teacher motivation on student achievement, and evaluated whether this perception varied based on gender, academic qualifications, teaching experience, and school ownership. The study adopted a survey design. The population of the study consisted of all public and private secondary schools’ teachers in Oyo state. The sample size for this study comprised 140 teachers selected using simple random sampling from each public school and 30 from each private school in Atiba and Oyo East Local Government Areas. This instrument is titled Questionnaire on Perceived Influence of Teachers’ Motivation and Academic Performance of Students. Data collected were analyzed using frequency and percentage, ranking, mean, standard deviation, independent t-test, and one-way ANOVA. The results revealed that there was no statistically significant difference in perceived motivation between male teachers (M = 34.59, SD = 3.47) and female teachers (M = 34.92, SD = 4.08), t(138) = 1.94, p = .056. However, motivation levels significantly differed by qualification, with teachers holding Master’s degrees reporting higher motivation than those with NCE or HND qualifications. No significant differences were found among other qualification groups, including Ph.D. holders. Additionally, teaching experience was not a significant factor influencing motivation, F(4, 135) = 1.30, p = .273. Likewise, no significant difference in motivation was found between public and private school teachers, t(138) = 1.20, p = .231, despite public school teachers reporting marginally higher average scores. The study concludes that motivation significantly influences students’ academic performance. The study recommended that school authorities should create and maintain a secure, disciplined, and morally supportive environment to ensure teachers feel safe and valued.