Influence of Teachers’ Motivation and Self – esteem on Academic Achievement of Students in Economics

– Okeke, Stella Uchechuwku & Ejoh, Abigail Ojong


This study sought to determine the influence of teachers’ motivation and self-esteem on academic achievement of secondary school students’ in Economics in Calabar Metropolis of Cross River State. Two research objectives and hypotheses were formulated to guide the study. Three theories guided this study; Abraham Maslow’s (1954) motivation theory, Frederick Herzberg’s (1959) two factor theory of motivation, and Rosenberg’s (1960) Self-esteem theory. The study adopted ex-postfacto research design. Simple random and purposive sampling techniques were used to select a total of 92 teachers and 2940 students as respondents. Two sets of instruments were used for data collection: Teacher Variables Questionnaire (TVQ) and Economics Achievement Test (EAT). The reliability instruments were Cronbach Alpha reliability method for (TVQ) and Kudre-Richardson 20 for (EAT); the reliability estimates for the instruments were 0.70 and 0.82 respectively. Pearson Product Moment Correlation Analysis was carried out on data collected at .05 level of significance and results were presented in tables. The result from the analysis of the two hypotheses indicated that there is a significant relationship between teachers’ motivation and academic achievement of secondary school students in Economics and there is a strong significant positive correlation between teachers’ self-esteem and academic achievement of students” (t=.679; p=.000). The study recommended that government and school administrators should” give attention to the motivational incentives of the teachers for effective impart into students academic performance.

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