Motivational Strategies as Determinant of Teachers Job Performance in Private Senior Secondary Schools

Declining teacher performance in private secondary schools highlights the urgent need to identify effective motivational strategies to enhance instructional quality. This study examines the influence of motivational strategies on teachers’ job performance in private senior secondary schools in Ilorin West, Kwara State, Nigeria. A descriptive survey design was employed with a sample of 100 teachers selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and regression analysis with SPSS at a 0.05 significance level. The findings reveal that recognition (β = 0.769, p < 0.001) and working conditions (β = 0.772, p < 0.001) have strong positive effects on teachers’ job performance, while rewards (β = 0.157, p < 0.006) and professional development (β = 0.140, p < 0.002) show moderate but significant effects. These results indicate that recognition is the most dominant factor influencing performance. The study highlights the importance of integrating intrinsic and extrinsic motivational strategies to improve teacher effectiveness. The findings imply that comprehensive institutional support, including recognition systems, conducive work environments, and continuous professional development, is essential to enhance teacher performance and improve educational outcomes.