ABSTRACT
The study focused on
the effect of job satisfaction on teachers’ job performance in selected
secondary schools in District IV, Ministry of Education Lagos State. A
descriptive research survey design was used in examining the effect of job
satisfaction on the teachers’ job performance. The required for this
measurement consisted of twenty-two (22) item questionnaires highly structured,
validated and found reliable at 0.85 percent. A total of 110 respondents, made
up of 10 principals and 100 teachers were randomly selected to represent the
entire population 600 teachers in the selected schools for the study. A total
of four null hypotheses were formulated and tested in this study using the
Pearson Product Moment Correlation as a tool for testing the hypothesis 1, 2
and 3. T-test was used for testing hypothesis 4. All the hypotheses were tested
at 0.05 level of significance. Based on the findings the following hypotheses
were accepted that: (1) there is a significant relationship between job
satisfaction and teachers’ performance in the classroom, (2) there is a
significant relationship between motivation and teachers’ job productivity in
the school, (3) there is a significant relationship between reward and
teachers’ work productivity in the school,
(4) there is no significant gender difference in the performance of
teachers due to job satisfaction. The findings of the study have shown that job
satisfaction has effect on teachers’ job performance based on this. The study
therefore recommends that teachers should be made constantly job satisfied so
as to perform at their professional best. Thus, the study recommends for
conducive environment for teachers’ job performance.
TABLE
OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER ONE 1
Background
of the Study 1
Statement
of the Problem 6
Purpose
of the Study 7
Research
Questions 8
Research
Hypotheses 9
Significance
of the Study 9
Scope
of the Study 10
Definition
of Terms 10
Theoretical Framework 11
CHAPTER TWO: LITERATURE REVIEW 13
Importance of Rewards and Workers’
Performance 14
Use of Rewards in Motivation of
Workers 17
Herzberg’s
Hygiene and Motivation Factors and Workers’ Productivity 25
Empirical Studies Related to the Use
of Tangible and Intangible
Rewards in Employee Job Satisfaction 27
Concept and Types of Motivation and
Job Satisfaction 28
The Process of Reward and Job
Satisfaction 36
Problems Associated with the Absence
of Motivation/Reward and
Job Dissatisfaction 39
Solution to Reward Problem and Job
Dissatisfaction 40
The Meaning of Workers’ Productivity
due to Job Satisfaction 41
Major
Factors that Influence Workers Productivity and Job Satisfaction 43
Summary of the Review 45
CHAPTER THREE: RESEARCH
METHODOLOGY 46
Research
Design 46
Population
of the Study 46
Sample
and Sampling Technique 46
Instrumentation
47
Validity
of the Instrument 47
Reliability
of the Instrument 47
Procedure
for Data Collection 48
Method of Statistical Analysis 48
CHAPTER
FOUR: DATA ANALYSIS AND INTERPRETATION
OF RESULTS 49
Description of Respondents’ Bio-Data 49
Descriptive Analyses of Teachers’
Responses Together with the
Research Questions 53
Descriptive Analyses of Principals’
Responses Together with the
Research Questions 60
Testing of Hypotheses 67
Summary of Findings 70
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 72
Summary
of the Study 72
Conclusions
73
Recommendations
74
References 76
Appendices 83
CHAPTER ONE
Background
of the Study
The levels of
theoretical and empirical activities involving motivation which ultimately give
job satisfaction to workers in formal organizations have escalated. The study
of job satisfaction has become more intensified in industrial and
organizational setting and more recently, in educational and psychological
management. This is brought about by the contention of early human relation
theorist that a happy worker is a productive worker (Rothliberger and Dickson,
1999). The need to motivate teachers to enhance job performance has been
emphasized by numerous researchers since the pioneering efforts of Hoppock and
Houser in the 1930s.
The major goal of
personnel management in any organization is the production of satisfied
employees who will remain on the job to contribute their best towards achieving
the organizational aims and aspirations at minimum cost. Therefore, the
executive of any organization or institution should be highly concerned with
the need of his or her subordinates. Formal organizations have an obligation to
ensure the mental health of their employees, Muskel (1990).
