Techniques in identifying motivational indicators and gender issues in the teaching of agricultural sciences in Nigerian secondary schools

Abstract

Teaching is the most demanding and complicated profession in the educational sector in contrast to training of artisans and craftsmen. Teachers' motivation is a key to guaranteed quality education and as such increases productivity in the educational system. According to Bahago (2008), the quality of education imparted is dependent on the quality and the dedication of the teachers involved in the programme. The teacher is a key facilitator of knowledge and plays a vital role in nation building; he deals with the most sensitive of the subject matter in a child. In contrast to this,teachers are faced with poor conditions of service. Their salaries are not paid regularly, they have poor facilities for teaching, they are not motivated, they are not given opportunities for developmental programmes nor are they granted funds for innovations. Adelabu (2005) discovered in Nigeria that teachers' motivation is very poor and teachers are also dissatisfied with their working environment and salary conditions. The reason behind the poor motivation of teachers is that they receive lower salaries as compared to other professionals, they have poor work environment, they have no decision making authority, and also have few opportunities of developing their careers.