ABSTRACT
The study investigated conditions of service compliance by government as determinants of teachers’ job performance in public secondary schools in South East, Nigeria. The research design of the study was a correlational design. Six research questions and six hypotheses were answered and tested for the study. The population for the study was 87, 570 persons while the sample size was 624 respondents. Two sets of questionnaires were developed by the researcher to guide the study. The first questionnaire titled: Government Compliance Questionnaire (GCQ) with 23 items. While the second is titled Teachers’ Job Performance Questionnaire (TJPQ) with 18 items. The instruments were face validated by three experts, one from Measurement and Evaluation and two from the Department of Educational Management, all from Michael Okpara University of Agriculture, Umudike. The data generated through the pilot testing of the instrument were analyzed using Pearson Product Moment Correlation (PPMC) coefficient. The correlation coefficient obtained were 0.82(GCQ) and 0.85(TJPQ) respectively which indicated that the instruments were highly reliable for the study. The data were collected by the researcher and six research assistants within 2 weeks and 3 days. Six hundred and twenty-four copies of the instruments were administered but 611 were retrieved from the respondents giving 97.92% retrieval rate. Data were analyzed using linear regression to answer research questions and test hypotheses 1 to 5 respectively. Mean was used to answer research question 6 and z-test Analysis was used to test hypothesis 6 at 0.05 levels of significance. Findings revealed that government prompt payment of salary as a condition of service to a very high significant extent determines teachers’ job performance in public secondary schools, payment of leave allowance as a condition of service to a very high significant extent determines teachers’ job performance in public secondary schools, provision of adequate school climate as a condition of service to a high significant extent determines teachers’ job performance in public secondary schools, regular teachers training programme as a condition of service to a very high significant extent determines teachers’ job performance in public secondary schools, provision of fringe benefits as a condition of service to a low non-significant extent determines teachers’ job performance in public secondary schools and there are 4 components of teachers’ job performance in public secondary schools namely lesson preparation, lesson presentation, students evaluation and classroom management. Some of the recommendations made among others include that Government through the Ministry of Education should pay teachers their salary promptly so as to enhance their job performance for students benefit and achievement of the curriculum objectives; the school administrators should always approve the payment of leave allowance to teachers to motivate them for increased performance of their profession.
TABLE OF CONTENTS
Cover page i
Title page
ii
Declaration
iii Certification iv
Acknowledgements v
Table of Contents vii
List of Tables ix
List of Figures x
Abstract xi
CHAPTER 1: INTRODUCTION
1
1.1
Background to the Study 1
1.2
Statement of the Problem 9
1.3
Purpose of the Study 11
1.4
Research Questions 11
1.5
Hypotheses 12
1.6
Significance of the Study 13
1.7
Scope of the Study 14
CHAPTER 2: REVIEW OF RELATED LITERATURE 16
2.1 Conceptual Framework 16
2.1.1 Concept of conditions
of service 16
2.1.
