PRINCIPALS MOTIVATIONAL STRATEGIES AND TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE OF ENUGU STATE, NIGERIA
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Date
2026-11-04
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
The purpose of the study was to examine the relationship between principal motivational strategies and teacher job performance in public secondary schools in Enugu Education Zone, Enugu State, Nigeria. The study was guided by the following research questions: How do principal’s recognition practices relate to teacher job performance? To what extent does Principal’s support for professional development of teachers relate to their job performance? What is the relationship between principal provision of prompt feedback and teachers’ job performance? What challenges do principals experience in the use of effective motivational strategies to enhance teacher job performance? What strategies can principals implement to enhance teacher job performance? The study was anchored on Herzberg’s Two-Factor Theory of Motivation of 1959. A convergent mixed-methods research design was adopted, combining a cross-sectional survey for the quantitative method and phenomenology for the qualitative method. The study's target population included 32 public secondary schools, 1,757 teachers and 32 principals in Enugu Education zone. Sample size included 10 public schools, selected using stratified sampling, 264 teachers selected by stratified random sampling, 10 deans of studies and 10 Principals selected using criterion sampling. Data collection instruments included questionnaires, interview guides and document analysis. Research instruments were validated through face and content validity and reliability ensured using Cronbach’s Alpha at a threshold of 0.70. Trustworthiness of qualitative instruments was ensured. Quantitative data were analysed using The Statistical Package for Social Sciences (SPSS) to generate frequencies and percentages, which were summarized and presented in frequency distribution tables. Qualitative data were analyzed using content analysis and presented narratively, with relevant direct quotations. The study adhered to ethical considerations. The study revealed that recognition practices, professional development opportunities and prompt feedback systems have significant positive relationships with teachers’ job performance. The study further found that excessive workload, inadequate funding, poor communication, limited professional development opportunities and bias in recognition hinder the effective implementation of motivational strategies. The study concluded that fair recognition, continuous professional development, regular feedback, improved teacher welfare and incentives, adequate government support and reduced administrative constraints are essential for creating a supportive school environment and improving educational outcomes. It recommends that Principals should implement fair recognition systems, provide continuous professional development, offer timely constructive feedback while educational authorities should provide adequate funding, clear motivational policies, and reduce principals’ administrative workload. Principals should also collaborate with PTAs, old students’ associations, NGOs and other stakeholders to mobilize resources, while teachers should actively participate in professional development programs to enhance their competence and job performance.
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Keywords
Principals’ motivational strategies, teacher job performance, school leadership, teacher motivation, employee performance, staff motivation, teacher productivity, job satisfaction, performance management, educational administration, public secondary schools, Enugu Education Zone, Enugu State, Nigeria