Teacher Motivation and Quality of Instruction in Public Secondary Schools in Kaduna State

This study investigates the influence of teacher motivation on the quality of instruction delivered in public secondary schools in Kaduna State, North West Nigeria. The declining quality of education in Nigerian public schools has been partly attributed to low teacher morale, inadequate remuneration, and poor working conditions. Using a descriptive survey design, the study targets secondary school teachers across three senatorial districts of Kaduna State. A sample of 280 teachers was selected through multistage sampling. Data collection instruments include a structured questionnaire and classroom observation guide, both validated by experts in educational measurement. The study examines intrinsic and extrinsic motivational factors and their differential effects on instructional delivery, lesson planning, and student engagement. Herzberg's Two-Factor Theory serves as the primary theoretical framework. Findings are anticipated to show that teachers with higher levels of intrinsic motivation demonstrate more effective instructional behaviours compared to those driven solely by extrinsic rewards. The study also explores the moderating role of school leadership on the motivation-instruction relationship. Recommendations will target the Kaduna State Ministry of Education and school principals on strategies for sustaining teacher motivation through professional development and improved welfare packages. The study adds to local evidence on human resource management in education and informs policy decisions on teacher retention in North West Nigeria. Keywords: teacher motivation, quality of instruction, public secondary schools, Kaduna State, intrinsic motivation