Motivational Incentives and Teachers’ Job Performance in Secondary Schools in Southwest, Nigeria

The research investigated the correlation between motivating incentives and teacher performance in public secondary schools in Southwest Nigeria. A descriptive survey research design was employed for the investigation. The study population comprised 2,719 principals and 72,676 instructors from all public secondary schools in Southwest Nigeria. The study sample comprised 30 principals and 470 instructors. The study utilized the “Motivational Incentives Questionnaire (MIQ)” and the “Teachers’ Job Performance Questionnaire (TJPQ)” to gather pertinent data. The study employed face and content validity, and the tools were verified by professionals. The study used the test-retest method of dependability. The instruments were administered to 26 respondents outside the studied area twice during a two-week gap. The two response sets were correlated and evaluated with Pearson’s Product Moment Correlation. A coefficient of 0.70 was obtained for MIQ and 0.73 for TJPQ, respectively. The research issues were addressed utilizing descriptive statistics, including mean, frequency count, and percentage. The hypotheses were examined utilizing Pearson’s Product Moment Correlation. All hypotheses were evaluated at a significance level of 0.05. The study’s findings indicated that the degree of motivational incentives in public secondary schools in Southwest Nigeria was moderate. The research indicated that the job performance of teachers in public secondary schools in Southwest Nigeria was moderate. The study demonstrated that there was a substantial association between motivating incentives and instructors’ job performance in public secondary schools in Southwest, Nigeria. The study revealed that motivating incentives considerably influence instructors’ job effectiveness. The study’s findings imply that secondary school principals should inspire instructors with timely incentives.