Standardizing the Motivational Competencies of Academically Qualified Teachers and Professional Teachers in Nigerian Secondary Schools

Abstract

Little attention has been paid to student learning difficulties and co-teachers stimulating themselves in creating
effective secondary schooling in Nigeria. Also, our education industry has been recorded as one of the least in stimulating
national development. Researchers have attributed this to the employment of non-professional teachers in the teaching and
learning processes. Besides, we recognize that the intimidating work environment has been insinuated to suggest a sense of
helplessness in school effectiveness and improvement in Nigeria. However, this study, therefore, is about the fundamental role
played between academically qualified teachers with their counterparts who are professionally qualified teachers in motivating
students and co-teachers to attain educational objectives. Some statistical procedures were employed—Mean Point Value, Ttest
of Significance, Cross Tabulation. The survey revealed that professionally qualified teachers tend to motivate students and
co-teachers effectively than teachers who are academically qualified.