In the secondary
school system in Nigeria,
the frequent debates and write ups on what is referred to as the falling
standard of education might be a pointer to the greater concern of the general
public over the quality of education in our secondary schools.
In a recent West
African Senior Secondary Certificate Examinations (WASSCE) result released
(Punch Paper of Friday
August 20, 2010, page 37). The result showed a drop of 1.04 per cent
when compared with previous year’s result. For those who obtained credits in
five subjects including English and Mathematics, this falling standard of
education has bearing on teachers’ motivation and job performance (Gabadeen,
2002).
It is necessary for
various government, school boards, ministries and even principals to develop
ideas which will make work more attractive to teachers and motivate them to
give their best. It is worthwhile to note that this involves much more than
increase in salary and promise of good promotion because these cannot make for
dedication which is essential for the expected success in our secondary schools
(Onuoha, 2006).
For any nation to be
self reliant and free from poverty, there is need for advancement in her
educational achievement. This is because education has been adjudged as the
means by which any nation could permanently close the door to poverty and
ignorance and simultaneously open the door of prosperity in term of socio
economic advancement, Ajibade, (1993). As at 1969 the estimated number of
studies on job satisfaction have exceeded four thousand (Grunebery, 1987:10).
Among all employees,
teachers are unique because they constitute a fundamental and indispensable
factor in the development of an educational system. Oyedeji (1995) was of the
opinion that teachers’ needs and morale are very important elements which
influence individuals and groups to perform in order to achieve school
objectives.
Attitude to work is
a critical determinant of staff level of job performance in any organization.
It has to do with the feelings, habits and beliefs that affect the behaviour of
staff members at work. It has been observed that the Nigerian civil servants
have poor attitude to work which impinges on their job performance. This fact
laid the basic fact that many employees lack appropriate training, which do not
motivate staff to do well in their daily work in the schools and other
organizations.
When an employer of
labour, whether government or private recruits people into his/their
organization, the purpose is to make them work effectively or perform their
duties optimally so that the objectives of the organization can be realized.
But the empoloyers’ objectives and that of the employees are usually at
variance. Therefore, the employer(s) must harmonize these objectives and
channel them to productive use through motivation. Motivation plays a very
important role in determining the level of performance of employees, which in
turn influence how effectively the organizations goals will be met.
It is the general
view that no matter how well an organization is structured, it is unlikely to
attain its objectives if the motivation of its employees is low or they are
demotivated. If motivation is low, employees performance of their assigned job
will suffer as if ability were low. It is therefore, pertinent that employers
of labour and those managing the labour force on their behalf recognize this
impact of motivation and then employ it so as to elicit employees’ optimal performance.
Employers and managers must motivate their employees to greater effort,
productivity and performance on the job. It is obvious that the motivation of
civil servants especially the teachers in the country has sagged so low in the
last two decades as a result of unfulfilled expectations, that belonging to the
system no longer confers pride and social recognition. According to Aniemeka
(2003), this has lowered the morale of teachers who do not see any satisfaction
in the work they perform in the schools.
Nigerian teachers
are not adequately motivated. They lack working tools and equipment. This makes
the working situation to be so frustrating for the teachers. It gives rise to a
non-committal attitude to government programmes, apathy and low morale which
leads to ineffectiveness, inefficiency and low productivity. This makes the
working conditions to be so unattractive.
With regards
to motivation, Herzberg identifies the factors that motivate people to be
lodged in 1) the nature of work that they do, 2) the sense of achievement that
they acquire from their work, 3) the recognition that they receive, 4) the
responsibility that is bestowed upon them, and 5) their personal growth and
advancement. The main idea behind such factors is that they may spell the
difference in the perceptions that employees hold with regards to their work
and their relationship with their organisation of choice (Ayo, 2000). They are
able to form a perception of how much their organisation values them, and they
are also able to assess their own self-worth. Herzberg believes that such
factors are the main driving force of satisfaction and that they help boost the
employee to work harder and better, due to the motivation that is brought
about. Put simply, motivators are able to increase internal happiness. On the
other hand, hygiene factors are only able to boost external happiness.
