ABSTRACT
The
relationship between pay satisfaction and organizational job commitment is an
important issue for any organization. As such explore the effect of pay
satisfaction on teachers’ job commitment in some selected secondary schools in Ijebu Ode, Ogun State Nigeria. This research
study adopted survey method and a confidential
questionnares was developed and sent to 200 respondents from the selected secondary schools in
jibu-ode Local Government Area of Ogun-State.
Three research hypotheses were developed for this study using chi-square
statistical tool for the analysis. The result shows a significant relationship
between pay satisfaction and teacher’s job commitment and that job satisfaction
has a significant relationship with motivational factors. Therefore, teacher
becomes more committed when they are
motivated with some incentives. The research therefore recommends among others
that the condition of service of teachers should be improve with increase in
salaries, provision of free accommodation, scholarship for wards teachers,
subsidy for electricity, and free medical care for teachers and their families.
This will help the schools to retain its staff and improve their job commitment
level.
TABLE OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
1.2 STATEMENT
OF THE PROBLEM
1.3 OBJECTIVES OF THE STUDY
1.4 RESEARCH
QUESTIONS
1.5 RESEARCH HYPOTHESIS
1.6 SIGNIFICANCE OF THE STDUY
1.7 SCOPE
OF THE STUDY
1.8 DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
2.1 CONCEPTUAL FRAMEWORK
2.1.1 Job Satisfaction
2.1.2 Teacher
job satisfaction
2.1.3 The importance of teacher job satisfaction
2.2 Pay Satisfaction
2.3 Conceptualizations
of Teacher Commitment
2.4 Teacher
satisfaction and job commitment
2.4.1 Variables That Influence Teacher’s Job Satisfaction and Commitment
2.4.1.1 Salary
2.4.1.2 Fringe benefits
2.5 PAY SATISFACTION
AND TEACHER COMMITMENT
2.6 Non Monetary Strategies for Teachers Commitment
2.7 THEORECTICAL FRAMEWORK
2.7.1 Maslow’s Hierarchy of Needs Theories
2.7.2 Physiological or basic needs
2.7.3 Safety or security needs
2.7.4 Love or social needs
2.7.5 Esteem or ego needs
2.7.6 Self-actualisation needs
2.7.7 Application of Maslow’s theory to teacher’s
commitment
2.8 EMPIRICAL
FRAMEWORK
2.9 APPRAISAL
OF LITERATURE REVIEW
CHAPTER THREE
3.0 RESEARCH
METHODOLOGY
3.1 INTRODUCTION
3.2 RESEARCH DESIGN
3.3 STUDY POPULATION
3.4 SAMPLE SIZE AND SAMPLING TECHNIQUES
3.5 INSTRUMENT FOR DATA COLLECTION
3.6 VALIDITY AND RELIABILITY OF THE
INSTRUMENTS
3.7 SOURCE OF DATA COLLECTION
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 INTRODUCTION
4.1
ANALYSIS OF DATA
4.2 ANALYSIS OF THE RESEARCH QUESTION
4.3
TESTING OF HYPOTHESIS
4.4 DISCUSSION OF FINDINGS
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2
Summary of Findings
5.3
Conclusion
5.4
Recommendations
REFERENCES
APPENDIX
CHAPTER
ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
In recent time, Job satisfaction has been a crucial problem for
all organizations no matter whether in public or private organizations or
working in developed or developing countries. One of the purposes for this
degree of interest is that satisfied personnel are reported as committed
workers and commitment is an indication of organizational output and effectual
operations (Robbins & Coulter, 2005:370).
More so,
considering education as the most valuable tool for human building and
development of any nation, the relevance of job satisfaction therefore is very
crucial to the long-term growth of any educational system around the
world. In recognition of this, FRN
(2004) make it clear that government recognizes education as the greatest
investment that the nation can make to bring about civilization, modernization,
development and socioeconomic progress. Thus, one of the most crucial factors
in the attainment of this goal is the role of teachers. It is widely
acknowledged that the most valuable asset of a country
is its teachers. They build fortune of the nation. Teachers are said to be the
builders of the nation. According to Fredriksson (2004), teachers hold
the responsibilities to lift up the school effectiveness because they have
actual power to make a difference in students’ human capital development during
teaching and learning process. Hence, teachers’ commitment is a critical aspect
in determining the success of education reform and school effectiveness.
It should be noted however,
that teachers today are buffeted by many challenges all of which jointly
operate to dampen their morale and lower their motivation to perform
affectively on their jobs.
