1 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 01, Issue 06, 2023 ISSN (E): 2993-2769 Motivation and Basic Schools in Nigeria Niyi Jacob Ogunode Ogunodejacob@gmail.com Department of Educational management, Faculty of Education, University of Abuja, Nigeria. Zakari Adamu zadamuu023@gmail.com Department of Educational Foundation, Faculty of Education, University of Abuja, Nigeria. Kingsley Edinoh edinohkings@gmail.com Department of Educational Foundations, Faculty of Education, University of Abuja, Nigeria. Abstract This paper discussed motivation strategies and Basic school teacher’s job performance. The paper critically looked at the concept of motivation and teachers. It also focused on various strategies to motivate teachers in basic schools. The paper used secondary data. The secondary data were obtained from online literatures and print publications. The paper concluded that prompt payment of salary and allowances, regular promotion, provision of instructional materials, infrastructure facilities, provision of conducive environment, training, commendation, praise, award and involvement of teachers in functions and decision making are some of the strategies administrators of Basic schools can adopt to motivate Basic school teachers. Based on the points identified, the paper recommended the following; Government should ensure regular training, workshops and seminars for administrators of Basic schools on the use of different motivational techniques. Administrators of Basic schools should administered motivational techniques properly in order to motivate the teachers’ to perform their jobs. Government should adopt both monetary strategies and Non-monetary strategies to improve teachers’ job performance in the schools.. Keywords: Basic School, Motivation, Teachers Introduction Basic Education is the education given to children aged 0-15 years. It encompasses the Early Child Care and Development Education (0-4) and 10 years of formal schooling. Early Child Care and Development Education however is segmented into ages 0-4 years, situated in daycare or crèches, fully in the hands of the private sector and social development services, whilst ages 5-6 are within the formal education sector. The goals of Basic Education are to: a. Provide the child with diverse basic knowledge and skills for entrepreneurship, wealth generation and educational advancement; b. develop patriotic young people equipped to contribute to social development and in the performance of their civic responsibilities; c. inculcate values and raise morally upright individuals capable of independent thinking, and who appreciate the dignity of labour; 2 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us d. inspire national consciousness and harmonious co-existence, irrespective of differences in endowment, religion, colour, ethnic and socio-economic background; and e. provide opportunities for the child to develop manipulative skills that will enable the child function effectively in the society within the limits of the child's capability. The realization of basic education goals depend on available and motivated professional teachers. Ogunode & Ndubuisi, (2021) posited that the role of teachers in curriculum implementation is very essential because they translate educational policies and programmes into action. The teachers plan the lesson note, prepares the lesson plan and also present the lessons. Also, Ogunode, Jegede, & Solomon, (2021) noted the place of professional teachers in the implementation of primary school education policies cannot be underestimated. The teachers are the implementer of the curriculum. Teacher-students ratio 1:40 cannot be realized without adequate provision of teachers. Shortage of professional teachers is not a new thing in the Nigerian educational sector, especially at the primary school level. Basic schools teachers in Nigeria generally seem to be discontented with their teaching jobs and this invariably affects the entire educational system especially primary schools that provide inputs to higher institutions. The poor standard of education in the country is therefore not unconnected with this problem especially in Nigeria that is already characterized by educational backwardness. Teachers in Nigeria often complain of denial of a lot of benefits including, free medical services for themselves, their wives and children; staff housing loans; vehicle and vehicle refurbishing loans; regular promotion; leave grants; disturbance allowance; ad hoc committee allowances; bush allowance and overtime allowance. These among others seem to make them de- motivated. Teachers in public schools are not well motivated and that could affect their performance. There may be deficiencies of lacking motivation and good performance that would be bad environment and working conditions, job dissatisfaction, bad leadership of principals or head teachers, etc ( Inayatullah & Jehangirud ). Davidson (2005) found that bad working conditions have adverse affects on teacher’s performance. Adelabu (2005) and Inayatullah&Jehangir (ud) found in Nigeria that teacher’s motivation is very poor and teachers are also dissatisfied with their working environment and salary conditions. Based on this, this paper is aimed to discuss motivational strategies to motivate Basic schools teachers in Nigeria. Concept of Motivation Motivation according to (Ogunode, Salman, &Ayoko, 2023) is the force driving an individual towards the attainment of certain goals or achievements. Motivation