2 Teachers conditions of service 17
2.1.3 Components
of teachers’ conditions service 18
2.1.3.1 Salary as a component of teachers’ condition of
service 18
2.1.3.2 Leave as a component of teachers’ condition of
service 22
2.1.3.3
School climate as a component of teachers’ condition of service 23
2.1.3.4 Fringe benefit as a component of teachers’
condition of
Service 27
2.1.3.5
Teachers training programme as a component of
Teachers condition of service 30
2.1.4
Concept of compliance 49
2.1.5
Government compliance 50
2.1.6
Concept of teachers 51
2.1.6.1 Characteristics of a teacher 52
2.1.6.2 Teachers job 56
2.1.7 Performance
59
2.1.7.1 Teacher’s job performance 62
2.1.7.2 Components of teachers job performance 69
2.1.7.3
Actual teaching –learning activities 71
2.2 Theoretical
Framework 81
2.2.1 Victor
Vroom expectancy theory (1964) 81
2.2.2 Fredrick
Herzberg two factor theory (1956) 85
2.3 Empirical
Studies 86
2.4 Summary of
Literature Review 89
CHAPTER 3: METHODOLOGY 91
3.1 Design of the Study 91
3.2 Area of
Study 92
3.3 Population
of the study 93
3.4 Sample and
Sampling Techniques 94
3.5 Instrument for Data Collection 94
3.6 Validation
of the Instrument 95
3.7 Reliability of the Instrument 96
3.8 Method of
Data Collection 96
3.9 Method of
Data Analyses 97
CHAPTER 4: RESULTS AND DISCUSION 99
4.1 Result 99
4.2 Summary
of Findings of the Study 107
4.3 Discussion
of the Findings 108
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS 112
5.1 Summary 112
5.2 Conclusion 114
5.3 Recommendations 115
5.4 Educational Implications of the Study 117
5.5 Limitation
of the Study 118
5.6 Suggestions for Further Study 119
References
111
Appendices
121
LIST OF TABLES
Pages
1: Linear
regression model of government
prompt payment of salary and teachers’ job
performance in secondary schools 99
2: Linear regression model of government
prompt
payment of salary and teachers’ job performance
in secondary
schools 100
3: Linear regression model of payment of
leave
allowance as a
condition of service and teachers’
job performance in secondary schools 100
.4: Linear regression model of payment of
leave
allowance as a condition of service and teachers’
job performance in
secondary schools 101
5: Linear
regression model of provision of school
climate as a condition of service and teachers’
job performance in
secondary schools 102
6: Linear
regression model of provision of
adequate school climate as a condition of
service and teachers’ job performance
in secondary
schools 102
7: Linear regression model of regular
teachers
training programme as a condition of service and
teachers’ job performance in secondary schools 103
8: Linear regression model of regular
teachers training
programme as a condition of service and teachers’
job performance in secondary schools 103
9: Linear regression model of provision of
fringe
benefits as a condition of service and teachers’ job
performance in secondary schools 104
10: Linear regression model of provision of
fringe
benefits as a condition of service and teachers’
job performance in secondary schools 105
11: Mean and standard deviation of the
components
of teachers’ job
performance in public secondary
schools 105
12 Z-test
analysis of the mean rating of teachers
and principals on the components of teachers’
job performance in public secondary schools 106
LIST OF FIGURES
Fig.
1: Vroom’s theory of expectancy conceptual model
(Henk
Thierry, 1996) 84
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Education can be seen professionally as
mainly a function of making available the wisdom of the past and present, so that
the youth (student) may be mentally, physically and socially equipped to solve
the problems of the society; hence emergence of formal education. Formal
education therefore, is that form of education that takes place in an
institution usually known as a school. Education
is basic and obvious process by which skills, knowledge and attitudes are
acquired for improving personal competencies and seeking better opportunities
(Obunadike, 2015). Education equally, is an asset preparations for a life
change agent and a means to a useful end (Okebukola, 2009). Descriptively,
education is viewed as the actions through which human beings attempt to produce
lasting improvements in the structure of the psychic disposition of others to
retain components they consider positive or to prevent the formation of
disposition they consider negative (Dimba, 2015)
This form of education viewed by (Okereke,
2014), usually has several levels amongst which are secondary education. In
Nigeria and any other place in the world secondary education traditionally, is
mainly found after the first stage of formal education. Secondary education is
therefore a form of education given to children beyond the elementary grades;
provided by a high school or college preparatory school. It is aimed at
preparing the individual for useful living within the society and for higher
education (Federal Republic of Nigeria, (FRN), 2013). Edeh
(2012) observed that secondary education cycle lasts for a period of six years.
It is organized into junior and senior stages. Junior secondary education which
is three years of both academic and pre-vocational training is aimed at
developing in the students manipulative skills, otherwise known as manual
dexterity, inventiveness, respect for dignity of labour and above all health
attitude towards things technical. At the end of this the students will be
examined based on the Junior Secondary School Certificate Examination (JSSCE)
(F.R.N. 2013).
