International Journal of Agricultural and Extension Vol. 6(2), pp. 364-370, July, 2020. © www.premierpublishers.org. ISSN: 2167-0432

Research Article Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State,

Asogwa, V.C.1, Onah, Ogechukwu2, *Gideon, Nwabueze Monday3 1Department of Agricultural Education and Extension, University of , Swaziland 2Department of Agricultural Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka 3Department of Agricultural/Home Science Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria

The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.

Keywords: Academic performance, Academic achievement, Motivation, Administrative Strategy

INTRODUCTION

Effective school administrative strategy is essential for *Corresponding Author: Gideon, Nwabueze Monday, proper management of material and non-material Department of Agricultural/Home Science Education, educational resources to accomplishing aims of education Michael Okpara University of Agriculture, Umudike, Abia in Nigeria. In order to provide qualitative education in State, Nigeria. Nigeria, Agih (2015) posited that it would require effective Email: [email protected] and efficient utilization of the educational resources Co-Authors Email: [email protected] through a goal-oriented school administration. The author 2Email: [email protected] further stated that school administration ensures working with and through teachers, non-teaching staff and pupils or students to get things done effectively and efficiently,

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Asogwa et al. 365

and to accomplish educational objectives. The degree to is predominantly stimulated through effective which teachers, students and schools have achieved goals communication, modeling, and direct instruction or and objectives education is regarded as academic socialization. A motivated teacher is crucial to a successful performance. The utmost priority of a school classroom (“Impact Teachers”, 2015) because teachers administration is improving academic performances have a lot to do with their students' motivational level. A through effective administrative strategies. In addition, to student may possess a certain level of motivation but the improve academic performances in secondary schools, teacher’s behavior and teaching style, the structure of school administrators should be more concerned with co- lessons, nature of assignments and information coordinating, communicating and motivating staff and interactions with students all have a large effect on students to accomplishing objectives (Agih, 2015). This students’ motivation (Karin, 2019). Koca (2016) in implies that motivating teachers and students is one of the agreement explained that teachers may operate as social administrative strategies to achieving stated school goals agents, and they can affect students’ intellectual and and objectives. Thus, administrative strategies adopted by socio-emotional experiences by creating a classroom secondary school principals in motivating teachers and setting that stimulates both student motivation and students would go a long way in accomplishing school learning. Therefore, to uplift the quality of education and of goals. students’ learning experience, motivation from teachers can be really influential. It affects cognitive procedures and Administrative strategy in Omemu (2017) means shaping psychological states of students, academic achievements, a group of people in the right path towards achieving a determination, effort and energy, students’ behavior and particular goal. According to Ukpong (2003), motivation is values (Borderless, 2017). In the view of Ukpong and an administrative process strategy that enables the Uchendu (2012), the teacher is the one who translates administrator to inspire teachers and students to achieve educational objectives specified in the National Policy on their maximum potential productivity. Thus, the extent of Education, into knowledge and skill and systematically accomplished objectives in education will likely depend on transfer them to students in the classroom. the level of motivation of teachers and students. If teachers and students are not motivated, they might perform at a Identifying administrative strategies or guide through moderate level. As a result, the schools will not perform factors that affect teachers would help improve agricultural efficiently or be responsive to the needs of its program science teachers’ motivation and performance and clients. Terrell in Carole (1990) asserted that “there are consequently students’ academic achievement is essential three things to remember about education. The first one is (Bosompem, Kwarteng & Obeng-Mensah, 2012). To motivation. The second one is motivation. The third one is motivate teachers of agricultural science in secondary motivation”. This emphasizes how salient motivation is in school, Bosompem, Kwarteng and Obeng-Mensah (2012) education. Audra (2017) noted that motivation is vital in specifically recommended that issues of recognition and organizations’ strategic planning and accomplishment of work conditions should be addressed, various aspects of stated objectives. Notably, motivation helps to energize, work conditions of the teachers such as salary, health direct and sustain positive behavior of teachers and insurance, accommodation and other facilities need to be students over a very long time. It involves working towards improved, adequate provision should also be made for goals and tailoring activities to achieving this purpose. It annual leave of teachers and careful consideration should also helps drives creativity and curiosity, sparking the be given to verbal recognition for good performance from desire needed for students learns (“Impact Teachers”, supervisors. In a study by Ukpong and Uchendu (2012), it 2015). Ukpong and Uchendu (2012) in a study found that was recommended that school administrators should there was a significant influence of motivational strategies adopt the following motivational administrative strategies on teachers’ work performance in secondary schools. in the day-to-day administration of schools so that Therefore, teachers and students of agricultural science teachers would show high commitment to teaching. These need to be motivated in order to accomplish the goals and strategies included; praise and commendation, regular objectives of Education. pay, regular promotion/in-service training and provision of teaching facilities. Also, he identified that these variables Agricultural science teachers in secondary schools require have significant influence on teachers’ teaching adequate motivation to train and also stimulate potential performance. Sidho (2002) pointed out some agriculturists and policy makers of the nation to effectively administrative strategies that can help in improving boost the food basket of the nation (Bosompem, Kwarteng academic performances in schools. These include & Obeng-Mensah, 2012). This statement points out that consistency with the philosophy of education, democratic teachers of agricultural science play vital roles in approach, optimum contribution by all, respect for motivating students to learn. In agreement, Koca (2016) individualities, due importance to different programmes, stated that the teacher is one of the most important and optimistic outlook. stakeholders in education, who relates directly to students and to an extent stimulates them to learn. The author School administrators must understand the complex further explained that student’s motivation by the teacher nature of human behaviours with a view to using such is a competence acquired through general experience that knowledge to solve problems that may emerge