is an invisible drive that influences the action of an individual towards a particular goal. Motivation can be viewed as a force that is propelling an individual to carry out some tasks or production. Also, Josiah, Audu, and Ogunode, (2023) defined motivation as that forces that influence an individual to give his or her best in an institutions and in realization of goals. Motivation is the drive that influences an individual to achieve the maximum output for himself or an institutions. Ogunode, Kasimu, & Ibrahim, (2023) viewed motivation as an invisible force that compel and inspire individuals towards one direction or action for a greater productivity. Motivation is the force that propelled an individual to carry out specific functions without complain. According to Lawal (1993), motivation refers to an inner state that energises, activates or moves and directs or channels behavior towards goals. Peretomode(2005), defined motivation as the process of influencing or stimulating a person to take action that will accomplish desired goals. He explained that teachers’ motivation relates to a purposive and goal directed behaviour, performance and attitude towards work, stressing that such factors include physiological, psychological and environmental aspects of the individual employee’s background.Motivation is both external and internal process that makes a person move towards a goal. It is generally assumed that motivation influences people’s attitude and performance at work. Teacher motivation is directly linked to the 3 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us teacher’s desire to take part in the pedagogical process and interest in sharing their knowledge with the students. It determines their involvement or non-involvement in teaching activities (Ofoegbu, 2004). Teacher motivation therefore, is anything done to make teachers happy, satisfied, dedicated and committed in such a way that they bring out the best in their places of work so that both students, parents and society will greatly benefit from their services. Teacher motivation is influenced by a myriad of factors, including compensation, success in the classroom, their dedication to the profession, the training they receive and the prospect of promotion and career advancement (Pajibo& Asante, &Dzikunu, 2020).Josiah, Audu,& Ogunode, (2023) and Ejiogu&Ogonor (2016) observed that motivational programme are packages, policies and strategies that an institutions can use to motivate their staff at work. Motivational programmes are organized set of policies, strategies and procedure put in place by institutions to motivate the staff.These motivational programme comes in difference forms. They can be monetary and non-monetary. Monetary factors are extrinsic to work, such as the following: 1. Salary or wages: This is one of the most important motivational factors in an organization. Salaries and wages should be reasonably fixed and paid on time. 2. Bonus: Bonus is an extra payment over and above salary, and it acts as an incentive to perform better. It is linked to the profitability and productivity of the organization. 3. Financial incentives: The organization provides additional incentives to their employees such as medical allowance, travelling allowance, house rent allowance, hard duty allowance and children educational allowance. 4. Promotion (monetary part): Promotion is attached with increase in pay, and this motivates the employee to perform better. 5. Profit sharing: This is an arrangement by which organizations distribute compensation based on some established formula designed around the company’s profitability. 6. Stock option:This is a system by which the employee receives shares on a preferential basis which results in financial benefits to the employees. Non-monetary factors are rewards intrinsic to work, such as the following: 1. Status: An employee is motivated by better status and designation. Organizations should offer job titles that convey the importance of the position. 2. Appreciation and recognition: Employees must be appreciated and reasonably compensated for all their achievements and contributions. 3. Work-life balance: Employees should be in a position to balance the two important segments of their life—work and life. This balance makes them ensure the quality of work and life. A balanced employee is a motivated employee. 4. Delegation: Delegation of authority promotes dedication and commitment among employees. Employees are satisfied that their employer has faith in them and this motivates them to perform better. 5. Working conditions: Healthy working conditions such as proper ventilation, proper lighting and proper sanitation improve the work performance of employees. 6. Job enrichment: This provides employees more challenging tasks and responsibilities. The job of the employee becomes more meaningful and satisfying. 