According to
Obi (2003) the relationship between satisfaction and dissatisfaction by using
the traditional concept and Herzberg’s Two factor theory.
Herzberg’s
work has shown the world that aside from a person being satisfied from his job
and being dissatisfied, the employee can also not be satisfied at all. In other
words, ‘the opposite of job satisfaction is not job satisfaction, but rather,
no job satisfaction.’ In addition, ‘the opposite of job dissatisfaction is not
job satisfaction, but no job satisfaction.’ It must be noted that both factors
(hygiene factors and motivation factors) must exist in order for the employee
to be motivated in his work, in the best way that he/she possibly can. If there
are missing factors (whether they may be hygiene factors or motivation
factors), it is possible for the employee to be dissatisfied and not able to
perform in the best way that they can. If all the hygiene factors are present
and even when there is more than enough of hygiene factors present, then it is
possible that the employee would still not be motivated. Thus, in order for
managers to successfully motivate their employees, there is a need for them to
determine the appropriate and the sufficient motivation factors to use.
It has been
shown by Adamu (2005) that even though dissatisfying factors are removed, there
is a possibility that the job will not make the employee satisfied. It is not
uncommon to see managers committing a mistake with regards to removing a
dissatisfying characteristic.
Statement
of the Problem
Many workers in Nigeria labour
market, especially, the teaching profession, do not perform well at work due to
lack of satisfaction in their jobs. This may be as a result of lack or
inadequate rewards or motivation of the teachers by their employers. For
instance, the teaching profession has become all-comers job, where every Tom,
Dick and Harry carries the chalk to teach in the classroom. This has made
people in the society to neglect the teachers who passed through the teacher-education
and rigorous training to acquire the teaching knowledge.
Government’s brazen
neglect of the teaching profession, in the sense that remuneration is poor,
condition of teaching service is poor, other worker’s rewards such as
incentives and fringe benefits such as housing loans, car loans, leave
allowances, hospital allowances and benefits that accrue to other workers in
other public services in other professions, are non-existence in the teaching
profession. Therefore, teachers’ work performance is affected negatively
because when they remember that their rewards for teaching is poor, coupled
with the non-recognition of their profession by the society and significant
others in the community, their morale is lowered, and the resultant effect is
poor or dismal job performance and productivity, which is the result of low
standard of education in Nigeria today.
Nigerian teachers
are not adequately motivated. They lack working tools and equipment. This makes
the working situation to be so frustrating for the teachers. It gives rise to a
non-committal attitude to government programmes, apathy and low morale which
leads to ineffectiveness, inefficiency and low productivity. This makes the
working conditions to be so unattractive.
The above problems,
gave rise to the examination of the issue of job satisfaction and its effect on
teachers’ job performance in schools.
Purpose
of the Study
The purpose of this
study is to
(1)
find out whether teachers are satisfied with
their jobs in the school.
(2)
examine whether poor remuneration affects
teachers’ job performance in the school.
(3)
investigate the relationship between job
satisfaction and teachers’ productivity in the school.
(4)
assess whether there is relationship between
reward and job performance amongst teachers in schools.
(5)
find out whether there is relationship
between motivation and job performance amongst teachers in the school.
(6)
examine whether gender difference exists in
the job performance of teachers due to job satisfaction.
(7)
find out whether teachers’ profession is
regarded by the society/government or not.
Research
Questions
The following
research questions were raised in this study:
(1)
Are teachers satisfied with their teaching
profession in Nigeria?
(2)
Does poor rumneration affect teachers’ job
performance?
(3)
Is there any relationship between job
satisfaction and teachers’ productivity in the school?
(4)
Is there any relationship between reward and
job performance of teachers in the school?
(5)
Does there exists any relationship between
motivation of teachers and their job performance in school?
(6)
Is there any gender difference in the
performance of teaches due to job satisfaction?
(7)
To what extent is the teachers’ profession regarded
in the society or by the government?
