The purpose of this article was to explore the importance of motivation in teaching and learning activities at St. Augustine's Major Seminary in Jos. With a total population of 329 participants, a descriptive survey design was adopted. The methods employed were stratified random sampling approaches. To gather data, a structured questionnaire with a five-point Likert scale was employed, and the results were presented as simple percentages using the Statistical Package for Social Sciences (SPSS) version 26. The results indicated that motivation is very crucial in the achievement of teaching and learning objectives, that formators are motivated by a positive atmosphere, that they get training and retraining, and that lecturers/formators are underpaid and in terrible working conditions. In conclusion, lecturers are not motivated to the highest possible level, and their low remuneration has a negative impact on their morale in the classroom. Despite the fact that reinforcement is used as a motivational technique in St. Augustine's Major Seminary, as demonstrated by the research, intrinsic motivation is more effective when students are exposed to values associated with the things they learn, as well as when they develop an interest for whatever it is that they are doing in their learning activities. Recommendations include that the salary of lecturers/formators be increased, as well as the quality of services provided, among other things.

motivation

Teaching

Learning