ABSTRACT
The study examined those factors that existed
between teachers job performance in Lagos State public secondary schools
through a descriptive research survey. The focus of the study is an those
factors, that form as catalysts in propelling, enhancing encouraging and
stimulating teachers as character moulders of students, who are Nigeria future
leaders. Data for the study were collected from twenty (20) selected public
secondary schools in Lagos State through the instrument known as Teachers job
performance questionnaire (TJPQ). However, five hundred (500) teachers form the
selected public secondary schools serves as the participants to the
questionnaires.
The four null hypotheses tested by the researcher
were rejected indicating that there was strong significant relationship among
the variables tested which included staff training, staff welfare, teaching
facilities and leadership style of principals. The result of the data collected were analyzed through the adoption
of descriptive statistic of mean and. Pearson Product Moment Correlation
Co-efficient The result of the analyses reveals that government attitude to
teachers is not satisfactory. Teachers performance is determined and influenced
by the sources of job satisfaction as teachers are also dissatisfied with the
educational policies and administration, pay, benefits, advancement, leadership
style and facilities. All these contribute adversely to the job performance of
teachers. It is recommended therefore that the government should be pro-active.
They should accord teachers their rightful place in the society and not wait
until they (teachers) embark on strike before answering their demand in other
to enhance their performance on the job. It was strongly recommended and
advocated that teachers should be one of the highest paid in the society
because without teacher there is no grow economic growth in the nation. This
will bring about retaining qualified and intelligent teachers in the school
system.
TABLE OF CONTENTS
Title
page i
Certification ii
Dedication
iii
Acknowledgement iv
Abstract
vi
Table
of contents viii
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 5
1.3
Purpose of the Study 6
1.4
Research Questions 8
1.5
Research Hypotheses 9
1.6
Significance of the
Study 9
1.7
Limitation of the Study 10
1.8
Scope of the Study 10
1.9
Definition
of Terms 10
CHAPTER TWO
LITERATURE REVIEW
2.1 Teachers Motivation 12
2.2 Job Design 16
2.3 Shortage of Good Teaching Staff 19
2.4 Merit pay system 21
2.5 Principal leadership style 23
2.6 The welfare of teachers 25
2.7 The workload of teacher 26
2.9 Inadequate facilities and equipment 28
2.10 Politicization of educational programme 31
2.11
Teachers training and development 34
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
3.1
Research Design 40
3.2
Study of population 41
3.3
Sample and Sampling Techniques 41
3.4
Research Instrument 41
3.5
Validity of the Instrument 42
3.6
Reliability of the Instrument 43
3.7
Administration of the Instrument 42
3.8
Method of Data Analysis 43
CHAPTER FOUR
ANALYSIS OF DATA AND
INTERPRETATION OF RESULTS
4.1
Hypothesis One 44
Hypothesis
Two 45
Hypothesis
Three 46
Hypothesis
Four 47
CHAPTER FIVE
DISCUSSION OF RESULTS CONCLUSION AND RECOMMENDATION
5.1
Summary 51
5.2
Conclusion 52
5.3
Recommendation 53
REFERENCES 55
Questionnaires 56
APPENDIX 58
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The
relevance of job satisfaction is very crucial to the long-term growth of any
educational system around the world. Job satisfaction rank alongside
professional knowledge and skills, educational resources and strategies which
are determinants of educational success and performance. According to Filak and
Sheldom, (2003) professional knowledge, skills and competencies can be seen
when one is taking and mastering challenging tasks directed at educational
success and performance. Satisfaction to work is essential in the lives of
teachers because they form the fundamental reason for working in life. While
almost every teacher works in order to satisfy his or her needs in life, the
teacher constantly agitates, for need satisfaction. Job satisfaction in this
context is the ability of the teaching job to meet teachers’ needs and improve
their job/teaching performance.
However,
it has been observed that over the years the quality and caliber of secondary
school graduates have depreciated tremendously. Among the factors responsible
for its sharp declines include the quality and attitude of teachers towards
work.
Dele
O.E (2004) stresses that “teachers do no more put in their best in teaching the
students for academic and moral excellence: These are serious distraction on
teacher’s performance.
Also,
the government position concerning the job performance of the teachers: they
accuse the teachers of negligence, laziness, purposeful lethargy, and lack of
dedication and zeal to work. They further argue that teaches level of
efficiency and effectiveness does not necessitate the constant request for
salary increase, incentives and better working condition. While teachers on
their part argue than the existing salary structure, benefits and working
conditions do not satisfy their basic needs in as much as other sectors of the
economy have bigger salary structure, better, motivation and enhanced working
conditions. They feel Nigeria’s economy is not properly balanced, hence, their
demands.
The
teachers’ argument is in line with Adams’ equity theory of motivation which
calls for a fair balance to be struck between employee’s input (handwork, skill
levels tolerance and enthusiasm and employees’ outputs salary, benefits and
recognition. Because a fair balance serves to ensure a strong and productive
relationship with the employees, with the overall result being satisfied. The
theory is built on the belief that employees become de-motivated, both in
relation to their job and their
employer, if they feel as though their inputs (teaching) is greater than
outputs (which is on the outcome of student performance in external examination).