According to McLaughlin
et.al (2003) many of the well-publicized shortcomings of the elementary and
secondary education system in the United States are, to an important extent,
due to inadequacies in the working conditions, resources, and support afforded
to school teachers. Proponents of this view hold, for example, that teachers
are underpaid, have too little say in the operation of schools, are afforded
too few opportunities to improve their teaching skills, suffer from a lack of
support or assistance, and are not adequately rewarded or recognized for their
efforts. The key to improving the quality of schools, these critics claim, lies
in upgrading the status, training, and working conditions of teachers in
furthering quality of teaching profession.
As elsewhere, many factors affect teachers’ motivation
and job satisfaction levels in Nigeria. Adelabu (2005) classifies these factors
into three main categories, namely job context, job content, and reward system.
In the aspect of Job context,
Adelabu noted that public schools in Nigeria are a collection of dilapidated
buildings, many without toilets and other basic facilities. The schools are
staffed by tired and frustrated teachers and attended by poorly fed,
disenchanted pupils. This environment does not engender high job morale. On Job content however, he
observed that teachers’ particularly in elementary schools, are
seriously overworked. A typical government teacher is required to teach between
seven to eight periods each day to classes, which frequently have more than
forty pupils. Teachers are also expected to assist with other school-based
activities that are sometimes labour-intensive. He equally stressed that the
reward system in terms of pay packets of teachers does not appear to have job
motivation as its goal.
In
tandem with Adelabu’s classifications, a considerable number of researchers
have reported that the teachers’ job satisfaction was related positively to the
teachers’ salaries (Gates & Mtika, 2011:430-431; Ingersoll & Smith,
2003; Liu & Meyer, 2005; Perie, et al., 1997; Shann, 1998). According to
these studies, an increase in salary was followed by a considerable raise in
the teachers’ job satisfaction. In their study of administrative support and
its mediating effect on US public school teachers, Chang, et al. (2010:6) also
demonstrated that the teachers’ satisfaction with their salaries was a
significant predictor of their job satisfaction and commitment. An increase in
the teachers’ satisfaction with their salaries was followed by an increase in
their report of their job satisfaction, and their intent to stay on in the
teaching profession.
Similarly,
Nielsen and Smyth (2008:1932) found that, among other things, employees (e.g.,
teachers) who selected a job because of a satisfactory salary were more likely
to have higher levels of job satisfaction.
On
the contrary, other studies show that the provision of low salaries can
seriously impair the teachers’ job satisfaction. In their study on the job
satisfaction among school teachers in India, Jyoti and Sharma (2006:355)
indicated that many (more than 90%), of the teacher participants’ level of
satisfaction with their pay was below average, and most of them believed that
they were not earning what they deserved. Thus, teachers had to turn to
providing additional private tuition to meet their financial needs.
Furthermore,
a study by Akiri and Ogborugbo (2009:55) that examined the teachers’
satisfaction with their careers in public secondary schools in Nigeria found
that the majority of the teachers (about 72%), were generally dissatisfied with
their salaries. If the employees of an organisation, such as a school, perceive
the different levels of their salaries as unfair, they may be dissatisfied
(Kim, 2005:668). The low and unfair teacher salaries increasingly make
conditions difficult to fulfill in their basic needs, and to cope with their
financial obligations and the expectations from their families. Hence the
teachers become frustrated, and therefore dissatisfied with their careers
(Akiri & Ogborugbo, 2009:55)
As
outlined above, it is thus seen that satisfaction with their teaching career
not only plays an important role in the lives of the teachers themselves, but
also in the lives of the students and the parents, and for the sustainment of
quality education at large. Studies indicated that the quality of education
depends on the professionalism and devotion of the teachers. It is impractical
to realise positive changes in the schools without the teachers’ commitment and
participation in reform. The quality and morale of the teachers are essential
to the success of any educational reform (Kim, 2000:35).
Against
this background, the thrust of this research study is to critically investigate
the effect of pay satisfaction on teacher’s commitment in some selected
secondary schools in Ijebu Ode, Ogun state, Nigeria.
1.2 STATEMENT OF THE PROBLEM
The
main objective of the secondary school education is to train individuals to
read, write and be numerically literate Nakpodia, E. D (2011). In recent times, it
was noticed that many secondary school leavers can neither read nor write
accurately. Judging from the products of the Nigerian secondary school, there
is a big question mark on level of performance and the productivity of their
teachers.
