ABSTRACT
This study examined teachers’ incentives as determinant of job productivity in public secondary schools in Abia State. Five research questions and five hypotheses guided the study. Correlation research design was adopted for the study. The multi-stage sampling was used for the study, a consensus sampling technique was used to draw three education zones in Abia, a simple random sampling of the local government area was conducted to select two local government areas each from the education zones using balloting without replacement and a proportionate stratified random sampling technique was used to select 351 teachers in public secondary schools in Abia State with the aid of krejcie and Morgan formula. The instrument that was used for data collection was a questionnaire. The data collected for the study was analyzed using Pearson product moment correlation (PPMC) to answer research questions while the hypotheses formulated were tested using linear regression (ANOVA) at 0.05 level of significance. The findings of the study revealed that staff welfare relates to teachers’ job productivity in public secondary schools to a very high extent, work environment correlates to teachers’ job productivity in public secondary schools to a high extent, teachers’ salary structure positively relate to teachers’ job productivity in public secondary schools to a very high extent, intrinsic benefits relate job productivity in public secondary schools to a high extent and extrinsic benefits relates teachers’ job productivity to a very high extent. It was recommended among others that Government should provide facilities that improve staff welfare so as to enhance job productivity in public secondary schools.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Figures x
Abstract xi
CHAPTER 1: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study
6
1.4 Research Questions 7
1.5 Hypotheses 7
1.6 Significance of the Study 9
1.7 Scope of the Study 9
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 10
2.1.1 Incentives 10
2.1.2.
Types of incentive used as motivator 11
2.1.3 Teachers’ incentives 13
2.1.4. Objectives of teachers’ incentives 16
2.1.5. Teachers’ incentive packages 17
2.1.6. Elements of teachers incentive in public
secondary school 18
2.1.7 Job
productivity 28
2.1.7.1. Indicators of teachers’
productivity 29
2.1.8 Teachers’ incentives package in public
secondary school in Abia State 40
2.2. Theoretical
Framework 44
2.2.1. Maslow’s theory of need hierarchy (1954) 44
2.2.2 Herzberg’s two-factor theory (1956) 46
2.2.3. Victor Vroom expectancy theory (1964) 48
2.3. Empirical Studies 49
2.4 Summary of Related Literature Reviewed 63
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 66
3.2
Area of the Study 67
3.3
Population of Study 68
3.4
Sample and Sampling Techniques 68
3.5. Instrument
for Data Collection 68
3.6 Validation of the Instrument 69
3.7 Reliability
of the Instrument 70
3.8 Method of Data Collection 70
3.9 Method of Data Analysis 71
CHAPTER 4:
RESULTS AND DISCUSION
4.1 Results 72
4.2 Summary of the Study 79
4.3 Discussion of the Finding 80
CHAPTER
5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
87
5.
2 Conclusion 89
5.3 Recommendations
89
5.4 Educational
Implication of the Study 90
5.5 Limitation
of the Study 91
5.6 Suggestion for Further Study 91
References
93
Appendices 98
LIST OF TABLES
2.1 Abia State Teachers Salary Structure Grade
Level 1 41
2.2 Abia
State Teachers Salary Structure Grade Level 2 43
4.1 Correlation Matrix of Staff Welfare and Teachers’ Job
Productivity in
Public
Secondary Schools 72
4.2 Regression
Analysis of Relationship between Staff
Welfare and Job
Productivity
73
4.3 Correlation
Matrix of Relationship between Work Environment and
Teachers’ Job Productivity 73
4.4
Regression Analysis of Relationship between Work Environment and
Teachers’
Job Productivity 74
4.5
Correlation Matrix of Relationship between Teachers’ Salary Structure
and Teachers’
Job Productivity 75
4.6 Regression
Analysis of Relationship between
teachers’ salary structure
and teachers’ job productivity 75
4.7
Correlation Matrix of Relationship between intrinsic benefits and
teachers’ job
productivity 76
4.8 Regression
Analysis of Relationship between
intrinsic benefits and
teachers’ job productivity
77
4.9 Correlation Matrix of Relationship
between extrinsic benefits and
teachers’ job
productivity 77
4.10 Regression Analysis of Relationship between
extrinsic benefits and
teachers’ job productivity. 78
LIST OF FIGURES
1.1 Classification of Incentives 15
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The
development and greatness of any country to a large extent depends on how the
country has been able to provide quality and functional education to her
citizens. Education can be seen as an instrument for achieving socio-economic
and technological growth and development of any nation. It is an instrument
per-excellence and the means of developing human intellect, technical skills,
character and effective citizenship for self-reliance and effective national
development (Federal Republic of Nigeria, FRN, 2013). According to UNESCO
(2010), education is said to be the total process of developing human ability
and behaviour. It is an organized and sustained instruction designed to
communicate knowledge in various ways, skills, and understanding values for all
activities. Education is an instrument of an exposition and the mechanism used
for the shaping of the people, strengthening and uplifting a nation (Ezea,
2017). Education has been considered to be the corner stone for development. It
forms the basis for literacy, skills, acquisition, technological advancement
and the ability to harness human and material resources towards the achievement
of the societal goal (FRN, 2013).
