article · Mauve Journal De Leardu
An examination of public tertiary institutions in Gombe State assesses the relationship between academic staff motivation and job performance. Drawn from a wider population of 2,561 lecturers, a sample of 366 participants completed standardised surveys measuring motivation and occupational performance. Analysis reveals a strong, positive link between staff motivation levels and overall job performance across the surveyed institutions. In addition, the findings indicate that job performance does not differ significantly across gender. Because motivation acts as a critical driver of academic productivity, improving intrinsic motivation by cultivating genuine professional interest and establishing structured mentor-mentee relationships is recommended. These interventions aim to support professional development and improve institutional outcomes across state-owned higher education facilities.
Understanding the drivers of workforce performance helps educational administrators manage institutions more effectively. By demonstrating that motivation directly shapes lecturer output regardless of gender, leadership can focus resources on targeted staff support such as mentorship and professional development programmes to improve teaching quality and institutional productivity.
The findings inform human resource management strategies and professional development programmes within public tertiary education. Human resource directors, university administrators, and educational policymakers can apply these insights to design workplace mentorship initiatives. Because the study relies on survey-based correlational data without presenting a specific software tool or proprietary intervention, it represents early-stage research applicable to organisational policy design rather than a commercial product.
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This paper has explored motivation as a job performance correlate of lecturers at the Gombe State public tertiary institutions. The research was aimed in four hypotheses which took the style of correlational research. This population comprised 2,561 lecturers out of which a sample population of 366 were selected by use of a proportionate sampling method. Two adaptations of the data collection tools were used, including the teacher motivation scale by Namutebi (2019) and a job performance questionnaire. The instruments were made to be reliable with Cronbach Alpha of 0.882 and 0.886, and the content validity was determined by use of three experts. The drop-and-pick strategy was used to administer questionnaires. The methods of data analysis included inferential statistics, and relationships were analyzed by Pearson Product Moment Correlation (PPMC), group difference was analyzed by independent sample t-tests, and one-way ANOVA was used to test the differences among groups. The results showed that there was a positive correlation of high strength between the motivation and job performance among lecturers. The difference in job performance between genders was not significantly different. The research concludes that motivation is crucial to the performance of lecturers in the Gombe State tertiary institutions of learning which are state-owned. It suggests enhancing intrinsic motivation through the development of actual interest in work and developing mentor-mentee relationships to make professional growth.
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DOI: 10.37899/mjdl.v2i1.152
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