It
is also observed that many Nigerians avoid sending their wards to public
primary or secondary school because the products of these schools are the
greater victims of the inability to read and write. From interactions with the
secondary school teacher in the public or government owed school in Ogun state,
there are stories of woes as regards their poor work environment. Secondary
school teachers complained bitterly about the irregularities in the payments of
their salaries and allowance. They are dissatisfied with the infrastructural
facilities in school, equipment and general environment. Their offices are
ill-equipped. Most of the times the commonest teaching aids are not available,
and level of motivation is terribly low, such that a typical secondary school
teacher complains all the time about lack of job satisfaction and loss of
interest. They agree that they have not put their best and that the educational
standards are falling. They spend most of the school year at home and in their
petty business places because most of the time, they are on industrial actions
protesting against the lack of concern of government over their welfare.
From
the forgoing, it is expected that pay satisfaction has a relationship with
teacher’s commitment to teaching job. This is because where teachers are
frustrated and demonstrated, it has tendency to kill their morale and reduce
teaching performance. However, since teachers performance are not the same as
teachers commitment, what is unclear in the existing body of literature is the
extent to which pay satisfaction can influence teaching commitment.
It
is against this backdrop that this study investigates the effect of pay
satisfaction on teachers’ commitment with particular focus on selected
secondary schools in Ijebu- Ode, Ogun State Nigeria.
1.3 OBJECTIVES OF THE STUDY
The overall purpose of this research work is to
examine the effect of pay satisfaction on teacher’s commitment in some selected
secondary schools in Ijebu- Ode, Ogun State Nigeria.
The specific objectives of the study are:
·
To
determine the extent to which pay satisfaction influences job commitment of
teachers in some selected secondary schools in Ijebu Ode
·
To determine the link between pay satisfaction
and teacher commitment in Secondary Schools in Ijebu-Ode.
·
To investigate teachers motivational level in some selected secondary
schools in Ijebu Ode.
·
To identify some factors militating against teacher’s commitment in some
selected secondary schools in Ijebu ode.
·
To make
recommendations for the improvement of job motivation and commitment of
teachers in some selected secondary schools in Ijebu Ode.
1.4 RESEARCH QUESTIONS
For the purpose of this study,
an attempt will be sufficiently made to answer the following questions.
·
To what
extent do pay satisfaction influence job commitment of teachers in some
selected secondary schools in Ijebu Ode
·
Is there a relationship between pay
satisfaction and teacher commitment in some selected secondary schools in Ijebu
Ode
·
What are the motivational factors that influence teacher commitment in some selected secondary schools in Ijebu Ode
·
What are some of the problems faced by
teachers who are highly committed to their job in some selected secondary
schools in Ijebu Ode
1.5 RESEARCH HYPOTHESIS
The
following null hypotheses were formulated for this study:
Hoi:
There is no significant relationship between pay satisfaction and job
commitment of teachers in some selected secondary schools in ijebu-ode.
Ho2:
There is no significant relationship between job satisfaction and teachers commitment
in some selected secondary schools in ijebu-ode.
Ho3: There
is no significant relationship between motivational factors and teachers’ job
commitment in some selected secondary schools in ijebu-ode.
1.6 SIGNIFICANCE
OF THE STDUY
It is expected that at the end of this study,
this research will update and inform major stake holders in the education
sector such as the Ministry of Education, National policy on education and
government in formulating policies geared toward addressing salary issues and
low teachers commitment in Nigeria Educational sector. This will help in
reducing the teachers’ dissatisfaction and boost their morale to make them more
committed to their job. It is also hoped that this study would encourage more
interest in research and pave the way for an in- depth study of the problems on
pay satisfaction and job commitment on a wider dimension than has been pursued
in this research.
It
will also contribute greatly to the academic community by providing insight for
interested scholars to build on findings of this study.
1.7 SCOPE OF THE STUDY
The researcher fully acknowledges the fact that a research of this
nature and significance should have covered a large number of teachers in
Ogun-State teaching service commission, but unfortunately, the available
resources made it impossible for a study of that magnitude. As a result, the study was limited to ten
public Senior Secondary Schools teachers in Ijebu-Ode Local Government Area of
Ogun State, Nigeria.
1.8 DEFINITION OF TERMS
Satisfaction: Satisfaction is
the degree to which employees have a positive orientation towards employment by
the organization.
Pay satisfaction:
In this research study, pay satisfaction is referred to as the perceived level
of satisfaction concerning pay and remuneration of teachers in teaching
profession.
Teacher:
A teacher is a classroom
practitioner, the one who translates educational philosophy and objectives into
knowledge and skills.
Teacher’s
commitment: Commitment is
defined here as the degree of positive, affective bond between the teacher and
the school.
Job
satisfaction: Job satisfaction
is concerned with how well an employee’s expectations at work are in tune with
outcomes.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment