TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background to the study
Statement of the problem
Purpose of the study
Research questions
Significance of the study
Scope of the study
Definitions of Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Job Satisfaction
Determinants of Job Satisfaction
Need –based Approach or Content
theory
Abraham Maslow’s Hierarchy of Needs.
Herzberg et al.’s Two Factor Theory
Demographic Factor.
Concepts of Teachers’ Job
Satisfaction
Factors Associated With Teachers
Job Dissatisfaction
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Population,
Sample and Sampling Techniques
Research
Instrument
Validity
and Reliability of Instrument
Procedure
For Data Collection
Method
of Data Analysis.
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND
DISCUSSION
Introduction
Response of the Respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATION
INTRODUCTION
SUMMARY
SUMMARY
OF FINDINGS
CONCLUSIONS
RECOMMENDATIONS
REFERENCES
CHAPTER ONE
INTRODUCTION
Background to the study
Job
satisfaction is not as new phenomenon at all in any organization. It is one of
the topics that have drawn interest among scholars in the field. Many studies
have been done on this particular topic for over six decades and thousands of
articles have been published (Zembylas & Papantasiu,2006). Job satisfaction
has been defined as “a pleasurable emotional state arising from the appraisal
of one’s job, an effective reaction to one’s job, and an attitude towards one
job (Ubom, 2001). It has also been shown that when job satisfaction in the
teaching profession increases, turnover decreases (Robert, 2004).
Job
satisfaction as a social construct does not have a precise definition as it is
exposed to different meanings and interpretations from different scholars.
There is a lack of consensus on what actually constitutes job satisfaction, Locke
and Lathan see job satisfaction as the pleasurable or positive emotional or
positive emotional state resulting from the appraisal of one’s job or job
experience. A different definition of job satisfaction considers it to be an
emotional reaction based on the comparison between actual and expected outcomes
(Stone, 1992). Workers decision about whether to work or not, what kinds of job
to accept or stay in are all likely to depend on the evaluation of their job
satisfaction. However, job satisfaction among teachers can be described as the
extent to which teachers are satisfied with their job, the degree to which
teachers are having their pleasurable and positive feelings that individual
have towards their jobs.
Since
a nation’s progress depends on the quality of education which in turn depends
on the quality of teachers, then quality of teaching is well related to the
satisfaction of the teachers with their job. It is important that teachers are
satisfied with their job because satisfaction is an important factor in the
achievement of the established goals and objectives of teaching. Humanity rises
or falls, grows or declines, flourishes or withers, not only on the nation but
also at the universal level, depending on the education it gets. These problems
coupled with the challenges of global economy pose a major concern to the
government and board of education.
Students’
achievement is expected to be high to satisfy parents and stakeholders and to
match with present world of high technology know-how. Teacher’s
dis-satisfaction and its effects on teacher retention poses a great threat to a
profession with an increasing demand for members. The quest for teacher’s
satisfaction for effective classroom instruction is a major issue facing
Nigeria today. It against this background the researcher investigated
determinants of job satisfaction among secondary schools teachers in Moro Local
Government Area, Kwara State.
Statement of the problem
The
concerns of most organisations, in the submission of Amoda, Odunaike and
Oluwaseun (2007). is the attitude of the workers to work. Workers are expected
to be dedicated and committed to their work. Adeyemo (2001) however, observed
that it is common to hear that people remark that present-day teachers are not
as good or committed as their former counterparts, when teachers are truly not
committed to their work, it is an indication of dis-satisfaction with their
job. Studies from diverse nations of the world indicate that teachers have one
time or the other been dis-satisfied with their job. As such, there is the need
to identify the factors that bring about job satisfaction. This means that it
might not be a continuous experience. Hence, teachers who are satisfied with
their work today might be satisfied with it tomorrow or vice-versa. This
implies that consistent research is required to ascertain the job satisfaction
status of teachers at a particular of time.
A
closer examination on job satisfiers among secondary school teachers in
Nigeria, however, showed that there is still a gap to be filled. In view of
these, the present study investigated the determinants of job satisfaction
among secondary school teachers in Moro Local Government Area, Kwara State,
Nigeria.
Purpose of the study
The
purpose of this study was to investigate the determinants of job satisfaction
among secondary school teachers in Moro Local Government Area of Kwara State. Specifically,
the objectives of the study were to:
1.
identify the level of job
satisfaction among secondary school teachers in secondary schools in Moro Local
Government, Kwara State.
2.
determine the factors that
contribute to teachers job satisfaction among secondary school teachers in Moro
LGA Kwara state.
3.
examine the socio-economic factor
that determine job satisfaction among secondary school teachers in Moro LGA Kwara State.
4.
investigate the coping strategies
adopted by teachers in managing job satisfaction in Moro Local Government Area,
Kwara state.
Research questions
1.
What is the level of job
satisfaction of secondary school teachers in Moro LGA, Kwara State?
2.
What are the socio economic factors
that determine job satisfaction among secondary school teachers in Moro LGA Kwara
State?
3.
What are the factors that contribute
to job satisfaction of teachers in secondary schools in Moro LGA Kwara State?
4.
What are the coping strategies
adopted by teachers in managing job satisfaction in secondary schools in Moro
Local Government Area, Kwara State?
Significance of the study
The study is significant to the government at all levels, of
education, the parents, education planners, policy makers as well as other
stakeholders in education. The finding of this study would help the public and
private schools to know certain factors that determine job satisfaction among
secondary school teachers, thereby making the school management to develop
appropriate strategies to enhance teacher job satisfaction in school.
The
finding of this study would also serve as sources of reference for other
researchers who may want to conduct similar studies in other parts of the
country.
Scope of the study
The
study comprised all public secondary schools in Moro LGA, 23 (Twenty-three) out
of secondary schools in Moro Local Government Area were be used for this study 200
out of 300 teachers in Moro Local Government Area teachers were be used as
respondents for the secondary the indicators for determinant of job
satisfaction was measured based on levels of job satisfaction, socio-economic
factor and coping strategies among other. The study was limited to the selected
secondary schools within Moro Local Government Area, Kwara State.
Definitions of Terms
Motivation: to the complex forces, drive, need or other mechanisms that start
and maintain voluntary activity directed toward the achievement of personal
goals (salary promotion have, recognition) in secondary schools in Moro Local
Government Area, Kwara state.
Job satisfaction: the state of steadfastness
or contentment in the type of job that one does.
Job characteristics: refers to the content and nature of the tasks themselves.
Secondary school: refers to the post primary
school that offers formal education to pupils who have successfully completed
six years of primary education and have met the requisite entry requirement to junior
secondary school (3 year).
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