Relationship Between Teacher Attitude and Pupils’ Motivation to Learn in Primary Schools in Plateau State

This study investigates the relationship between teacher attitude and pupils' motivation to learn in primary schools in Plateau State, North Central Nigeria. Motivation is a cornerstone of successful learning, and growing evidence suggests that the affective and professional attitudes of classroom teachers significantly shape the motivational climate experienced by pupils. Set within the context of Plateau State's ethnically diverse and post-conflict educational environment, this research adopted a descriptive correlational design involving 420 primary school pupils in classes 3 to 6 and their class teachers. Data were collected using the Teacher Attitude Scale and the Children's Academic Intrinsic Motivation Inventory. Results indicate a significant positive relationship between teacher warmth, enthusiasm, and fairness and pupils' intrinsic motivation to learn. Negative teacher attitudes, particularly authoritarian control and showing favouritism, were associated with reduced pupil motivation and lower self-efficacy beliefs. Teachers in urban schools demonstrated higher motivational facilitation scores compared to rural counterparts, suggesting that context matters significantly in teacher-pupil dynamics. The study recommends that the Plateau State Ministry of Education integrate motivational climate training into pre-service and in-service teacher development programmes. Keywords: teacher attitude, motivation to learn, primary school pupils, Plateau State, intrinsic motivation.