As
a result of the deregulation of Nigerian’s education, the system of education
has two main interest groups, public education and private education. Public
education is the pillar or backbone of the society which opens the door of
equal educational opportunities to all citizens. According to Chen (2013),
public schools provide access to education for every child in a community. It
is a public owned property which attracts public attention constantly. Public
school is concerned with the acquisition of appropriate skills, abilities and
competences of both mental and physical nature as equipment for the individuals
to live in the society, and acquisition of relevant and balanced knowledge of
facts about local and word phenomena. Public schools are controlled by those
who represent the society as a whole that is the government of a State or a nation.
While private schools are established by missionaries, individuals, and
voluntary organizations which retain the right to select their students body
and are funded by whole or part by charging the students tuition rather than
with public funds. According to United Nations Educational Scientific and
Cultural Organization (UNESCO 2010), private educational institutions are those
that are not operated by a public authority, but are controlled and managed by
a private body or board of governors not selected by a public agency or
selected by public vote.
The
realization of the objectives of teaching and learning in both public and
private schools to a large extent can be attributed to many factors. Some of
these factors include the personality of the teachers, classrooms, buildings,
learners’ characteristics, availability and effective use of instructional
materials among others. Over the years, schools are becoming increasingly
competitive with regards to the sophistication of technology and goal diversification
in combination with the nature of teachers’ tasks and patterns of the
curriculum. These seem to make the roles of school teachers vital in Nigerian
schools. Teachers are the hub of the educational process while the child is the
centre of educational system. In fact, the teacher is indispensable in the
educational process but they must be motivated.
Secondary
education is the education children receive after completion of six years of
primary education and passing the first school leaving certificate examination.
The objectives of secondary education according to Federal Republic of
Nigeria (2013) are to give instructions,
development of relevant and functional curriculum, production and assessment of
educational materials, teaching aids, planning and development of school
building, equipment and material evolvement of technical and professional,
innovation and so forth. Teachers are vital instrument for achieving these and
other laudable objectives of secondary education. These are demanding and challenging
tasks indeed and also require them to be productive as mentioned above.
For
teachers to be creative, motivated and dedicated in this teaching profession
(job), incentive system for this noble profession must be attractive, something
that serves as stimulus to action by appealing to self interest. Incentives are
great motivators to staff. Incentives to improve education identifies three
categories, rewards (financial rewards for teachers), competition (educational
choice, often in the form of payment for education by voucher), and threats.
Incentive system includes all forms of compensation and benefit plans that tie
reward to performance. The motivation of employees to contribute to the goals
of the organization by offering financial inducements above and beyond basic
wages and salaries (Ememe & Onwuchekwa 2011).
According
to Nigeria Teachers’ Service Manual (1990) teachers’ incentive schemes of
service shall include: housing, transport, children’s education, medical
benefits, leave and leave allowances, pension and retirement benefits, lifelong
educations, national and State honours. These incentives are reflected in Abia
State Teachers’ Salary Structure (ATSS) as rent, transport allowances, meal
subsidy, and utility allowances (document in the
appendix). Obviously, these teachers’
incentive scheme, when adequately administered may lead to job productivity
because they motivate teachers’ behaviors that improve students’ learning.
Productivity
is the relationship between output of goods and services, resource inputs
(human and material) which are utilized in the production of goods and services
as cited in Samuel and Joshua (2016), productivity is output by input. He
further stated that productivity is increased when a greater output results from
the same input or when greater output is gained from less input without
reducing the quality of the end product. He also said that productivity
increase is reaching the highest level of performance with the least
expenditure of resources. Productivity is a measure of how efficient a given
set of resources is utilized to achieve given set of objectives. Thus,
teachers’ productivity is the ratio of contribution made by teachers to general
development in the students and the cost of teaching. Teachers’ productivity is
a very difficult concept to identify and evaluate precisely. It is a very
complex phenomenon involving, not only the teachers’ characteristics but
several other variables and factors outside the teachers’ control, which
interact, affect and influence its productivity. The teachers are the molders
of the young ones and as such, the molders of the nations. They need to put in
their efforts at ensuring that their jobs produce good results in what their
student becomes in future.
Many
authors have written about incentives. For example, Samuel and Joshua (2016)
investigated on the role of financial incentives as a motivator in employee’s
productivity in Nigeria Electricity Distribution Companies, Idowu, Soyebo and
Adeoye (2019) conducted a study on incentives as correlates of employee’s
loyalty towards management in organization, Dike, Okeke and Mbah (2016)
investigated on the effect of monetary incentives on workers performance, a
study of selected firms in Anambra State and many others. It is a known fact
that the salaries of teachers in public secondary schools are not regular.
Inclusion of other incentives is required to make them more productive. The
researcher, therefore, investigated on teachers’ incentives as determinant of
job productivity in public Secondary Schools in Abia State.
