TEACHERS’ POSITIVE ATTITUDE TO CURRICULUM IMPLEMENTATION: AN INFLUENCE OF MOTIVATIONAL INCENTIVE AND JOB SATISFACTION (A CASE STUDY OF ENUGU EAST LGA)

Abstract

This research work examined teachers’ positive attitude to curriculum implementation: An influence of motivational incentives and job satisfaction; a case study of Enugu East LGA. To carry out this research study both primary and secondary data sources were extensively used. The population for the study was 455 teachers in that work in the local government. A structured questionnaire which was validated by three experts guided the study. The questionnaire was administered to the respondent teachers in secondary schools in the local government under which the study was carried out to collect information for the subject matter. The reliability was established using Kudar Richardson formula 20 (K-R20) to obtain reliability coefficient 0.87. The hypothesis was tested using t-test statistics at 0.5 level of significance and appropriate degree of freedom. Data collected from the respondents were analyzed with mean score. Several findings were made in the course of the study, most of the respondents strongly believed that motivational incentives influence teachers’ positive attitude to implementation of curriculum. Based on the findings, the researcher made some salient recommendations, prominent among them are: Regular payment of teachers’ salary, Provision of allowance to teachers, Teachers’ in-course training, Teachers’ Promotion and Provision of  teachers’ allowances, Building of teachers’ quarters etc . It was concluded that welfare of teachers should be the fundamental responsibility of both local and state government.