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Int. J. Agric. Educ. Ext. 366

(Fagbohun., 2003). In this regards, students’ behavior The following specific research objectives were formulated must be understood in line with their needs, interests, to guide the study. To; challenges, strength and weaknesses in order to assist 1. identify administrative strategies for motivating them in overcoming their challenges, thus stimulating them teachers of agricultural science towards academic to learn (Koca, 2016). This is a responsibility of both school performance in senior secondary schools; and administrators and teachers. Mezieobi (2006) and Omemu 2. find out administrative strategies for motivating (2017) in agreement noted that principals, head teachers students of agricultural science towards academic and teachers should give regards to individual differences, performance in senior secondary schools. reinforcement of every kind, modeling, extinction, Research Questions satiation, role shifts, utilization of logical consequences, and successive approximation among others, which The following research questions were raised in line with assists both teachers and students in overcoming the objectives to guide the study. indiscipline for grater academic performances. Omenu 1. What are the administrative strategies for motivating (2017) emphasized that administrative strategies of school teachers of agricultural science towards academic administrators that motivate teachers and students actions performance in senior secondary schools? involves clearly communicating goals, emphasizing the 2. What are the administrative strategies for motivating value of achievement, establishing systems of incentives students of agricultural science towards academic and rewards that encourage excellence, establishing and performance in senior secondary schools? maintaining a supportive and orderly environment and also actively involvement in planning, development and Hypotheses: improvement efforts. Ho1: There is no significant difference between mean responses of teachers of agricultural science and school Despite the roles of school administrators in motivating principals on administrative strategies for motivating teachers and students to accomplishing educational teachers of agricultural science towards academic objectives; the researchers observed that most teachers performance in senior secondary schools and students of Agriculture in senior secondary schools Ho2: There is no significant difference in mean responses seem not to be properly motivated by school of teachers of agricultural science and school principals on administrators. This probably has contributed to the administrative strategies for motivating students of observed declining academic performance of teachers and agriculture towards academic performance in senior students of agricultural science in most senior secondary secondary schools schools in Abia State. WAEC chief examiners report of 2014-2018 on agricultural science revealed that there is little or no improvement of students’ achievement on RESEARCH METHODOLOGY agricultural science with raw mean scores ranging from Design and Area of the Study 28-38 which is below average as against the 90 marks stipulated to be achieved in the agricultural science paper The study adopted a survey research design. The area of 2. Notably, literatures have revealed that agricultural study was Abia State. Abia State is located in Southeast science teacher’s performance correlates to students’ geopolitical zone of Nigeria between the latitudes 5°25'N academic achievement in senior secondary schools and longitudes 7°30'E. It is made up of three senatorial (National Academy of Sciences, 2019), when agricultural zones which include Abia South, Abia North and Abia science teachers and students lack motivation, central. There are three main educational zones in Abia accomplishing the goals and objectives of National Policy State namely, Aba zone in Abia South, Ohafia zone in Abia on education through Agricultural Science becomes a North and Umuahia zone in Abia Central. Abia state has challenge. Also, there is little or no empirical information many senior secondary schools offering agricultural on how to motivate teachers and students of agricultural science in which the researcher made his observations, science in senior secondary schools for improved hence was suitable for the study academic performance. Therefore, developing administrative strategies that will stimulate teachers and Population and Sample for the Study students of agriculture towards academic performance becomes essential; hence the study seeks to identify The target population for the study comprised 780 persons administrative strategies for motivating teachers and made up of 513 teachers of agricultural science and 267 students of agriculture towards academic performance in principals in all the 267 public senior secondary schools in senior secondary schools in Abia State. Abia State (Secondary Management Education Boaard, 2019). The sample size of the study was 385 persons Purpose of the Study made up of 225 teachers and 160 school principals. This