Therefore, senior secondary education, being
the next stage after the junior secondary education is usually the period in
time every student tend to departmentalize or select subjects based on area of
interest or inclination, after which students take the senior secondary school
certificate examinations (SSCE). Interestingly, the success of students in
these examinations depends largely on the inputs of teachers. This is why the
horse that muzzles the corn must not be neglected because the teacher is at the
centre of all the implementation of any education policy and programme.
A teacher is someone whose job is to teach
especially in a school, or one who teaches.
Teachers are group of individuals trained specifically to increase the
intellectual abilities and skills in children, youth and adults to enable them
develop health attitudes and have a peaceful living with other people
(Modebelu, 2013) . Essentially, teachers are important human resource in the
secondary education circles as they are the pivot on which the educational
processes hinge. Teachers can influence the outcome of teaching and learning
positively or negatively because they can manipulate and influence the quality
of education when it comes to the effectuation of curriculum and educational
policies. Teachers support, observe and take note of the progress of their
students in the class and at the same time prepares lessons in accordance with
national objectives, with the view of securing a healthy culture of learning.
Urevbu (2009) stressed that a teacher is a triangular all round person in the
field of intellectual, moral and professional dispositions. More so, Slater
(2001) opined that teacher is a person who merely instructs others or helps
other persons to acquire a skill or training. Therefore, teachers create some noticeable and desirable changes in the
behavior of their students thereby enhancing the latter’s knowledge which will
influence their everyday living. Ogundele (2000) stated that education is the
greatest hope of a man and as such teachers when adequately provided with
conditions of service become essential resources for running the education
system. A teacher therefore, is a person whose profession, or whose talent, is
the ability to impart knowledge, practical skill, or understanding.
Conditions of service is that part of an
employment statement that sets out the duties, responsibilities, hours of work,
salary, leave and other privileges to be enjoyed by persons employed (Zymelman,
2009). Conditions of service connote all the motivational factors that are put
in place for an employee to work effectively and efficiently, hence the more
favourable conditions of service are, the higher the public presentation of the
employee (Nwangwu, 2008). Teachers’ conditions of service as opined by
(Williams, 2003), refers to the situation or the environment provided for
teachers to render their services efficiently. These can be in monetary or
non-monetary form. For the purpose of this study, teachers’ condition of
service can as well be depicted as those
motivational indices employer and employee agree upon for a job, otherwise
known as employee and employer job expectations.
These employees expectations encompass
salaries, leave allowances, adequate school climate, regular programme
trainings, fringe benefits and so on. These explain why Aghenta (2011) observed
that non-compliance with the conditions of service for teachers is a factor
responsible for job instability, poor performance, low productivity,
lackadaisical and non-challant attitude of teachers. The level to which teaching-learning
activities would be effectively done depends on the conditions of service
compliance by education stakeholders (Orlando, 2014).
A Schedule, is an established format that
bases pay on objective factors such as
experience and education. Kolapo (2014) observed that salary schedule is a
statement of policy on remuneration upon which the salary of any teacher is
determined, in accordance to his and her qualifications. The qualifications
usually used are personal qualification, career, promotion, length of stay on the job until the individual is out
of service. Other qualifications could be sex, marital status, number of
dependants, grade level taught, and so on. This explains why the broadly used
teacher salary schedule is the unified or single salary schedule. Therefore,
salary payment is a form of remuneration which is paid to a worker or staff by
the end of every month. These salaries of workers are usually expressed in
annual terms although it is usually broken-down into twelve months of the year
and paid on a monthly basis. (Stuckberger, 2016).
In the same way, leave is also the teachers’
conditions of services that generally depicts the period from 1st
January to 31st December of the same calendar year. Leave is the
authorized absence of a teacher from duty for a specified period (Federal
Republic of Nigeria Service Rules, 2006). Therefore, leave is a vacation
enjoyed by a teacher to be absent from work without any statutory consequence.
