Extent Of Job Satisfaction Among Secondary School Teachers
(In Ezeagu Local Government Area)
Job satisfaction among secondary school teachers is a complex and nuanced subject that encompasses various factors influencing educators’ contentment in their professional roles. The teaching profession demands not only academic expertise but also interpersonal skills, classroom management, and adaptability to diverse learning environments. Factors such as salary, professional development opportunities, and work-life balance play integral roles in shaping teachers’ overall job satisfaction. Additionally, the supportive school administration, effective communication channels, and a positive school culture contribute significantly to teachers’ sense of fulfillment in their roles. Acknowledging the challenging nature of teaching, it becomes crucial for educational institutions to address these multifaceted aspects, ensuring that secondary school teachers experience a conducive working environment that fosters job satisfaction and, consequently, enhances the overall educational experience for both educators and students alike.
The study centers on the extent of job satisfaction among secondary school teachers in Ezeagu Local Government Area. The sample for the study includes a total of 94 while the total population of 897 and out of the 94 samples 90 of them were retrieved. Questionnaires were used as the instrument for data collection, and was designed to elicit appropriate information from the respondents. The reliability co-efficient of the instrument was calculated using Cronbach Alpha method. Alpha value was found to be 0.82 indicating high reliability of the instrument. Mean scores and grand mean were used to answer the research questions, most of the major findings of the study indicates a low extent of job satisfaction in relation to the teachers in terms of salaries and allowances and availability facilities in schools even the principals leadership styles of teachers job satisfaction. Implications of the findings were highlighted and recommendations made. Suggestions for further studies were finally proffered.
Title page
Approval page
Certification
Dedication
Acknowledgments
Table of contents
List of tables
Abstract
CHAPTER I:
INTRODUCTION
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Delimitation of the study
Research questions
CHAPTER II:
REVIEW OF RELATED LITERATURE
Theoretical framework
Meaning of job satisfaction
Financial rewards and the teachers job satisfaction
Availability of facilities and teachers job satisfaction 19
Principal’s leaderships style and teachers job satisfaction 20
Summary of Literature review
CHAPTER III:
RESEARCH METHODS
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of data analysis
CHAPTER IV:
DATA ANALYSIS AND RESULTS
Presentation of Data
Summary of Findings
CHAPTER V:
SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
Discussion of Finding
Summary of the Procedures Used
Educational Implication of the Findings
Conclusion
Recommendations
Suggestion for Further Studies
REFERENCES
APPENDIX:
APPENDIX B (QUESTIONNAIRE)
INTRODUCTION
Background to the Study
The impact of job satisfaction is very crucial to the long term growth of any educational system around the world. Man tends to render certain services if he is reasonably satisfied in his chosen career. Job satisfaction is desired in virtually all human organizations such as family, church, industry, civil service and the school for the purpose of attaining their stated objectives Fafunwa (1974), noted that both boys and girls in the traditional education settings performed their best in the art of hunting, farming and cooking when their morale were boosted by their parents through praises, incentives and other forms of motivation.
However, those who excelled in the discharge of their duties or functions were normally praised and guided for better performance in future while those who performed below expectation were cautioned, assisted and guided for a good performance in future.
The efficiency of any school system depends to a large extent upon how effectively human resources are utilized. It is assumed that teachers agitations and demands are beyond the resources of the ministry of education or the government. As a result the government in Nigeria and the Nigerian union of teachers (NUT) are in constant face – off over the increase in salaries, benefits and improvements of or in working conditions of teachers.
Locke (1986), observed that job satisfaction refers to the pleasurable or positive emotional state resulting from the appraisal of one’s job experiences. Eneasator (1990), defined job satisfaction as the totality of an individuals psychological, social and physical well – being with regard to his work and job performance Teachers need to enjoy positive job satisfaction in order to be more functional and contribute meaningfully to the teaching and learning process in the school. In the context of this study, job satisfaction connotes teachers’ pleasurable or positive and emotional state resulting from their job experiences in terms of financial incentives, teaching facilities and principals leadership styles, teachers welfare, student attitude / response.
There should be availabilities of functional libraries, recreational facilities and staff quarters to make teaching and learning condition very conductive for the student and teachers. Obi (1997), stressed that if teachers lack job satisfaction their physiological needs will rarely be met and this will negatively influence their productive capacity, but if teachers enjoy job satisfaction, they tend to exhibit unprecedented love to their students through adequate teaching and research.
The present study is expected to find out the true job satisfaction among secondary school teachers in Ezeagu L.G.A.
The study is aimed at finding out the level of job satisfaction in terms of benefits, and the availability of facilities for teaching and learning in Ezeagu L.G.A. It also seeks to ascertain the extent to which teachers are affected by the principals’ leadership styles, teachers welfare and students attitude and response. It has become necessary to determine whether teachers in Ezeagu Secondary School are satisfaction with their working conditions whether they receive commensurate remuneration that would keep them move comfortable to sustain their services and achieve the stated educational objectives as well as the stated educational goals.
Ocha (2005) observed that falling standard of education in Nigeria could be attributed to lack of job satisfaction among practicing teachers. He noted that the deplorable condition of teachers, is likened to their low moral which invariably affects teaching and learning.