The purpose of this study was to determine administrative was determined using Taro Yamane formula (1967). strategies for motivating teachers and students of Therefore, 225 teachers of agricultural science and 160 agriculture towards academic performance in senior school principals were selected through simple random secondary schools in Abia State. sampling technique (SRST-without replacement).

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Asogwa et al. 367

Instrument for Data Collection Data for answering research question 1 and testing hypothesis 1 are presented in Table 1 below. A structured questionnaire titled Administrative Motivation Strategies for Teachers and Students Questionnaire Table 1: Descriptive Statistics and Independent Sample (AMSTSQ) was used as instrument for data collection. Test of respondents on administrative strategies for This instrument was developed by the researcher from motivating teachers of agriculture towards academic review of related literatures. The AMSTSQ was structured performance in senior secondary schools (n = 374) on four-point scale of Agreed, Strongly Agreed, Disagreed t- Decision S/N and Strongly Disagreed with a corresponding value of 4, 3, Item Statement 푿̅ S cal. 2, and 1 respectively. The instrument had two sections, 1 Establishing good 2.94 .395 .020 A, NS section A and B. The first section (A) comprised the status administrator-teacher of respondents (Agricultural science teacher and school relationship principal). The second section comprised 2 clusters on 2 Involving teachers in all 3.38 .608 .386 A, NS administrative strategies for motivating teachers and decision making and planning students of agriculture towards academic performance in process senior secondary schools. The instrument had a total of 23 3 Integrating teachers in school 3.20 .655 .356 A, NS items made up of 13 items on administrative strategies for administrative roles motivating teachers and 10 items on administrative 4 Ensuring good working 3.02 .557 .867 A, NS strategies for motivating students of agriculture towards conditions in the physical academic performance in senior secondary schools. The environment of schools questionnaire items were validated by 3 experts in 5 Encouraging good social 2.99 .636 .343 A, NS Agricultural Education, all in Michael Okpara University of relationships amongst Agriculture, Umudike, Abia State. A pilot study was teachers conducted with 20 respondents made up of 10 teachers of 6 Awarding excellent academic 3.31 .632 .305 A, NS agricultural science and 10 school principals in Akwa Ibom performances of teachers and the reliability index of the instrument was determined 7 Ensuring regular 3.43 .623 .944 A, NS at .87 using Cronbach Alpha Reliability Coefficient Test. remuneration 8 Motivating teachers through 2.88 .636 .981 A, NS Method of Data Collection and Analyses incentives or fringe benefits

9 Identifying the needs of 3.28 .679 .103 A, NS Three hundred and eighty-five copies of the AMSTSQ teachers and convenient were administered by the researchers, 374 copies were ways of meeting them retrieved resulting to an acceptable retrieval rate of 10 Developing good 3.15 .665 .891 A, NS 97.14% recorded. Descriptive statistics such as mean and communication patterns standard deviation were used to analyze data collected for between administrators and the study. Hypotheses were tested at 0.05-level of teachers significance using Independent Sample t Test. Decision 11 Provision of adequate 3.04 .832 .821 A, NS rules were based on the following; mean scores ≥ 2.5 teaching facilities to meet average on 4-point scale were described as “Agreed” while stated objectives mean scores < 2.5average on 4-point scale were described as “Disagreed”. Also, t-cal. values less than ± 12 Ensuring the good health and 3.23 .768 .573 A, NS safety of teachers 1.96 were taken as not significant (NS). Excel was used to organize data and SPSS -version 22 for data analysis by 13 Establishing reward systems 3.10 .923 .234 A, NS the researchers. for teachers ̅ 푿= sample mean, S= standard deviation for the sample population, A = Agreed. NS = Not Significant, n = number RESULT of respondents, t.cal is significant at 0.05 (± 1.96), df =372