Research
Hypotheses
The following
hypotheses were formulated to guide this study:
(1)
There is no relationship between job
satisfaction and job performance of classroom teachers.
(2)
There is no significant relationship between
motivation and job productivity amongst teachers in the school.
(3)
There is no significant relationship between
reward and teachers’ job productivity in the school.
(4)
There is no significant gender difference in
the performance of teachers due to job satisfaction.
Significance
of the Study
The
study would be of much benefit to the entire management of the selected
secondary schools in District IV of the Ministry of Education Lagos State and
entire Nigeria
with regard to developing teachers’ positive attitude towards job satisfaction
and its attendance maximum productivity. Also, the teachers themselves would
benefit from the awareness which this study would have created among
institutions managers because, their welfare would be taken care of. The
organisational output would also increase since workers are expected to put in
their best, after working with positive job satisfaction and being rewarded
thus, promoting the general productivity of the institutions where they teach.
Furthermore, the whole society would enjoy relative peace as teachers and their
employers’ conflict would have been curtailed as a result of the good treatment
the former would have received from the latter and so on.
Scope of the Study
The
study covered the effect of job satisfaction on teachers’ performance in
selected secondary schools in District IV of the Ministry of Education Lagos
State.
Definition of Terms
Job Satisfaction: This
is defined as the contentment an employee gets towards his job from various
factors.
Teacher: Accordign
to Owuegbu (1986) a teacher is one who motivates the learner. One who is
knowledgeable in his field and direct the learner in the class and makes sure
he achieves his goal.
Performance:
This means the act of carrying out a responsibility in accordance with laid
down rules (the new Lexican Websters Dictionary of English Language).
Motivation: This
is the process by which management enables employee to direct their energies
towards maximum attainment of goals and objectives of the organization.
Theoretical Framework
Reward
is that which is given in return for performance or service. Reinforcement is
compensation. It is the fruit of men’s labour or work. Often, the term reward
is used as a synonym for positive reinforcement.
A
positive reinforcement (or reward) is anything that strengthens or increases
the frequency of a desired behaviour. According to Ilogu (2005) positive
reinforcement involves the presentation of a reward (verbal, social or material
reward) following the performance of a desirable act on the assumption that a
pleasant consequence closely increases the likelihood of its recurrence. The
positive reinforcer must be given immediately after the expected response
occurs. Positive reinforcement can be utilised in three ways.
i.
When anew behaviour is to be incorporated in
the workers’ repertoire,
ii.
When the strength of an existing behaviour
pattern is to be increased, and
iii.
When by increasing the strength of a
particular behaviour, the effect will cause an undesirable incompatible
response to diminish in strength.
Ilogu
(2005), further said, there are two classes of positive reinforcers. Those
provided by others and those provided by oneself.
1.
Those provided by others. The tangible
reinforcer in the workplace include the use of sweets, food, money, privileges
and incentives. The intangible or social reinforcers consists of smiles, pats
on the back, compliments and nods.
2.
Those provided by oneself. The tangible
reinforcers under this class comprise giving oneself a treat, engaging in
leisure activity or purchasing of a valuable object. The intangible reinforcers
in this category include the use of self praise, self appreciation and so on.
There
are various schedules of reinforcement. Ekeruo, Ikediashi, Ekwe and Nwamuo
(1988) classify the schedules into continuous reinforcement schedule and intermittent
reinforcement schedule. The intermittent reinforcement schedule could be on a
time basis or performance basis. There are two time basis – fixed time or
interval basis (fixed interval or variable interval schedules). There are also
two performance basis known as fixed performance and variable performance
schedules.
To
develop a new behaviour, continuous reinforcement schedule is employed whereby
you present a reinforcer each time the behaviour is performed. When the
behaviour is relatively established, change to intermittent reinforcement
schedule.
A
reinforcer may lose its potency after sometime. Three ways to identify what
reinforces a person according to Potect (1995) are: (a) observe the worker and
see what he/she chooses to do when on his free time, (b) ask the individual
what he/she would like to do, (c) ask what some of his/her choice behaviours
are.
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