Abstract

Author:
Chris.O.A., Sanda M. L., Okeoma O., Afuwai.W.G., Gimba C.G., Alogala J.A

Doi: 10.26480/eldn.02.2024.59.62

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

This case study conducted in Kaduna State, Nigeria, investigates the relationship between teachers’ work satisfaction and motivation, and their impact on the academic performance of students in the subject of Economics. The study employed a mixed-methods approach, incorporating surveys and interviews with teachers, as well as academic performance data from selected schools. The findings reveal a significant correlation between teachers’ job satisfaction and motivation and students’ academic performance in Economics. Highly motivated and satisfied teachers tend to produce better educational outcomes. Factors affecting job satisfaction and motivation, including compensation, professional development, and work environment, is explored. The implications of this research underscore the importance of addressing teacher satisfaction and motivation as critical factors in enhancing student performance in Economics. Policymakers and school administrators should consider strategies to improve teacher well-being and motivation, leading to positive outcomes for both educators and students. This study provides valuable insights for educational stakeholders in Kaduna State and offers a foundation for further research and policy development aimed at elevating the quality of education in Nigeria. Many schools in Nigeria, especially in rural areas, face a shortage of teaching materials, laboratories, and infrastructure for effective Economics education. This can demotivate teachers and hinder their ability to improve student performance compensation and Incentives