The results for the study are presented in the Tables Data in Table 1 indicates that the mean scores of all the below. 13 items range from 2.88 to 3.43 which are above 2.50 on Research Question 1: What are the administrative 4-point scale. This means that respondents agreed to the strategies for motivating teachers of agricultural science information represented by all the items as administrative towards academic performance in senior secondary strategies for motivating teachers of agriculture towards schools? academic performance in senior secondary schools. The standard deviation of all items ranged from .395 to .679, Ho1: There is no significant difference between mean responses of teachers of agricultural science and school this reveals that their responses were close to the mean principals on administrative strategies for motivating and to one another in degrees of responses. The Table teachers of agricultural science towards academic also showed that the t-cal values of all items ranged performance in senior secondary school.s from .020 to .981 which is less than ±1.96. This implies

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Int. J. Agric. Educ. Ext. 368

that there was no significant difference between the mean strategies for motivating students of agriculture towards responses of both teachers of agricultural science and academic performance in senior secondary schools. Also, school principals on administrative strategies for the standard deviation of all items ranged from .449 motivating teachers of agriculture towards academic to .995, this reveals that their responses were close to the performance in senior secondary schools. Therefore, we mean and to one another in degrees of responses. The do not reject the hypothesis of no significant difference Table also showed that the t-cal values of all items on between the mean responses of teachers of agricultural administrative strategies for motivating students of science and school principals on administrative strategies agriculture towards academic performance in senior for motivating teachers of agriculture towards academic secondary schools ranged from .237 to 1.015 and were performance in senior secondary schools. less than ±1.96. This means that there was no significant difference between the mean responses of teachers of Research Question 2: What are the administrative agricultural science and school principals on strategies for motivating students of agricultural science administrative strategies for motivating students of towards academic performance in senior secondary agriculture towards academic performance in senior schools? secondary schools. Therefore, the hypothesis of no Ho2: There is no significant difference between mean significant difference between the mean responses of responses of teachers of agricultural science and school teachers of agricultural science and school principals on principals on administrative strategies for motivating administrative strategies for motivating students of students of agricultural science towards academic agriculture towards academic performance in senior performance in senior secondary schools secondary schools is upheld.

Data for answering research question 2 and testing hypothesis 2 are presented in Table 2 below. DISCUSSION OF FINDINGS

Table 2: Descriptive Statistics and Independent Sample The study found that administrative strategies for Test of respondents on administrative strategies for motivating teachers of agricultural science towards motivating students of agriculture towards academic academic performance include establishing good performance in senior secondary schools (n = 374) administrator-teacher relationship, integrating teachers in ̅ S/N Item Statement 푿 S t-cal. Decision school administrative roles, involving teachers in all 1 Encouraging good teacher- 2.93 .869 1.015 A, NS decision making process, ensuring good working student relationship conditions in the physical environment of schools, 2 Ensuring good school and 3.01 .995 .497 A, NS encouraging good social relationships amongst teachers, classroom environment awarding excellent academic performances of teachers, conducive for learning ensuring regular remuneration, motivating teachers 3 Providing adequate learning 3.27 .611 .328 A, NS through incentives or fringe benefits, identifying the needs facilities of teachers and convenient ways of meeting them, 4 Awarding excellent students 3.13 .449 .237 A, NS developing good communication patterns between for academic performances administrators and teachers, provision of adequate 5 Good administrator-student 3.14 .528 .402 A, NS teaching facilities to meet stated objectives, ensuring the relationship good health and safety of teachers and establishing 6 Identifying students’ needs 3.29 .569 .940 A, NS reward systems. In line with these findings, Omenu (2017) and ways of meeting them stated that clearly communicating goals, emphasizing the 7 Integrating students in 2.87 .646 .950 A, NS value of achievement, establishing systems of incentives decision making process in and rewards that encourage excellence, establishing and schools maintaining a supportive and orderly environment and also 8 Ensuring learning is relevant 3.23 .245 .856 A, NS actively involving staff and parents in planning, to the needs of students development and improvement efforts can motivate 9 Ensuring the good health 2.89 .545 .677 A, NS teachers. Mezieobi (2006) and Omemu (2017) agreed that and safety of students school administrators should give regards to reinforcement 10 Establishing reward systems 3.30 .489 .429 A, NS of every kind, satiation, role shifts, which assists both for students teachers in overcoming indiscipline for grater academic 푿̅= sample mean, S = standard deviation for the sample performances. Ukpong and Uchendu (2012), in line with population. A= Agreed, NS = Not Significant, n = number the findings of the study recommended that strategies of respondents, t.cal is significant at 0.05(± 1.96), df =372 such as praise and commendation, regular pay, regular promotion/in-service training and provision of teaching Data in Table 2 revealed that the mean response of all the facilities should be ensured by school administrators to 10 items range from 2.87 to 3.29 which are above 2.50 on influence teachers’ teaching performance. Bosompem, 4-point scale. This shows that respondents agreed to the Kwarteng and Obeng-Mensah (2012) in agreement with information represented by all the items as administrative the findings of the study assereted that issues of

