Summary Views described by Ozigi (1992), Ndu (1998), Ala-Adeyemi and Afolabi (1990) and the International Labour

Organisation (ILO 1996) that the motivation of teachers is very low and should be improved for better education results. Therefore, this research study on teacher motivation is an important factor for the effectiveness of classroom and school improvement. In the process of education, motivation of teachers is related to the desire or intention of the teachers. Authors interpret as a matter of good motivation to encourage and influence the behavior of individuals in the workplace. Thus, the motivation of teachers is related to the behavior and preferences of teachers in the teaching and learning process. In other words, motivation is something that makes the teachers happy, fulfilling the needs or satisfaction and commitment that encourage them to work with the best good for the school. Teachers have the intrinsic and extrinsic needs. Accordingly, the intrinsic motivation can be said for the fulfillment of teaching. Extrinsic motivation is in the form of wage employment. This research is continuity from Ozigi statement (1992) which states that teachers in Nigeria unhappy, disappointed, uninteresting and not motivated. Further, Nwadiani (1998) on the other hand make statement that school in Nigeria happen lacks of effective leadership and suitable teacher motivation. To achieve the study of this research questions which circulated and answered were related to:
1. Is the motivation of teachers to improve classroom effectiveness in Nigeria? 2. What specific factors motivate teachers to determine the effectiveness classroom and school improvement in Nigeria between male and female teachers.

Therefore, the assumption of the study is motivated lead the teachers efforts to determine the objectives of the school and improvement in all branches. Next, for the purpose of sample and sampling procedures, seven hundred and seventy-two public school teachers have been selected (primary and secondary) to participate in the study. Stratified random sampling procedure used to ensure that every school is represented accurately. In the meantime, Teacher Motivation Questionnaire (TMQ) was used as a tool to collect data for this study and divided into three sections: The first part is the demographic data with information on variables such as gender, qualifications and experience of teachers, location and types of schools. In the second part consists of statements agree or disagree. The aim was to find out from teachers how and if the teacher motivation determines the classroom and school achievement. In the third part, the Motivational Factors Inventory (IMF) created by the researchers. Participants were asked to assess the motivational factors most likely to encourage the teachers to the effectiveness of the classroom. As a result, in the first part shows that most teachers agree that teachers' motivation will increase the effectiveness of the classroom. They also agreed that teachers that motivated will be more interested to control and disciplining students. Next result is related to factors which influenced teacher motivation. Found that leadership factor and public image of teacher become lowest rate. Emolument factor on the other hand experience highest rate. This show emolument is positive factor which influenced teacher motivation. Survey results confirm assumption that teacher motivation is important factor for classroom effectiveness. The advantage of this study is the motivation of teachers is a factor that must be addressed is important to the effectiveness

of the classroom. Teachers' views fully taken in this study. Factors that influence the motivation of teachers was also identified