7. Job security: This promotes employee involvement and better performance. An employee should not be kept on a temporary basis for a long period (Chand, undated). Motivation also plays an important role for teachers because it helps to achieve the target in an efficient way. Teacher motivation is very important because it improves the skills and knowledge of teachers because it directly influences the student’s achievement (Mustafa, and Othman, 2010). Motivation plays an important role in the organization because it increases the productivity of employees and the goals can be achieved in an efficient way. The behavior of employees can be change through motivation in any organization. From situation to situation, the level of motivation differs within an individual (Double Gist 2013; Robbins, Judge, and Sanghi, 2005). Mustafa and Othman (2010) examined the perceptions of high school teachers about the effects of motivation on 4 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us their performance at work. They found that there is a positive relation between motivation and working performance of teachers, i.e., the greater the level of motivation the higher will be the teacher’s job performance or if you provide a high level of motivation to teachers then their job performance will be increase (Inayatullah&Jehangir, ud). Strategies of Motivating Basic Schools Teachers There are many strategies to employ for the motivation of basic schools teachers. Some of these strategies includes; prompt payment of salary and allowances, promotion, provision of instructional Materials, Provision of Infrastructure facilities, provision of conducive environment, training, commendation, praise and award and involvement of teachers in functions and decision making Prompt Payment of Salary and Allowances Prompt payment of salaries and others allowance to teachers motivated tem to work better and be more committed to work. Abubakar, Soba & Yusuf, (2022) noted that payment of salaries and allowances on time is one of the best motivational strategies to enhance teachers‟ job performances in the schools. Salaries and allowances are important to staff survival and for social security. Employees want to earn a fair wage or payment, and employers want to believe that is what they are getting. Money is the primary inducement; no other incentive or motivational technique comes close in terms of influential value. It has the ability to attract, retain, and motivate people to perform better. Bennell and Akyeampong (2007) maintained that salaries of workers should be paid promptly. She observes that remuneration was a strong force that kept teachers at their jobs. According to Nadeem, et.al (2011) social and economic conditions of teachers have an effect on their performance i.e. low salary., lack of facilities, status of teachers in society, teachers mental health and morale, stress of work, relation with staff and head teachers, working environment are all those factors that have an strong impact on females teachers performance. The level of motivation of teachers reduced, when there is a poor social and economic condition in the place where the school is located. It was concluded that there is a significant relationship between these factors of motivation and the efficiency of female teachers. Alam, and Farid, (2011) suggests that respect should be given to teachers, provide them training to exceed their performance level and salaries should be designed according to their capabilities, experience and skills regarding job. This will motivate them to be committed to school work. Promotion Promotional strategy is another methods available to motivate teacher to perform better in the schools. Abubakar et al (2022) noted that promotional opportunities affect employee motivation considerably. The desire for promotion is generally strong among employees as it involves change in job content, pay, responsibility, independence and status among others. An average employee in a typical government organization can hope to get two or three promotions in his entire service, though chances of promotions are better in private sector. It is no surprise that the employees take promotion as the ultimate achievement in their career and when it is realized, he/she feels extremely satisfied (Turkyilmaz et al., 2011). Ndijuye, &Tandika, (2019) did a study that explored the role of timely promotion as a motivational factor among pre-primary school teachers and the study revealed that the primary responsibility of teachers was to ensure children’s holistic development. Achievement of this role solely depended on timely promotion and other motivational factors such as the involvement of teachers in decision making, appreciation from educational officers, and good working conditions. They recommends that joint efforts among pre-primary education stakeholders should timely promote teachers, pay their salary arrears, upwardly review teachers’ welfare packages, and the conditions of services. NOUN (2012) submitted that the economic incentive (salaries) is not the only significant motivator. Noneconomic social sanctions limit the effectiveness of economic incentives. For example, the teacher who is appointed head of a department will be willing to devote his time and energy to the development of the department even when such a post may not be accompanied by financial rewards. The feeling that the principal was confident that he could manage that department may be sufficient incentive for the appointed teacher to do the job.All human beings want social recognition and esteem; the attainment of the goals of the school 5 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us may be difficult; if not impossible, if the principal of a school habitually ignores the opinion and feeling of the teachers, as well as those of the students, on matters which affect them. Provision of Instructional Materials Provision of instructional materials for teachers motivate teacher to work more. Adequate provision of instructional materials serve as motivation to teachers because it makes their works easy. Ogunode, & Josiah, (2023) defined