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Asogwa et al. 369

recognition and work conditions should be addressed, remuneration, motivating teachers through incentives or various aspects of work conditions of the teachers such as fringe benefits, identifying the needs of teachers and salary, health insurance, accommodation and other convenient ways of meeting them, developing good facilities need to be improved, adequate provision should communication patterns between administrators and also be made for annual leave of teachers and careful teachers, provision of adequate teaching facilities to meet consideration should be given to verbal recognition for stated objectives, ensuring the good health and safety of good performance from supervisors. teachers and establishing reward systems.

The findings of the study also reveal that encouraging To adequately motivate students of Agricultural Science good teacher-student relationship, ensuring good school for improved academic performances, school and classroom environment conducive for learning, administrators should apply the following strategies; providing adequate learning facilities, awarding excellent encouraging good teacher-student relationship, ensuring students for academic performances, good administrator- good school and classroom environment conducive for student relationship, identifying students’ needs and ways learning, providing adequate learning facilities, awarding of meeting them, integrating students in decision making excellent students for academic performances, good process in schools, ensuring learning is relevant to the administrator-student relationship, identifying students’ needs of students, ensuring the good health and safety of needs and ways of meeting them, integrating students in students and establishing reward systems for students can decision making process in schools, ensuring learning is motivate students towards academic performances in relevant to the needs of students, ensuring the good health senior secondary schools. Some of these findings are in and safety of students and establishing reward systems. line with Koca (2016) when he stated that the behavior of students must be understood in line with their needs, interests, challenges, strength and weaknesses in order to RECOMMENDATIONS assist them in overcoming their challenges, thus stimulating them to learn. Also, Omenu (2017) identified The following were recommended based on the findings of reinforcement, establishing reward systems, orderly the study. environment, and involvement in planning and 1. School administrators should adopt the administrative improvement efforts as factors that can motivate actions in strategies identified by this study to motivate teachers students. and students of Agricultural Science for improved academic performances in senior secondary schools. The findings of the study also revealed that there was no 2. Government and school administrators should significant difference between the mean responses of establish realistic reward systems to motivate teachers responds on administrative strategies for motivating and students of Agricultural Science towards greater teachers and students towards academic performances in academic performances in senior secondary schools senior secondary schools in Abia Stae. This means that 3. Government and school administrators should ensure there was no significant difference in the views of the two adequate teaching and learning materials, and groups of respondents for the study. conducive working and learning environment to fast tract Agricultural Science teacher productivity and improved students’ academic performance. CONCLUSION 4. School administrators should ensure that Agricultural Science teachers and students’ needs are identified School administrative strategies play irreplaceable roles in on time so as to develop ways of meeting them for motivating teachers and students for greater academic improved academic performances in senior secondary performances in schools. Motivation is one of such schools. administrative process strategies and a crucial driving force that could be leveraged by school administrators to REFERENCES accomplishing stated educational goals in secondary schools. To actualize the goals and objectives of education Agih. A. A. (2015). Effective School Management and stipulated in National Policy on Education through Supervision: Imperative for Quality Education Service Agricultural Sciences in senior secondary schools in Abia Delivery. An International Multidisciplinary Journal, State, the following motivational administrative strategies Vol. 9(3), Serial No. 38, July, 2015:62-74 would be helpful to improve Agricultural Science teachers’ Audra B. (2017). Role of Motivation in Public academic performances; establishing good administrator- Administration Accessed August 2019 from teacher relationship, integrating teachers in school hppts://bizfluent.com/info-8219440-role-motivation- administrative roles, involving teachers in all decision public-administration.html making process, ensuring good working conditions in the Borderless C. (2017). How motivation affects academic physical environment of schools, encouraging good social performance. Accessed August 2019 from relationships amongst teachers, awarding excellent https://medium.com/@TheCharity/how-motivation- academic performances of teachers, ensuring regular affects-acadenic-performance-fcde79e

