HEAD TEACHERS’ MOTIVATIONAL PRACTICES AND TEACHERS’ WORK ATTITUDE: A CONTEXTUAL ANALYSIS OF PUBLIC PRIMARY SCHOOLS IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA

Abstract

The importance of primary education in equipping children with foundational literacy, numeracy, and life skills, while preparing them for higher levels of learning, cannot be overstated. Since teacher motivation is central to achieving primary education goals, this study investigated headteachers’ motivational practices and teachers’ work attitudes in Calabar Metropolis, Cross River State. Two hypotheses were formulated to guide the study, which adopted a correlational research design. The population comprised 598 teachers across 24 public primary schools in Calabar Municipality. Using simple random sampling through the ‘Hat and Draw’ method, 239 teachers, representing 40% of the population, were selected. Data were collected using an 18-item questionnaire titled Headteachers’ Motivational Practices and Teachers’ Work Attitude Questionnaire (HMPTWAQ), structured on a four-point Likert scale of Strongly Agree, Agree, Disagree, and Strongly Disagree. Section A of the instrument obtained demographic data, while Section B focused on the study variables. The instrument was validated by three experts in Educational Management and Measurement and Evaluation, University of Calabar. Its reliability, determined through Cronbach Alpha, yielded coefficients of .78 and .81. Pearson Product Moment Correlation was used to test the hypotheses at a .05 level of significance. Findings revealed a significant relationship between in-service training, fringe benefits, and teachers’ work attitudes in public primary schools. It was concluded that headteachers’ motivational practices are significantly linked to teachers’ attitudes to work. The implication is that adequate motivation through continuous in-service training and welfare packages enhances teachers’ commitment, job satisfaction, and productivity. Conversely, inadequate motivation contributes to low morale, absenteeism, and teacher attrition. The study therefore recommends that headteachers strengthen support for in-service training and welfare initiatives to improve teachers’ effectiveness.