Correlation between Teacher Motivation, Remuneration and Student Outcomes in Nigeria, with a Focus on Public versus Private Educational Institutions
DOI:
https://doi.org/10.47604/ajep.3029Keywords:
Teacher Motivation, Remuneration, Student Outcomes, Public, Private Educational InstitutionsAbstract
Purpose: The aim of the study was to investigate the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The investigation into the correlation between teacher motivation, remuneration, and student outcomes in Nigeria reveals a clear link between teacher incentives and student performance, with notable differences between public and private institutions. In private schools, where teachers generally receive higher salaries and better working conditions, student outcomes are significantly better, as measured by exam performance and retention rates. Conversely, in public schools, low teacher remuneration, lack of incentives, and inadequate working conditions result in low teacher motivation, which negatively impacts student outcomes.
Unique Contribution to Theory, Practice and Policy: Herzberg’s two-factor theory, expectancy theory & equity theory may be used to anchor future studies on the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions. Performance-based remuneration systems should be implemented in public schools to enhance teacher motivation. Policymakers should establish a national remuneration framework that aligns public and private sector teacher pay, ensuring equity in compensation and reducing the motivation gap between the sectors.
Downloads
References
Adeyemi, T. O., & Adu, E. T. (2021). Teacher motivation and academic performance in private and public schools: A comparative study. Journal of Education and Practice, 12(8), 45-53. https://doi.org/10.7176/jep/12-8-04
Aina, S., & Ogundele, B. (2020). The impact of teacher welfare on student performance in public secondary schools in Nigeria. International Journal of Educational Management, 34(7), 1203-1214. https://doi.org/10.1108/IJEM-04-2020-0122
ASER Pakistan. (2020). Annual Status of Education Report. http://aserpakistan.org/
Australian Bureau of Statistics. (2021). Schools and Education. ABS. https://www.abs.gov.au/statistics/people/education/schools/2020
Balogun, M., & Ibrahim, S. (2022). Teacher remuneration and its impact on student performance in Nigeria. Journal of Educational Research and Reviews, 10(3), 89-98. https://doi.org/10.1007/s10212-022-01147
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47. https://doi.org/10.1177/0022487109348024
Dolton, P., & Marcenaro-Gutierrez, O. (2011). If you pay peanuts do you get monkeys? A cross-country analysis of teacher pay and pupil performance. Economic Policy, 26(65), 5-55. https://doi.org/10.1111/j.1468-0327.2010.00257.x
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479. https://doi.org/10.1016/j.econedurev.2010.12.006
Howie, S., Combrinck, C., Roux, K., Tshele, M., Mokoena, G., & McLeod Palane, N. (2017). PIRLS 2016: South African Children’s Reading Literacy Achievement. Centre for Evaluation and Assessment. https://doi.org/10.1080/03057925.2018.1431109
Ibrahim, A., & Ezenwa, P. (2018). Teacher bonuses and student performance: A study in private and public secondary schools in Nigeria. Journal of Education Finance and Policy, 13(2), 78-93. https://doi.org/10.3102/0034654317744513
Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: Evidence from ninth grade teachers in North Carolina. Journal of Public Economics, 96(3-4), 104-117. https://doi.org/10.1016/j.jpubeco.2011.11.006
New Zealand Ministry of Education. (2020). School Leavers with NCEA Level 2 or Above. https://www.educationcounts.govt.nz/
Nwachukwu, C. O. (2020). The application of Vroom’s expectancy theory to teacher motivation in Nigerian schools. Journal of Educational Leadership and Policy, 5(3), 89-102. https://doi.org/10.1016/j.jelp.2020.03.011
Obafemi, O., & Adigun, A. (2019). Non-monetary incentives and teacher motivation: A case study of public and private schools in Nigeria. African Journal of Educational Management, 10(1), 56-67. https://doi.org/10.1111/ajedm.2020.046
OECD. (2019). PISA 2018 Results. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2020). Education at a Glance: Mexico. OECD Publishing. https://doi.org/10.1787/eag-2020-en
Ololube, N. P. (2019). Herzberg’s two-factor theory and teachers’ job satisfaction in Nigeria. Journal of Education and Learning, 8(2), 123-134. https://doi.org/10.5539/jel.v8n2p123
Omoegun, A., & Olusola, J. (2021). Equity in teacher remuneration and its impact on educational outcomes in Nigeria. International Journal of Educational Management, 35(4), 489-503. https://doi.org/10.1108/IJEM-12-2020-0489
Podgursky, M., & Springer, M. G. (2011). Teacher compensation systems in the United States K–12 public school system. National Tax Journal, 64(1), 165-192. https://doi.org/10.17310/ntj.2011.1.07
Rice, J. K. (2013). The impact of teacher experience: Examining the evidence and policy implications. National Center for Analysis of Longitudinal Data in Education Research. https://doi.org/10.3386/w23148
Statistics Korea. (2020). South Korea Graduation Statistics. http://kostat.go.kr/
Statistisches Bundesamt. (2020). Schulabsolventen in Deutschland. https://www.destatis.de/EN/Themes/Society-Environment/Education-Research-Culture/Education-Level.html
World Bank. (2019). Egypt Education Sector Analysis: Pathways to Progress. https://doi.org/10.
World Bank. (2019). Ghana Education Sector Analysis. https://doi.org/10.1596/978-1-4648-1350-0
World Bank. (2020). Education in Sub-Saharan Africa: Developments and Prospects. https://doi.org/10.1596/978-1-4648-1444-6
Zambian Ministry of General Education. (2019). National Assessment Survey Report. https://doi.org/10
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Fatima Abubakar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