In
the light of above, it is assumed so to say that teacher’s agitations and
demand are beyond the resources of the ministry of Education or the
government. As a result, the government
in Nigeria and the Nigeria union of Teachers (NUT) are in a constant stand-off
over the increase in salaries, benefits and empowerment in working condition of
teachers. The federal and state government have, argued that the present
economic realities in the country cannot sustain the demanded increase in
salaries, benefits and improvements in working conditions. Specifically, they
argue that teacher’s demand are beyond the government resources. It is
noteworthy to point out that previous and
present governments assisted in the improvement of the teaching service
in the country but the implementation process is usually associated with
lethargy in execution. A lot is required
to improve the implementation of policies meant for the socio-economic well-being of school
teachers.
The
secondary school teachers are not the only employees in the labour market but
because of their involvement in character moulding and building of future
leaders for the structural
transformation of the nation coupled with moral regeneration, high
degree of accountability, this conditions of service of education should be
made more attractive to prevent brain drain in order to maintain high level of academic standard at
all levels of education in the country.
Finally
teachers are expected to render a selfless service in their job performance,
and the ministry of Education is always curious regarding the job performance
of its teachers. Also, the Ministry of Education demand a very high measure of
loyalty, patriotism, dedication, hard-work and commitment from its teacher’s
Ubom and Joshua, (2004). Similarly, the roles and contexts of educations motivational methods and tools
cannot be under-emphasizes because high motivation enhances productivities,
which is naturally in the interests of all educational systems Ololube 2004, 2005.
The
researcher tends to predict those factors that serve as catalyst in propelling,
enhancing, encouraging and stimulating teachers as character moulders of
students who are Nigeria future leaders.
1.2
Statement of the problem
The
indispensable position of teachers in the classroom cannot be over-emphasized.
Teachers welfare and job satisfaction are major ingredient to teacher job
performance. Teacher job satisfaction has been frequently investigated variable
in organizational behaviour. Job satisfactions simply put is the love one has
for what one doing. In, any case, job satisfaction is as individual as one’s
feelings or state of mind. Job satisfaction can be influenced by a variety of
factors, for example, the quality of one’s relationship with their supervisor,
the quality of the physical environment in which they work, the degree of
fulfillment in their work. Job satisfaction produces improved job performance.
Teachers
job satisfaction and attitude to work determines how well a teacher perform in
their job which in turn affects students achievement. The problem of promotion,
prospects recognition for achievement, supervisory styles, salary, quality of
work and knowledge of the job are also determinants of the performance of
teachers
1.3
Purpose
of the Study
The
assemblage and sustenance of quality workforce remains the greatest challenge
faced by most operators and teachers of schools in this modern day Nigerian.
This is because, quality assurance in education is a function of the calibre of
teachers charged with the responsibility of imparting knowledge into the
students. Thus the need to manage the workforce as a school optimally becomes
imperative. Managing teachers for higher productivity, requires certain
factors. One of such key components which is central to performance is job
satisfaction.
Goslin
(2006) described job satisfaction as the attitude that indicates the extent to
which an individual’s need and expectations are fulfilled on a job. Thus job
satisfaction as agreed by Lussier and Kimball 2004, Griffin 2005 constitutes a
key element of performance and it is significant in the economic of retaining
high quality and productive teachers.
The
secondary school teachers are not the only employees in the labour market but
because of their involvement in character moulding and building of future
leaders for the structural transformation of the nation, the condition of
service of educators should be made more attractive to prevent brain drain in
order to maintain high level of academic standard at all levels of education.
The
continual increase in the socio-economic life of all teachers has led to
government at all levels to be interested in the welfare of the teachers.
The
purpose of the study therefore is to predict those factors that enhances
teachers job performance in Lagos State Public Secondary School.
1.4 Research Questions
(1) Is there any
significant relationship between staff training and teachers job performance in
secondary school Educational District five (v)?
(2) Is there any
significant relationship between staff welfare packages and teacher job
performance in secondary school in Educational District five (v)?
(3) Is there any significant relationship between
facilities and teachers job performance in secondary school Educational District five (v)?
(4) Is there any significant relationship between
principals leadership style and teachers job performance Educational District five (v)?
1.5 Research Hypotheses
Ho1: There is no significant relationship
between staff training and teacher’s job performance.
Ho2: There is no significant relationship
between staff welfare packages and teacher’s job performance.
Ho3: There is no significant relationship
between teaching facilities and teacher’s job performance.
Hoi: There is no significant relationship
between principal’s leadership style and teacher’s job performance.
1.6 Significance of the Study
The
research work is an objective view of staff situation in Lagos state Senior
Secondary Schools, and to determine the extent to which job satisfaction
affects teachers performance.
Findings
from the study is very useful to policy makers, school administrators and other
stakeholders in the Nigerian educational system in their bid to re-examined the
method towards motivating teachers to perform better on the job.
1.7 Limitation of the Study
The
researcher in administering questionnaire encountered non challant, non
cooperative and lack of interest of the respondent likewise the incessant
strike in public secondary schools are some of the limitation.
1.8 Scope to the Study
The
work is on the predictor of teacher’s job performance. The study is restricted
to District five (v). The study is also restricted to the results/ information
provided by the teachers in public secondary school.
1.9 Definition of Terms
Job satisfaction:
A feeling of contentment in the job
you are doing
Performance: The incentive received that depends on
how effectively job is done
Teacher: An acknowledged guide in process of
learning
Job design:
Is the specification of the content
of work done by teachers.
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