ABSTRACT
This study
was designed to investigate the impact of teachers’ welfare package on
Teachers’ job satisfaction in Orhionmwon Local Government Area of Edo
State. As a result, the sample consisted
eight secondary schools from which eighty (80) respondents were drawn.
A
questionnaire was designed and administered so as to be able to carry out the
investigation. Data were gathered and
analyzed using the chi-square analysis.
Findings
were made which led the researcher to conclude that teachers’ welfare package
gave job satisfaction to teachers in Orhionmwon Local Government Area of Edo
State. Recommendations were made
accordingly.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Table of
Contents v
List of
Tables viii
Abstract ix
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem 6
1.3 Hypotheses 7
1.4 Purpose of Study 8
1.5 Significance of Study 8
1.6 Delimitation of Study 9
1.7 Definition of Terms 9
CHAPTER TWO:
LITERATURE REVIEW
2.0 Introduction 13
2.1 Theoretical Framework 14
2.2 Theories of Motivation 15
2.3 Content Theories of Motivation 15
2.4 Process Theories of Motivation 20
2.5 Reinforcement Theory 21
2.6 Equity Theory 31
2.7 Function of Welfare Packages 33
2.8 The National Joint Negotiating Council for
Teachers 34
2.9 The Udoji Committee 35
2.10 Agitation of Teachers’ Salary Advancement
(TSA) 36
2.11 Procedures on Retirement and other exits in
the
Teaching Service 37
2.12 Concepts and Definitions on Job Satisfaction 40
2.13 Effect of Welfare Practice on Job
Satisfaction 42
2.14 Summary of Review of Literature 42
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Research Design 44
3.2 Population of the Study 44
3.3 Sample and Sampling Technique 45
3.4 Research Instrument 45
3.5 Validity of Instrument 46
3.6 Reliability of Instruction 46
3.7 Method of Data Collection 47
3.8 Method of Data Analysis 47
CHAPTER FOUR: ANALYSIS AND
INTERPRETATION
OF DATA
Hypothesis 1 48
Hypothesis 2 49
Hypothesis 3 51
Hypothesis 4 52
Discussion of Findings 54
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary of Findings 56
5.2 Conclusion 57
5.3 Recommendations 57
References 58
Appendix 62
LIST OF TABLES
Table 1: Chi-square
analysis on influence on welfare package on teacher’s job satisfaction.
Table 2: Gender
does not significantly influence teachers’ job satisfaction.
Table 3: Chi-square
analysis of attitude of principal does not significantly have influence on
teachers’ job satisfaction.
Table 4: Chi-square
analysis: Government policies do not
significantly have influence on teachers’ job satisfaction.
CHAPTER ONE
INTRODUCTION
1.1
Background
to the Study
Education
is a means of propagating the felt end immediate norms and values of
society. It is also a means of
sustaining old norms, and values of society.
Through education the national aspirations are met.
Subsequently,
it is the general consensus that no amount of educational reform or progress
would rise above the desires for teachers.
It is important to note that for any national aspirations to be met in
the areas of education, the teacher factor can not be undermined; he teacher is
the heart of the educational progress and also the main determinants of the
educational system.
The general
notion that teachers are not properly taken care of by government and private
sector have to come to mind. The quest
for teachers both graduates and non-graduates cannot be undermined, but
unfortunately the increasing distaste for the teaching profession is likely to
hinder the progress of educational development.
The teachers are usually disregarded, hence they are called all sorts of
names. The respect which teachers used
to enjoy in he missionary days is no longer there, all these tend to inhibit
the profession.
The
teacher’s welfare packages could be termed as goal-directed behavior. The teacher’s welfare packages are also
concerned with the individual’s desires, how they can be accomplished in
teacher work situation.
Job
satisfaction has been subject of several studies in educational
organizations. There have been many
publications on it. The pioneering
efforts of Hoppock (1997) and Houser (1999) research on the nature, causes and
correlates of job satisfaction have mushroomed in educational
organizations. Much of the studies on
the concept are carried out because it is an interesting area. The concept of job satisfaction rests on the
assumption that a satisfied worker is invariably an efficient and effective
employee. Many studies equate job
satisfaction with employee’s attitude.
Job
satisfaction is not simply a matter of need fulfillment although a teacher’s
needs may be fulfilled; his feelings of satisfaction will depend very much on
whether he thinks that he compares favourably with other people in similar
jobs, positions or places. The teacher’s
perception of his job situation will be directly related to the values which
they place on the various aspects of his job and its environment as sources of
satisfaction and dissatisfaction. Job
satisfaction refers to the accomplishment acquired by experiencing various job
activities and rewards. Satisfaction is
resulting from the attainment of some desired goal.
The
objectives of the 6-3-3-4 system of education are still very valid as at today,
if only there are satisfied teachers that are dedicated to carry out their
educational functions. These objectives
are based on the following: a free and
democratic society; a just and egalitarian society; a united, strong and
self-reliance nation; a great and dynamic economy, and a land of bright and
full opportunities for all citizens.
The other
aspects of educational system are taken into consideration. These include finance, infrastructures,
facilities and equipments, etc.