instructional materials as educational resources assembled by the teachers to implement teaching programmes in the classroom. Instructional materials are special educational resources that aid the teachers to deliver the lesson. Instructional materials are used in all forms of educational institutions. The resources are influencing the implementation of teaching, research and community service in the various tertiary institutions. In secondary schools, instructional materials are supporting teaching and learning. Teachers in educational institutions teach well with the deployment of instructional materials. Instructional materials serve as a channel between the teacher and the students in delivering instructions. They may also serve as the motivation for the teaching-learning process. It is used to get the attention of the students and eliminate boredom.Naah, (2021) did a study on factors that influence Motivation of Primary School teachers and discovered that the major factors that influence their motivation include availability of teaching and learning materials, adequate infrastructure and attractive nature of the classrooms. Provision of Infrastructure Facilities Provision of adequate infrastructure facilities motivate teachers to work.Ogunode(2020), described infrastructural facilities as facilities aiding delivery of academic and non-academic services in educational institutions. Infrastructural facilities include; libraries, laboratories, halls, offices, administrative blocks, hostels, roads facilities, water, electricity, internet etc. The availability of the infrastructural facilities in adequate quantities will support effective administration of educational institutions and the inadequacies will prevent effective administration of educational institutions. Naah, (2021) carried out astudy that assess the factors that influence the motivation of primary school teachers in the Tamale Metropolis in the Northern Region of Ghana and discovered that motivation of the primary school teachers is largely derived from monetary rewards. Also, the major factors that influence their motivation include adequate infrastructure, attractive nature of classrooms, availability of Teaching and Learning Materials, teachers‟ participation in decision making, support from SMC/PTA and Opportunities for further studies. Naah, (2021) recommended that governments should work hard to make the teaching profession attractive and boost the image of teachers. Some ways of motivating the primary school teacher include increase in salary/wages of teachers, provision of adequate Teaching and Learning Materials and responsibility allowance for teachers with additional roles. Others are provision of decent accommodation for teachers in the rural areas and fair and timely promotion of teachers who are due for it. Provision of Conducive Environment Environment affects individual behaviours and development and so can be effectively used as a motivational strategy. School environment is the physical condition of a place a teacher works (Frisky, 2002). Good work environment fosters play and creative thinking (Hearthfield, 2010) and can constitute best workplace for teachers, so wise and skillful principals can make good use of conducive school environment to motivate the teachers. Chandrasekar (2011) examined that the workplace environment impacts on employee morale, productivity and job performance both positively and negatively. If the work place environment is not liked by the employees so they get de-motivated and their performance also affected. Poorly designed work timings, unsuitable authorities or duties, lack of appreciation, and lack of personal decision making opportunity. People working in such environment are not satisfied they feel stress on themselves and it impacts on employee’s job performance. Conducive working environment motivates teachers to work more. It provide atmosphere to do work without stress. Conductive working has the capacity to enhance teachers‟ job performance in the schools (Josiah, Audu,& Ogunode, 2023). 6 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us Provision of Training Staff training is an important motivation in educational institutions like the Basic schools. Ogunode,Kasimu, &Sambo, (2023) viewed training as a formal process of acquiring skills and technical know-how in a specific field so as to enhance competency and expertise in the use and manipulation of modern technology and in handling technical issues in all human endeavors. Training has been conceived to be a process of acquiring skills towards improved performance. Increase in workers output and efficiency are among reasons advanced for training needs of the workers. Training is a deliberate plan and programme meant to improve to employee‘s skills at a task‖. Training is an organized programme aimed at raising the performance level of the employee. Training is a continuous exercise; and training is a necessity in human organizational development. Training is considered as a necessary factor for improving the performance of an individual as well as the organization through the quality and quantity of output. Training aims to improve productivity, it is equally a deliberate attempt to improve the performance of the individuals on their jobs by correcting any deficiency in human efforts. Training is human oriented. Training is organize for staff of an organizations (Ogunode, et al, 2023). Naah, (2021) carried out a study that investigated influence of motivation