A leave is the amount of hours or days employees of an organization are allowed
to be absent from their employment position within a years’ time without
penalization. (Clement, 2014). Better put, this-off is paid by the company and
employees are allowed to request the time for any reasons they wish to be off
from work. These types of leaves encompasses annual leave, proportionate leave,
deferred leave, casual leave, study leave with pay, leave for cultural and
sporting activities, leave to take part in trade union activities, and so on (The Revised Education Laws of Anambra State
of Nigeria, 1991)
Adequacy
of school climate is a prerequisite condition of service that emphasizes good
teaching and learning environment. Solomon (2011) argued that an adequate
school climate includes all structures and facilities put on the school ground.
These encompass physical equipment and facilities, instructional materials,
aesthetic school site and buildings among others. Emetalor (2015) reported that
the use of instructional facilities enhances the process of teaching and learning
which leads to positive interactions within the learning environment. James (1994)
in the same way opined that school physical facilities are the essential
materials that must be put in place, so that the objectives of the school can
be adequately accomplished. In other words the availability of these facilities
determines to a larger degree the prime of instruction and productivity of the teachers in the
school.
Fringe benefit is a condition of service for
teachers that emphasizes reductions in expenses that have direct financial
weight on a teacher. Fringe benefit can also be defined as those non-monetary
compensations employers give to employees when certain demands are reached.
Therefore, for teachers, fringe profit is a way of recruiting and retaining
teaching staff. According to Federal Republic of Nigeria (Fringe Benefit guide
2010), fringe benefits is a form of pay including transport facilitates, allowances,
compensations, insurances and so on and receiving property, services, cash or
cash equivalent in addition to stated pay (salary), for the performance of
services. Therefore, fringe benefits also includes health and medical benefits which help to increase the degree at
which a teacher will carry out his or her work effectively.
Regular training programme for teachers is a
critical area of teachers condition of service that is considered vital for the
effective performance of teachers activities and as such growth of both the
educational organization and the learner. Succinctly put, these advancements
come in form of grooming and improvement. Ijeoma, (2010) reported that training
of teachers is educating teachers on how to do their works and helping them to
acquire the intellectual abilities and skills they need to become effective in
their job. Modebelu (2016) asserted that there are various types of training
which teachers can undergo and they include; on the job training, simulation
training, corporative training and computer-based training. The whole essence
is to increase teachers’ productivity and job performance. Morale is the
building of skills and knowledge of teachers so as to face challenges in their
teaching profession, with the whole aim of advancing the job to enhance
performance, and ensure reduction in error amongst others (Modebelu, 2016).
Also, Performance involves display of
knowledge, ability or skills by individuals. Mgbonyebi (2016) defined the term
“Performance” as involving the nature of accomplishment in carrying out a task.
Rush (1998) views it as actual accomplishment as distinguished from potential
ability. Therefore performance can be good or bad depending on how the
individual displays the relevant skills in relation to the demand of a task or
what is tested.
Job performance has been defined by various
scholars and researchers. Generally, it is seen as the modus operandi a staff
in an organization uses to perform the duties given to him or expected of him
to realize organizational goals and objectives. Newton (2004) defined job
performance as the extent to which an individual employee carries out a
particular role or responsibility given to him in accordance with some
specified standards. It could also be defined as the ability to combine
technically the rightful behavior towards the achievement of organizational
goals and objectives (Claire, 2009). Meindl (2005) argued that job performance
is determined by the workers level of active
participation in the daily works of the organization.
In the school system, teachers’ job
performance could be seen as the duties performed by a teacher at any point
time in the school gearing towards achieving the daily school and classroom
objectives, and also to the entire
educational goals and objectives (Baker,
1996). Also teachers’ job performance means the behavior of a teacher which
changes differently with the change in surrounding environment, in such a way
that when a particular task is assigned to a teacher, he or she successfully
takes action to carry out that task (Vincent, 2011). Therefore as in any other
organization, teachers’ job performance could either be described as low,
moderate, or high depending on the extent of his commitment to work in order to
achieve policy standards. These policy standards provide the employee with
specific performance expectations for each major duty. Hence they are
observable behaviours and actions which explain how the job is to be done plus
the result that are expected for satisfactory job (Rensselear Polytechnic
Institute of Human Resources (RPIHR), 2009).