Ogunsanju (1983) reported that the public is worried over the deplorable state of affairs in the secondary school system in Nigeria. The incessant strike action embarked by the teachers in primary and secondary schools in Nigeria the calls for serious concern. This ugly trend in the school system is evidently shown in the frequent work stop and long closure of schools resulting in truncated academic calendar and the complete breakdown of discipline, learning and scholarship.
Fagbemi (1980), noted that these days teachers are found outside their school premises and even within the school premises, selling goods to the detriment of their duties. Part of the reasons for these actions of the teachers could be absence of job satisfaction among secondary school teachers.
On the contrary, the Enugu State Government has always maintained through radio and television announcement that teachers salaries and allowances teaching aids facilities and other conditions of service necessary for providing job satisfaction have been provided for effective teaching and learning.
The Problem of the study is therefore to determine the extent to which secondary school teachers are satisfied in their teaching job in Ezeagu Local Government Area.
Purpose of the Study
This study was designed to ascertain the extent to which secondary school teachers in Ezeagu are satisfied with their jobs. Specifically, the study sought to achieve the following objectives.
1. ¬To determine the extent to which the financial benefits satisfy secondary school teachers in Ezeagu Local Government Area.
2. To ascertain the extent to which secondary school teachers are satisfied with available facilities in the schools in Ezeagu L.G.A.
3. To find out the extent to which leadership style of school principals affects teachers job satisfaction.
Significance of the Study
The findings of the study will be of importance to the officials of the Ministry of Education, Enugu, and the post ¬ Primary Schools Management Board (PPSMB) Enugu. It will help to improve the learning process if the teachers become satisfied with their salaries and other working condition. Teachers and students are expected to benefit from the findings of the study. Teachers are expected to enhance their productivity rate since the findings of the study are likely to bring the attention of relevant authorities to the satisfaction of the primary and secondary needs of the teachers. The students on their own part will be more enthusiastic to the teaching and learning processes because the teacher are expected to show more love to their students by providing them with relevant and interesting learning experiences.
The finding of the study will be of importance to entire public because it is likely to make interesting revelations on the extent of job satisfaction among secondary school teachers in Ezeagu.
Research Questions
The following research questions guided the study:
1. What is the extent of job satisfaction among secondary school teachers in Ezeagu Local Government Area in terms of salaries and allowances?
2. To what is the extent does available facilities in schools affects teachers in Ezeagu L.G.A?
3. To what extent does the principals leadership style affect the teachers job satisfaction in Ezeagu L.G.A?
SHARE PROJECT MATERIALS ON:
Job satisfaction among secondary school teachers is a critical aspect of the education system. When teachers are satisfied with their jobs, they are more likely to be effective in the classroom, have positive interactions with students, and contribute to a positive school environment. Several factors can influence job satisfaction among secondary school teachers:
- Workload: The workload of secondary school teachers can be demanding, including lesson planning, grading, and classroom management. Teachers who feel overwhelmed by their workload may experience lower job satisfaction.
- Salary and Compensation: Adequate compensation is essential for job satisfaction. Teachers who feel they are fairly compensated for their work are more likely to be satisfied with their jobs.
- Professional Development: Opportunities for professional development and growth can significantly impact job satisfaction. Teachers who have access to workshops, training, and career advancement opportunities may feel more satisfied in their roles.
- Workplace Environment: The physical environment of the school, as well as the culture and supportiveness of the school administration and colleagues, can influence job satisfaction. A positive workplace environment promotes teacher satisfaction.
- Classroom Resources: Teachers need access to appropriate classroom resources, such as textbooks, technology, and teaching materials. Inadequate resources can lead to frustration and reduced job satisfaction.
- Student Behavior and Discipline: Teachers’ satisfaction can be affected by the behavior of their students and the effectiveness of school discipline policies. Teachers who feel supported in managing student behavior are likely to be more satisfied.
- Teacher Autonomy: The level of autonomy teachers have in designing and delivering their lessons can impact job satisfaction. Teachers who have some degree of autonomy may feel more engaged and satisfied with their work.
- Recognition and Appreciation: Feeling valued and appreciated by students, parents, and the school administration can boost job satisfaction. Recognition for their efforts can have a positive impact on teachers’ morale.
- Work-Life Balance: Maintaining a healthy work-life balance is crucial for job satisfaction. Teachers who are able to balance their professional responsibilities with personal life tend to be more satisfied.
- Student Achievement: Seeing students succeed and make progress can be a source of job satisfaction for teachers. When teachers feel their efforts are making a difference, it can enhance their job satisfaction.
- Teacher-Education Policies: Policies related to teacher evaluation, curriculum, and standardized testing can also influence job satisfaction. Teachers may be more satisfied if they perceive these policies as fair and supportive of their teaching goals.
- Community and Parental Support: A supportive community and engaged parents can contribute to a positive teaching experience. When teachers feel that the broader community values education, it can enhance their job satisfaction.
- Job Security: Job security and the stability of employment can play a role in teacher job satisfaction. Uncertainty about employment can lead to stress and dissatisfaction.
It’s important to note that job satisfaction among secondary school teachers can vary widely based on individual circumstances, school district policies, and regional differences. Educators, administrators, and policymakers should work together to address these factors to improve teacher job satisfaction, which, in turn, can have a positive impact on the quality of education provided to students.