RELATIONSHIP BETWEEN MOTIVATIONAL VARIABLES AND TEACHERS’ ATTITUDE TO WORK IN PRIVATE PRIMARY SCHOOLS IN CALABAR MUNICIPALITY, CROSS RIVER STATE, NIGERIA

Abstract

This study examined the relationship between motivational variables and teachers’ attitude to work in private primary schools in Calabar Municipality, Cross River State. Two research hypotheses guided the study, and a correlational research design was adopted. The population comprised 597 teachers across 22 private primary schools in the municipality. Using a simple random sampling technique (hat-and-draw method), 239 teachers, representing 40% of the population, were selected for the study. Data were collected through a structured questionnaire titled Motivational Variables and Teachers’ Attitude to Work Questionnaire (MVTAWQ). The instrument was validated by two experts in the Measurement and Evaluation Unit, Faculty of Educational Foundations Studies, University of Calabar. Reliability was established using the Cronbach Alpha method, which produced coefficients ranging from 0.85 to 0.88, indicating high internal consistency. The data collected were analyzed using the Pearson Product Moment Correlation at the 0.05 level of significance. The findings revealed a significant relationship between salary, job security, and teachers’ attitude to work in private primary schools in Calabar Municipality. The results further indicated that motivational variables collectively have a statistically significant relationship with teachers’ work attitudes. Based on these findings, the study concluded that improved motivational conditions enhance positive attitudes to work among teachers in private primary schools. It was recommended that private school proprietors ensure regular and adequate payment of salaries and strengthen job security measures to sustain teachers’ motivation, commitment, and effectiveness in private primary schools.