Teacher Support, School Climate and Family Support as Determinants of Academic Motivation Among First- Year Nce Students in Oyo State, Nigeria

Teacher support, school climate, and family support are pivotal determinants of academic motivation, with profound implications for individual success, institutional growth, and societal development. The first year of a National Certificate in Education (NCE) program is a transitional period characterized by significant academic, social, and emotional adjustments, where students must navigate the demands of a new educational environment alongside personal aspirations. Within this critical developmental stage, the presence or absence of supportive structures can profoundly influence students’ motivation, shaping their academic outcomes and their broader engagement with learning and personal development. Therefore, this research investigate how these independent variables influence the academic motivation among First-Year NCE students in oyo state. The study employed descriptive survey design using an ex-post facto approach, with 300 participants selected through multi-stage sampling from three colleges of education in the state. Data was collected using three validated scales: Teacher Support Scale (TSS), School Climate Scale (SCS), and Family Support Scale (FSS), all adapted and pilot-tested for reliability. The research utilized Statistical Package for Social Sciences (SPSS) for data analysis, employing descriptive statistics, Pearson Correlation, and Multiple Regression Analysis to assess the relationships and predictive contributions of the independent variables to academic motivation. Findings revealed significant positive correlations between academic motivation and teacher support (B = 0.45, p < .001), school climate (B = 0.30, p < .01), and family support (B = 0.40, p < .001). The joint effect of these variables was significant (F = 12.85, p < .05), indicating that teacher support, school climate, and family support collectively influence academic motivation. Relative contributions revealed that family support had the strongest effect on academic motivation (β = 0.50, p < .001), followed by teacher support (β = 0.35, p = .003) and school climate (β = 0.25, p = .014). The study concludes that teacher support, school climate, and family support are essential determinants of academic motivation among first-year NCE students. Recommendations also include strengthening teacher-student relationships, promoting a positive school climate, encouraging family involvement, implementing mentorship programs, enhancing academic support services, offering extracurricular activities, providing financial assistance, and fostering a collaborative school culture to enhance students' motivation and overall academic success. Teacher support, school climate, and family support are pivotal determinants of academic motivation, with profound implications for individual success, institutional growth, and societal development. The first year of a National Certificate in Education (NCE) program is a transitional period characterized by significant academic, social, and emotional adjustments, where students must navigate the demands of a new educational environment alongside personal aspirations. Within this critical developmental stage, the presence or absence of supportive structures can profoundly influence students’ motivation, shaping their academic outcomes and their broader engagement with learning and personal development. Therefore, this research investigate how these independent variables influence the academic motivation among First-Year NCE students in oyo state. The study employed descriptive survey design using an ex-post facto approach, with 300 participants selected through multi-stage sampling from three colleges of education in the state. Data was collected using three validated scales: Teacher Support Scale (TSS), School Climate Scale (SCS), and Family Support Scale (FSS), all adapted and pilot-tested for reliability. The research utilized Statistical Package for Social Sciences (SPSS) for data analysis, employing descriptive statistics, Pearson Correlation, and Multiple Regression Analysis to assess the relationships and predictive contributions of the independent variables to academic motivation. Findings revealed significant positive correlations between academic motivation and teacher support (B = 0.45, p < .001), school climate (B = 0.30, p < .01), and family support (B = 0.40, p < .001). The joint effect of these variables was significant (F = 12.85, p < .05), indicating that teacher support, school climate, and family support collectively influence academic motivation. Relative contributions revealed that family support had the strongest effect on academic motivation (β = 0.50, p < .001), followed by teacher support (β = 0.35, p = .003) and school climate (β = 0.25, p = .014). The study concludes that teacher support, school climate, and family support are essential determinants of academic motivation among first-year NCE students. Recommendations also include strengthening teacher-student relationships, promoting a positive school climate, encouraging family involvement, implementing mentorship programs, enhancing academic support services, offering extracurricular activities, providing financial assistance, and fostering a collaborative school culture to enhance students' motivation and overall academic success.