The
National Joint Negotiating Council for teachers was set up in 1994. The Council submitted numerous
recommendations to the government which accepted them in part. There was also the Ashby Committee; the
committed was set up by the Federal Government in 1967. One of its terms of reference was the
recommending of suitable salary grading for duty posts on the basis of salary
scales already approved in the cited sessional paper No. 2 of 1995. There was also the Udoji salary and this
recent Teacher Salary Advancement (TSA); eighteen percent minimum wage
increment. All these various increments
of committees that were set up recommended various teachers welfare packages
that were implemented. However, over the
years the high cost of living and the quest for better living conditions led to
more series of present day agitation on the part of teachers, they have
complained about the eighteen percent present day salary, and welfare packages
have proved to be inadequate. In other
words, the work satisfaction of teachers would dwindle. The trend would invariably affect the
products of the educational system and the system in itself.
Against
this background, this study would find a means of investigating welfare
packages on job satisfaction, the teachers and governments role would be looked
into. The following questions would
guide in the investigation:
Does the teacher’s welfare package
influence teacher’s job satisfaction? To
what extent do government regulations on teacher’s welfare packages control
teacher’s job satisfaction? Will the
timely and continued review of government decision of welfare packages affect
teacher’s job satisfaction? Does
teacher’s job satisfaction come only from teacher’s welfare package? To what extent are teacher’s welfare packages
influence by sex and qualifications?
1.2 Statement
of Problem
The president of Nigeria as at May 1st,
2010, promised Nigerian civil servants, teachers inclusive a new welfare
packages which recognized the 27.5%, the eighteen thousand naira minimum wage
and the teachers’ salary advancement (TSA).
The implementation of these new packages like any other has attracted
various welfare packages comments. What
is the relationship between teacher’s welfare packages on teacher’s job
satisfaction. This study was to find out
the relationship between teachers’ welfare packages and teacher’s job
satisfaction.
1.
Does welfare package have influence on teacher’s job
satisfaction?
2.
Does gender have influence on teacher’s job
satisfaction?
3.
Does the attitude of the principal have influence on
teacher’s job satisfaction?
4.
Do government policies have influence on teacher’s job
satisfaction?
1.3 Hypotheses
On the basis of the problems, the
following hypotheses are put forward:
1.
Welfare package does not significantly have influence on
teachers’ job satisfaction.
2.
Gender does not significantly have influence on teacher’s
job satisfaction.
3.
Attitude of principal does not significantly have
influence on teachers’ job satisfaction.
4.
Government policies do not significantly have influence
on teachers’ job satisfaction.
1.4 Purpose
of Study
The purpose of the study is to analyze
the welfare package on the job satisfaction usually if teachers are motivated
due to good teacher’s welfare packages, the aspiration, objectives and goals of
the present 6-3-3-4 system of education would be met, there would be an
attraction of qualified and enthusiastic teachers that would facilitate a
successful implementation of the nation’s 6-3-3-4 system of education.
1.5 Significance
of Study
This study is significant as it will
be of assistance to teachers, principals and researchers. It would go a long way in helping both
teachers and administrators know the needs and areas where welfare packages
would be used to motivate teachers.
Teachers would also be aware of those
needs entitled to them. Administrators
would be in a better perspective in formulating policies that would be able to
be implemented with resource and those that would not encounter problems in the
implementation of welfare practices.
1.6 Delimitation
of Study
The research covers principals and
teachers in secondary schools that make up the present Orhionmwon Local
Government Areas of Edo State.
1.7 Definition
of Terms
Job satisfaction is any combination of
environmental circumstances that can cause a person to say “I am satisfied with
my job” (Hoppoch, 2001).
The concept of job satisfaction is a
compound of various attitudes which a teacher has and exhibits towards his work
situation. Satisfaction as used in this
study is synonymous with contentment.
Motivation:
Motivation is the inner state that energizes, channels and sustains
human behavior (Glueck, 1998).
Motivation is a complex of forces, drives, needs, tension, states or
other internal psychological mechanisms that start and maintain activity toward
achievement of personal goals.
Teacher Incentives: Incentives are the organizational counterpart
to individual’s motivation, that is, a worker receives incentives from the
employing organization in return for being a productive member. Incentive can be taken to be the new rewards
or punishments given in exchange for an individual’s contribution to the same
thing as job situation.
Work Performance: Vroom (1964) maintains
that the level of performance is a constantly increasing function of the
motivational level, while conceding that the difficulties in precise
measurements make an accurate determination of the function impossible. Performance is a function of ability multiplied
by motivation. Performance = F (ability
X motivation).
Work is an activity which is directed
towards the production of goods and services which typically have a value in
exchange, and which is carried out for a valuable consideration. Work is also the expenditure of energy on
activities prescribe by oneself or others for the accomplishment of some
purpose.
Equity Theory:
Equity theory focuses on individual needs factor and the environmental
factors particularly rewards. What this
study refers to as equity has a central team, that rewards such as pay are
important motivators of behavior the major cause (motive) leading to work
performance and satisfaction is the degree of equity or inequity the employee
perceives in the work place. A person
perceives an inequity when he or she is under rewarded or over-rewarded.
Performance output Expectancy: When an individual engages in or contemplates
a certain behavior, there is in that individual’s mind the expectation of
certain consequences from that behavior.
For example, a worker who is thinking about doubling his result in
praise, more pay or perhaps no reward at all.
The worker may even expect that the outcome will affect the individual’s
decision on whether or not to proceed with contemplated behavior.
Effort-Performance Expectancy: The individual’s expectations of how
difficult it will be to achieve successful performance will also affect the
individual’s decision on whether or not to proceed with that performance. For example, an individual may be told that
increasing sales by fifty (50) percent will lead to a much desired salary
increase. Before deciding whether or not
to purse the sale increase, the individual must estimate the probability that
he or she will be able to achieve it.
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