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria Int. J. Agric. Educ. Ext. 370

Bosompem M., Kwarteng J. A. & Obeng-Mensah A. Sidho, K.S. (2002). School organization and (2012). Determinants Of Motivation Of Senior High administration. New Delhi: Sterling Publishing Limited. School Agricultural Science Teachers in The Central Ukpong N. N. & Uchendu C. C. (2012). Motivational Region, . International Journal of Public Strategies and Possible Influence on Secondary Administration and Management Research (Ijpamr), School Teachers’ Teaching Performance. Global Vol. 1, NO. 1-31 DOI: RCMSS/IJPAMR/12002 Journal of Educational Research Vol 11, NO. 2, 2012: http:/www.rcmss.org/ijpamr/Vol.1/No.1/.pdf 137-142 Carole A. A. (1990). Motivation: What Teachers Need to Ukpong, N. N. (2003). Human relations factors of Know? Teachers College Record Volume 91, Number secondary school administrators and teachers’ attitude 3, Spring 1990 to work in Uyo Urban, Akwa Ibom State. Unpublished Faghohun, R.O. (2003) Fundamental Principles of M. Ed. Thesis, , Calabar, Nigeria. Educational Administration, otto, Ijanikin; Lagos Wikipedia (2019). Academic achievement. Accessed 2019 PP.1112.Printed by Tunwobi Services. from https://en.m.wikipedia.org/wiki/Academic_ Impact Teachers (2015). Why a motivated teacher is key achievement to the classroom. Retrieved August, 2019 from https://www.impactteachers.com/motivated-teacher- key-classroom/teacher-tips Karin K (2019). Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning. Accessed August, 2019 from https://serc.carleton.edu/NAGTWorkshops/affective/m Accepted 20 July 2020 otivation.html Koca F. (2016). Motivation to Learn and Teacher–Student Citation: Asogwa, VC, Onah O, Gideon NM, (2020): Relationship. Journal of International Education and Administrative Strategies for Motivating Teachers and Leadership. Volume 6 Issue 2 http://www.jielusa.org/ Students of Agricultural Science towards Academic ISSN: 2161-7252 Performance in Senior Secondary Schools in Abia State, Mezieobi, K.A. (2006): Stemming Students Disciplinary Nigeria. International Journal of Agricultural Education and Behaviours in Nigerian Schools Via Psychological Extension, 6(2): 364-370. Approaches. In Egbule, J.F. (Ed) Readings in Educational Pchology.Owerri: Chin and Chis Ventures. National Academy of Science (2019). Improving the productivity of schools. Retrieved August 2019 from https://www.nap.edu/read/9606/chapter/7 Copyright: © 2020 Asogwa et al. This is an open-access Omemu F. (2017). Relationship between Principals article distributed under the terms of the Creative Administrative Strategies and Student Disciplinary Commons Attribution License, which permits unrestricted Problems in Secondary School, Bayelsa State Journal use, distribution, and reproduction in any medium, of Education and Practice Vol.8, No.5, 2017 provided the original author and source are cited.

Administrative Strategies for Motivating Teachers and Students of Agricultural Science towards Academic Performance in Senior Secondary Schools in Abia State, Nigeria