However, for the purpose of this discourse,
the view of Agwu (2005) on teachers job performance indices will be adopted
which include teachers lesson plan preparation, presentation, classroom
management and evaluation of students. Furthermore, elements of teachers’ job
performance which are the parameters upon which teachers’ job effectiveness is
measured encompasses the task performance which consists of teaching
effectiveness, students’ academic achievements, teacher-student interaction and
teaching values. Contextual performance include occupational morality, job
dedication, cooperation with other teachers and finally is the adaptive
performance with its dimensions which includes include ability to handle
emergencies, creativity, problem solving ability (Cai and Lin, 2006). From the
foregoing, one can easily deduce that these teachers job performance will be
greatly achieved in its entirety especially with government strict adherence to
the afore-mentioned conditions of service.
On the contrary, teachers’ poor job efforts
in public secondary schools in South East, Nigeria appears to be evident in
poor academic performance of students in public examinations. It therefore
provides a veritable need to investigate the extent to which compliance to
Conditions of Service by Government determines teachers’ job performance in
public secondary schools in South East, Nigeria. It is on the basis of this
claim that teachers and principals serve as respondents to this study to either
justify or annul this claim.
Moreover, studies have been conducted on the
effect of motivation on teachers’ job performance. For instance, Thomas (2015)
found out that the performance of teachers were adequate inspite of the fact
that motivation was inadequate. However, the study could not establish the link
between conditions of service compliance by government and teachers job
performance. Moreover, a study carried out by Okenwa (2012), on factors
affecting the motivation of teachers in higher education. His study established
that lecturers’ motivations in higher institutions were influenced by their
culture, social context and organizational climate. One important gap in this study is that none
of the studies considered conditions of service compliance by government as a
veritable tool to determine teachers job performance hence the present study
will fill this gap.
1.2 STATEMENT OF THE PROBLEM
Teaching and learning situation in a school
seem to be a function of the atmosphere of the school, and so conditions of
service of the teacher is therefore a unique factor of a school. It therefore
means that teachers in schools are employed as agents of government to mould
the habits, interest and attitude of students and to transmit the social norms,
cultures, values and traditions from generation to generation. For some time
now, there seem to be a breached contractual agreement between the teachers on
one hand and the government. Teachers’ poor job performance in secondary
schools seems to influence their instructional delivery, classroom management,
students evaluation and the overall academic performance of students in
external examinations. The above ugly school situation could be due to total
absence or inadequate levels of compliance to teachers conditions of service.
Government as the sole proprietor of public secondary schools is responsible
for the execution of the conditions of service geared towards optimum teachers’
job performance.
Government’s non-compliance with the
conditions of service is presumed to be placed at the zenith of teachers’ poor
performance in secondary schools. It is also presumed to be a factor
responsible for job instability, low productivity, lackadaisical and
non-challant attitudes of teachers. This situation has negatively affected on
the school to the extent that students loiter the streets during school hours,
perform poorly in public examinations and involve themselves in acts of
indiscipline inside and outside the school environment. Some teachers shifted
the blame to government’s non-compliance with the conditions of service being
responsible for students’ poor academic performance.
It is imperative, therefore, that this
allegation be investigated by maybe providing answers to the following
questions: Is it true that government does not comply with the conditions of
service for teachers? Does government inability to comply to teachers
conditions of service determine teachers job performance? Is there a
relationship between compliance to teachers conditions of service and teachers
job performance in public secondary schools? The problem of the study therefore
put in a question form is, to what extent do governments’ compliance with
conditions of service determine teachers job performance in public secondary
schools in South East, Nigeria.
1.3 PURPOSE
OF THE STUDY
This study examined the extent conditions of
service compliance by government determines teachers’ job performance in public
secondary schools in South East, Nigeria. The specific objectives are to:
1.
determine the extent prompt payment of salary determines teachers’ job
performance in public secondary schools.
2.
find out the extent payment of leave allowance determines teachers’ job
performance in public secondary schools.
3.
ascertain the extent the provision of school climate determines
teachers’ job performance in public secondary schools.
