THE INFLUENCE OF TEACHERS' ATTITUDES TOWARD WORK ON STUDENTS' INTEREST AND PERFORMANCE Â
ABSTRACT
The level of poor performance among secondary school students is not unrelated to the consequence of poor work attitude displayed by teachers as a result of lack of adequate motivation. The non-payment of teachers salary on time and lack of incentives at work has drastically affected the work performance of many teachers. Therefore, when teachers are not motivated they display negative work attitude which also affect their productivity at the work place. Motivation is the tool for identifying and meeting workers needs with the view to induce them to greater worker performance and display of positive attitude and behavior towards work.
Motivation which centers on the provison of good working conditions, availability of working tools and resources, improved knowledge and skills through regular training, accessibility to information and a sense of recognition, superior remuneration and handsome reward system, are fundamental to induce high teacher performance and good work attitude.
Table Of Contents
ABSTRACT 2
CHAPTER ONE 2
INTRODUCTION 2
BACKGROUND OF THE STUDY 2
1.2 STATEMENTÂ Â OFÂ Â THE PROBLEM 3
1.3 OBJECTIVEÂ Â OF THE STUDY 4
1.4 RESEARCH QUESTIONS 4
1.5 STATEMENT OF THE HYPOTHESIS 5
1.6 SIGNIFICANCE OF THE STUDY 5
1.8 LIMITATION OF THE STUDY 5
1.9 DEFINITION OF TERMS 5
REFERENCES 7
CHAPTER TWO 8
LITERATURE REVIEW 8
2.1INTRODUCTION 8
2.2 Theoretical Framework 15
2.2.1 Attitude Theory 15
2.3 Attitude and Its Formation 19
2.4 Attitudes of Teachers towards work 20
2.5 Influence of Teachers’ Attitude towards work on Students’ Academic Performance 23
2.6.Relations between interests and academic performance of students 27
2. 7.Empirical Review 32
CHAPTER THREE 34
RESEARCH METHODOLOGY 34
3.0 Preamble 34
3.1 Research Design 34
3.2Â Â Â The Study Area 35
3.3Â Â Population of the Study 35
3.4 Sample Size and Sampling Techniques 35
3.5 Sources of Data Collection 35
3.6 Instrument for Data Collection 36
3.8 Validity of Research Instrument 36
3.9 Reliability of the Instrument 37
3.10 Administration of the Instrument 38
3.11 Methods of Data Analysis 38
References 38
CHAPTER FOUR 40
DATA ANALYSIS AND INTERPRETATION 40
Preamble 40
4.2 Socio-Demographic Characteristics of Respondents 40
4.3 Tables based on research questions 42
4.4 Testing Hypotheses 47
CHAPTER FIVE 50
SUMMARY, CONCLUSION AND RECOMMENDATIONS 50
5.1 Preamble 50
Summary 50
Conclusion 51
5.4 Recommendations 52
References 53
Appendix1 55
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The importance of motivation  to induce positive work attitude from teachers cannot be overemphasized. Good working conditions and welfare scheme which meet the needs of teachers enhances  teachers’ job performance and productivity. According to Locke and Latham (2004) when a worker is satisfied he will produce more. He therefore used this assertion to determine the  relation between motivation, satisfaction and job performance. The motivation of workers constitute a fundamental issue in every organization which aims at achieving a given objective. Teachers require their expectations to be met through motivation. Motivation is the inducement of people to actions, willingness and goals. It leads to greater performance and productivity. Motivation is the direction of people’s behavior towards a desired course of action. Ryan, Richard M.; Deci, Edward L. (2000). It is a set of force that acts behind the motives. An individual's motivation may be inspired by others or events which are referred to as extrinsic motivation or it may come from within the individual known as intrinsic motivation. Motivation inspires a person to greater productivity and positive work attitude. Motivation is the interaction of both conscious and unconscious factors which leads to high levels of achievement. The study seeks to appraise the influence of teachers’ attitude towards work on students interest and performance.
1.2 STATEMENTÂ Â OFÂ Â THE PROBLEM
The level of poor performance among secondary school students is not unrelated to the consequence of poor work attitude displayed by teachers as a result of lack of adequate motivation. The non-payment of teachers salary on time and lack of incentives at work has drastically affected the work performance of many teachers. Therefore, when teachers are not motivated they display negative work attitude which also affect their productivity at the work place. Motivation is the tool for identifying and meeting workers needs with the view to induce them to greater worker performance and display of positive attitude and behavior towards work.
According to Emenike (2013) observed that motivation which centers on the provison of good working conditions, availability of working tools and resources, improved knowledge and skills through regular training, accessibility to information and a sense of recognition, superior remuneration and handsome reward system, are fundamental to induce high teacher performance and good work attitude. The problem confronting the study is to appraise the influence of teachers attitude towards work on students interest and performance.
1.3 OBJECTIVEÂ Â OF THE STUDY
The Main Objective of the study is to appraise the influence of teachers attitude towards work on students interest and performance; The specific objectives include
   1 To determine the attitude of teachers towards work.
   2 To determine the level of students interest and performance.
   3 To determine the influence of teachers attitude towards work on students interest and performance.
1.4 RESEARCH QUESTIONS
1 What is the attitude of teachers towards work?
2 What is the level of students interest and performance?
3 What is the influence of teachers attitude towards work on students interest and performance?
1.5 STATEMENT OF THE HYPOTHESIS
The statement of the hypothesis for the study is stated in Null as follows
HOÂ Â The level of students interest and performance is low.
Ho  The influence of teachers attitude towards work on students interest and performance is negative.
1.6 SIGNIFICANCE OF THE STUDY
The study seeks to appraise the influence of teachers attitude towards work on students interest and performance. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.
1.8 LIMITATION OF THE STUDY
The study was confronted with logistics and geographical factors.
1.9 DEFINITION OF TERMS
ATTITUDE DEFINED
Attitude is the manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or orientation, especially of the mind.
MOTIVE DEFINED
Motive is defined as a need that requires satisfaction. These needs could also be wants or desires that are acquired through influence of culture, society, lifestyle, etc.
 MOTIVATION DEFINED
Motivation is the direction of people’s behavior towards a desired course of action. It is a set of force that acts behind the motives.
EDUCATIONAL SUPERVISION DEFINED
Educational Supervision consist of all effort involving school officials directed at t providing leadership to educational workers or teachers to enhance an improved educational system and institution. The process involves the deployment of human and material resources
EDUCATION DEFINED
Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.
REFERENCES
Emenike, O (2010), Influence of Monetary rewards on Employee productivity in private Organizations in Nigerians rural private firms.
Jodai, Hojat; Zafarghandi, Amir Mahda Vi; Tous, Maryam Danaye (2013-01-01). "Motivation, Integrativeness, Organizational Influence, Anxiety, and English Achievement". Glottotheory
Locke, E.A & Latham G.P. (2004). What should we do about Motivation theory? Six Recommendations for the Twenty-First Century. Academy of Management Review, 29(3): 388 – 403.
Ryan, Richard M.; Deci, Edward L. (2000). "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions". Contemporary Educational Psychology. 25 (1): 54–60
.