1.2 STATEMENT
OF THE PROBLEM
In
secondary schools, teachers’ incentive system plays a remarkable role on
teachers’ recruitment, absenteeism, retention, satisfaction, motivation of
teachers and the survival of the educational system. Therefore, incentives
system that is attractive to teachers is positive way to evoke teachers’
commitment and teachers’ morale to be productive in their job. In recent times,
people have questioned the state of secondary education in Nigeria. High rate
of failure in examinations and malpractices are reported. Added to these
problems, parents find it difficult to carry the burden of education. These
trends in the educational system have left parents, students and those
interested in the education to be disconnected with what is happening in the
school system. Thus, it could reasonably be said that the secondary education
system in Nigeria is indeed troubled. (Ememe & Onwuchekwa (2011). This
leads to poor academic performance in secondary school. Pathetically, shameful
failure in student’s academic performance in Nigeria is no longer news in
recent years. (Ogundele, Olanipekun &
Aina, 2014).
Poor
academic failure is not only frustrating to the students and the parents, its
effects are equally grave on the society in terms of dearth of manpower in all
spheres of the economy and the politics. This can have adverse effects on the
advancement of the country. The reason for this academic failure can be traced
to many issues especially secondary school teachers are not well remunerated to
enable them do their best possible on the job. Many of them go without salaries
for months which dent the image of teaching profession. This situation is very
crucial and had led most teachers in becoming borrowers and debtors in the
society because of delay in payment of salaries, and inadequate incentive
package like poor scheme of service like housing, transport, children
education, medical benefits leave and leave allowance, pension and retirement
benefits, lifelong education, meal subsidy, utility allowances and national and
State honours cause most of these teachers feel de-motivated. It has also led
to serious laxity among the teachers in preparing professional and the
necessary teaching documents like irregularity in their place of works,
supervision of school activities were equally inadequate and learners were
inefficiently attended to.
The
problem of this study put in question form is: how do incentives determine
teachers’ job productivity? This is the onus of this study.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study was to investigate on teachers’ incentives as determinant
of job productivity in public secondary schools in Abia State. Specially, the
study sought to:
1)
find out the extent of
relationship between staff welfare and teachers’ job productivity in public
secondary schools in Abia State.
2)
examine the extent of
relationship between work environment and teachers’ job productivity in public
secondary schools.
3)
find out the extent of
relationship between teachers’ salary structure and teacher’s job productivity
in public secondary schools.
4)
determine the extent of
relationship between intrinsic benefits and teachers’ job productivity in
public secondary schools.
5)
Examine the extent of
relationship between extrinsic benefits and teachers’ job productivity.
1.4 RESEARCH
QUESTIONS
The following research questions were posed to
guide the study:
1)
To what extent does staff
welfare relate with teachers’ job productivity in public secondary schools in
Abia State?
2)
To what extent does work
environment relates with teachers’ job productivity in public secondary
schools?
3)
To what extent does
teachers’ salary structure relates with teachers’ job productivity in public
secondary schools?
4)
To what extent does an
intrinsic benefit relates with teachers’ job productivity in public secondary
schools?
5)
To what extent does an
extrinsic benefit relates with teachers’ job productivity
1.5 HYPOTHESES
These
null hypotheses were formulated to guide the study and were tested at 0.05
level of significance.
Ho1: There
is no significant relationship between staff welfare and teachers’ job productivity in public secondary schools in
Abia State.
Ho2: There
is no significant relationship between work environment and teachers’ job productivity in public
secondary schools.
Ho3: There
is no significant relationship between teachers’ salary structure and teachers’ job productivity in public
secondary schools.
Ho4: There
is no significant relationship between intrinsic benefits and teachers’ job
productivity in public secondary schools.
Ho5: There
is no significant relationship between extrinsic benefits and teachers’ job
productivity in public secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
This
study if implemented would benefit policy makers, principals, teachers,
students and academics. The findings of this study would encourage policy
makers in education section both public schools and private schools to
understand that teachers’ incentive is important not only for teachers
wellbeing but also for job productivity in public secondary schools since
teachers are at the heart of educational enterprise. When teachers are well
remunerated, they give their best in impacting knowledge to students.
This
study would make the principals and school administrators benefit from adequate
remunerated teachers because the aim of every principal or school administrator
is to enjoy teachers’ loyalty and commitment. A good knowledge of benefits of
well remunerated and motivated staff will help principal and school
administrator to plan their compensation structure in a manner that will be
adequate to the staff. Teachers’ incentive contributes to the progress of the
school through learning.
Students would get the best from their
teachers and also to be ready to participate in helping the management to pay
their teachers’ incentives on time by paying their own fees where required.
The
findings of this study would add knowledge to academics in the department of
educational administration and management who are interested on compensation
administration and staff management. Scholars and postgraduate students in the
department will find this study useful as it will serve as a reference material
for further research.
1.7 SCOPE
OF THE STUDY
The
study was delimited to teachers’ incentives and job productivity in public
secondary schools in Abia State. The geographical scope of this study was
public secondary schools in Abia State. The study was also delimited to the
following content scope; extent staff welfare, work environment, teachers’
salary, and intrinsic benefits as correlate with teachers’ job productivity in
Abia State. In this study, teachers’
incentive is the independent variable while job productivity is the dependent
variable. In the context of this study, job productivity connotes teachers’ job
effectiveness in instructional delivery.
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