4.
ascertain the extent regular teachers training programmes determines
teachers’ job performance in public secondary schools.
5.
ascertain the extent the
provision of fringe benefits determines teachers’ job performance in public
secondary schools.
6.
find out components of teachers’ job performance in public secondary
schools.
1.4 RESEARCH QUESTIONS
The following research questions were
answered for the study.
1. To what extent does prompt payment of salary determine
teachers’ job performance in public secondary school?
2. To what extent does payment of leave
allowance determine teachers' job performance in public secondary school?
3. To what extent does the provision of school
climate determine teachers’ job performance in public secondary school?
4. To what extent does regular teachers training
programme determine teachers’ job performance in public secondary school?
5. To what extent does provision of fringe benefits
determine teachers’ job performance in public secondary schools?
6.
What are the components of teachers’ job performance in public secondary
schools.
1.5 HYPOTHESES
The following hypotheses were postulated and
tested for the study at 0.05 level of significance.
H01:
Prompt payment of salary significantly determines teachers’ job
performance in public secondary school.
H02:
Payment of leave allowance significantly determines teachers' job performance
in public secondary school.
H03:
Provision of school climate significantly determines teachers’ job performance
in public secondary school.
H04:
Regular teacher training programme does not significantly determines teachers’
job performance in public secondary school.
H05:
Provision of fringe benefits as a condition of service does not significantly determines
teachers’ job performance in public secondary schools?
H06: There is no significant difference between the mean rating
of teachers and principals on the
components of teachers’ job performance in public secondary schools.
1.6 SIGNIFICANCE
OF THE STUDY
The findings of the study will be useful to
government, policy makers, curriculum planners, teachers, researchers as well
as students.
The findings of this study will enable the
government understand the major determinants of teachers job performance and
may have the opportunity to make some reviews where necessary.
Policy makers through this study also will see to
the formulations of all educational policies and programmes that will boost
compliance to teachers’ conditions of service for enhanced performance.
The
study may also be significant to the curriculum planners by helping them to
make proper adjustment in the motivation of curriculum implementers (Teachers)
giving them a proper place while planning.
If the findings on conditions of services for
enhancing teachers performance are disseminated and implemented by federal and
state government, teachers’ morale will be boosted as they will put in their
very best in their teaching career which will enhance their job performance, in
this way students will do better.
For researchers it
will provide them with adequate and useful literatures for future reference as
well as build further researches on condition of services and teachers job
performance.
The study will
equally assist students who are the direct beneficiaries of educational
policies and programmes to acquire the best from their teachers in order to
perform better in all public examinations.
That is to say with the knowledge of
conditions of service compliance by government may be able to promote teachers
job performance. Finally, future researchers will find the results of the study
useful as it will provide data that will serve as reference point for those who
wish to conduct research in the same or related area of study.
Theoretically, the findings may add to the
body of knowledge in line with the theories of some psychologists like Victor
Vroom’s and Fredrick Herzberg who are of the view that meaningful teaching and learning
occurs when there is an interaction between the students and a Motivated
teacher. These theories explain how intrinsic rewards can make a teacher
resourceful to present only trends, events and resources that will trigger
positive learning outcomes in students. That is to say, that with the knowledge of extent of government compliance with the conditions of service and teachers
job performance in South East Nigeria, an individual may be able to process the
information in a well organized environment so as to relate it to other
sectors.
1.7 SCOPE OF THE STUDY
The content scope of
this study is on determining
the extent government compliance with the conditions of service determines
teachers job performance in South East, Nigeria. Conditions of service compliance
by government was studied as the independent variable which specifically covered
payments of salary and leave allowance; provision of adequate school climate,
teachers training programmes, and fringe benefits. Teachers’ job performance a
dependent variable covered these sub-variables which includes lesson note
preparation and presentation, class room management and students’ evaluation.
Geographically, the
study is also delimited to the 87,570 teachers and principals in public secondary schools in South East,
Nigeria. South East is among the six
geo-political zones of Nigeria and it comprises of five states namely: Abia,
Anambra, Ebonyi, Enugu and Imo.
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