on teachers of primary schools and discovered that provision of effective capacity building programme for teachers motivated them to work better in the schools. There are many forms of training in educational institutions such as special training, induction etc. The means of training include seminars, workshops, conferences, in-service training. Graduate and post graduates teach in primary schools, particularly in Benue State. Postgraduate teachers may be more qualified and knowledgeable in teaching specific subjects and may be more motivated to teach than their graduate counterparts. Hence government encourages graduate teachers to go for in- service training to improve on their existing knowledge (Hare & Heap, 2001). Such encouragement may serve as motivation that could lead to job satisfaction. Involvement of Teachers in Functions Involvement of teachers in school functions motivate them to be committed to the school more. Le, in Peter (2016) observed that another effective way of motivating teachers is teacher involvement in school functions which enables a teacher or groups of teachers to assist in decision making, set and announce their own goals. This often has a positive result. Making goals known is an additional drive because it is seen as a promise. Promises are meant to be kept. Personal involvement tends to generate a strong desire and willingness to contribute meaningfully to the accomplishment of set goals. The more a teacher participates in setting meaningful work goals and making decisions, he or she develops the ability to be accountable Arinze (1997 .and consequently become more motivated. Decision Making NOUN (2012) noted that decision-making is a sequential process that culminates in a single decision or a series of choices that stimulate moves or actions. The result of our decision process is policies, rules or regulations that guide the subsequent behaviour of members of the organization. Decision-making is a major responsibility of all administrators. It is a process by which decisions are made and implemented. Involvement of teachers in decision making process in the school is a sources of motivation and it enhances teachers’ job performance. (Benjamin 2018) states that decision-making is an integral part of the management of any organization. As such, educational managers at all levels make decisions in establishing objective, planning, organizing, directing, and controlling the education process. School administrators cannot administer without making decisions for themselves and for their groups and institutions. Involving teachers in decision making in the schools is one of the motivational strategy that school administrators can use to enhance teachers job performance in the school. Wordah&Ekwesianya (2020) carried out a study that examined the relationship between principalship, decision making and teachers’ job performance in public senior secondary schools in Rivers State and discovered that that, there is a moderate and significant positive relationship between principalship, decision making and teachers’ job performance in public senior secondary schools in Rivers State. Also Ayeni (2018) carried out a study to examined principals’ decision making strategies and level of teachers’ involvement in 7 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us decision making, and determined the implications on teachers’ instructional task performance and students’ academic performance in secondary schools in Ondo and found out that there is significant relationship between principals’ decision making strategies and teachers’ instructional task performance (r-cal=0.528, p<=0.000), and significant relationship between teachers’ instructional task performance and students’ academic performance (r-cal=0.511, p<=0.000). CommendationPraise and Award Non-monetary motivation can also help to improve teachers‟ job performance in the schools. Non-monetary motivation is a great motivational tools school administrator can adopt to achieve the objectives of the school through effective job performance of the teachers. Nwabueze, Edikpa, &Chukwuma, (2018) did a study that investigated principals‟ motivational strategies and teachers‟ commitment to work for enhanced national cohesion and global competitiveness in secondary schools in Enugu State and the study revealed among others that, the ways principals administrative strategies enhance teachers’ commitment to work for national cohesion and global competitiveness includes: promotion of good condition of service among teachers motivates them to teach effectively for institutional productivity and global competitiveness, teachers make learning so interesting when they are regularly motivated by administrators praise. Non-monetary motivation makes teachers to be active in classroom activities, respect for teachers by administrative staff creates warm relationship among them for effective teaching/learning, discipline through positive reinforcement among teachers creates effective classroom instruction in schools, and motivation of teachers helps to control their classrooms instructions for improved students’ academic performance. Conclusion and Recommendations This paper discussed motivation strategies and basic school teachers. The paper concluded that prompt payment of salary and allowances, regular promotion, provision of instructional materials, infrastructure facilities, provision of conducive environment, training, commendation, praise and award and involvement of teachers in functions and decision making are some of the strategies to motivate basic school teachers in Nigeria. Based on the points identified, the study recommended the following: 1. The Government should ensure regular training, workshops and seminars for the Basic schools headmaster or administrators on the use of different motivational techniques for the improvement of Basic school teachers; 2. Headmaster or administrators of Basic schools should administered motivational techniques properly in order to improve the teachers’ job performance. 3. Government should adopt both monetary strategies and Non-monetary strategies to improve teachers’ job performance in the schools. References 1. Adelabu. (2005). Teacher motivation and incentives in nigeria. Nigeria. 2. Abubakar, S,. Soba, N,.H,.&Yusuf, Y,. A. (2022). Impacts of motivation on academic staff performance in Nigerian Universities: A study of Bauchi State University Gadau. International Journal of Intellectual Discourse (IJID) 5(2), 27-34 3. Anyim, F.C., Chidi, C.O. &Badejo, E.A. (2012). Motivation and employee’s performance in the public and private sectors in Nigeria. International Journal of Business Administration, 3 (1), 31-40. Doi:10.5430 4. Al-Aamri, A. (2010). Employee motivating in private organization. Master of Business Administration, Open University of Malaysia, Malaysia. 5. Alam, M., &Farid, S. (2011). Factors affecting teachers motivation. International Journal of Business and Social Science, 2(1), 298-304. 6. Bennell, P., &Akyeampong, K. (2007). Teacher motivation in Sub-Saharan Africa and South Asia. London: DFID. 8 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us 7. Double Gist (2013). The impact of motivation on teachers’ students. Retrived 2nd May, 2018 from http:llwww.doublegist.com>academic... 8. Ejiogu, A &Ogonor, B. (2016). Fundamentals of educational management. Lagos: Federal Ministry of Information. 9. Ayeni A,. J &Ojo R,. T (2022) Decision-Making Model and Productivity in Public Secondary Schools in Ondo North Senatorial District of Ondo State, Nigeria. International Journal of Education, Teaching, and Social Science 2(1), 1-17 10. Chandrasekar, K. (2011). Workplace environment and its impact on organisational performance in public sector organisations. International Journal of Enterprise Computing and Business Systems, 1(1), 1-19. 11. Davidson, E. (2005). The pivotal role of teacher motivation in Tanzania. HakiElimu Working Papers, 1-10. 12. Inayatullah, A. &Jehangir, P. (ud).Teacher’s Job Performance: The Role of Motivation Abasyn Journal of Social Sciences, 5( 2, 78-99) 13. Josiah, H,. F,.Audu, B,. C. & Ogunode, N,. J. (2023)Motivational Strategies and Teachers’ job Performance in Post- Basic Education and Career Development (PBECD), Nigeria. International Journal on Integrated Education 6(7), 21-31 14. Mustafa, M., & Othman, N. (2010). The effect of work motivation on teacher’s work performance in pekanbaru senior high schools, Riau Province, Indonesia. SOSIOHUMANIKA, 3(2), 259-272. 15. Naah, M (2021). Factors That Influence Motivation Of Primary School Teachers: A Case Study Of The Tamale Metropolis. Afribary. Retrieved from https://afribary.com/works/factors- that- influence-motivation-of-primary-school-teachers-a-case-study-of-the-tamale- metropolis 16. Nadeem, M., Rana, M., Lone, A., Maqbool, S., Naz, K., & Ali, A. (2011). Teacher’s competencies and factors affecting the performance of female teachers in bahawalpur (southern punjab) pakistan. International Journal of Business and Social Science, 2(19), 1-6. 17. Ndijuye, L., &Tandika, P. (2019). Timely promotion as a motivation factor for job performance among pre-primary school teachers: Observations from Tanzania. ErkenÇocukluk ÇalışmalarıDergisi, 3(2), 440-456. doi:http://dx.doi.org/10.24130/eccd- jecs.1967201932129 18. Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal.,38(1), 81-90. 19. Ogunode N,. J,Kasimu, S. &Sambo, S,. M (2023).Staff Training in Tertiary Education in Nigeria.Modern Journal of Social Sciences and Humanities (17), 181-191 20. Ogunode, N,. J, & Josiah, H,. F. (2023)Deployment of Instructional Materials in Basic Schools in Nigeria: Impact, Challenges and Implications for Decision Making By School Administrators.International Journal of Inclusive and Sustainable Education, 2(1), 118- 129 21. Ogunode N,. J., Jegede, D. & Solomon, T,. S. (2021)Educational Policies of Primary School Education in Nigeria: Challenges Preventing theimplementation and the Ways Forward. Central Asian Journal of Social Sciences and History, 02(03),14-25. 22. Ogunode N,. J. &Ndubuisi, A,. G. (2021). Problems of Public Primary Schools administration in Federal Capital Territory, Abuja, Nigeria and Possible Solutions. Middle European Scientific Bulletin (17), 311-322 23. PajiboD, E. & Asante, H. &Dzikunu, C,. K. (2020). "Effect of Motivation on Basic School Teachers’ Performance in the AjumakoEnyanEsiam District: Implications for Bridging the Relationship Gap among Adult Employees," Global Journal of Social Sciences Studies, Online Science Publishing, vol. 6(1), pages 13-28.. 24. Robbins, S., Judge, T., &Sanghi, S. (2009). Organizational Behavior (13th ed.). New Delhi: Pearson Education https://afribary.com/works/factors-%09that- https://afribary.com/works/factors-%09that- https://ideas.repec.org/a/onl/gjosss/v6y2020i1p13-28id533.html https://ideas.repec.org/a/onl/gjosss/v6y2020i1p13-28id533.html https://ideas.repec.org/a/onl/gjosss/v6y2020i1p13-28id533.html https://ideas.repec.org/s/onl/gjosss.html