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JOB
SATISFACTION AND ITS EFFECT ON TEACHERS’ JOB PERFORMANCE
ABSTRACT
The study
focused on the effect of job satisfaction on teachers’ job performance in
selected secondary schools in District IV, Ministry of Education Lagos State. A
descriptive research survey design was used in examining the effect of job
satisfaction on the teachers’ job performance. The required for this
measurement consisted of twenty-two (22) item questionnaires highly structured,
validated and found reliable at 0.85 percent. A total of 110 respondents, made
up of 10 principals and 100 teachers were randomly selected to represent the
entire population 600 teachers in the selected schools for the study. A total
of four null hypotheses were formulated and tested in this study using the
Pearson Product Moment Correlation as a tool for testing the hypothesis 1, 2
and 3. T-test was used for testing hypothesis 4. All the hypotheses were tested
at 0.05 level of significance. Based on the findings the following hypotheses
were accepted that: (1) there is a significant relationship between job
satisfaction and teachers’ performance in the classroom, (2) there is a
significant relationship between motivation and teachers’ job productivity in
the school, (3) there is a significant relationship between reward and
teachers’ work productivity in the school,
(4) there is no significant gender difference in the performance of
teachers due to job satisfaction. The findings of the study have shown that job
satisfaction has effect on teachers’ job performance based on this. The study
therefore recommends that teachers should be made constantly job satisfied so
as to perform at their professional best. Thus, the study recommends for
conducive environment for teachers’ job performance.
CHAPTER ONE
Background
of the Study
The levels
of theoretical and empirical activities involving motivation which ultimately
give job satisfaction to workers in formal organizations have escalated. The
study of job satisfaction has become more intensified in industrial and
organizational setting and more recently, in educational and psychological
management. This is brought about by the contention of early human relation
theorist that a happy worker is a productive worker (Rothliberger and Dickson,
1999). The need to motivate teachers to enhance job performance has been
emphasized by numerous researchers since the pioneering efforts of Hoppock and
Houser in the 1930s.
The major
goal of personnel management in any organization is the production of satisfied
employees who will remain on the job to contribute their best towards achieving
the organizational aims and aspirations at minimum cost. Therefore, the
executive of any organization or institution should be highly concerned with
the need of his or her subordinates. Formal organizations have an obligation to
ensure the mental health of their employees, Muskel (1990).
In the
secondary school system in Nigeria, the frequent debates and write ups on what
is referred to as the falling standard of education might be a pointer to the
greater concern of the general public over the quality of education in our
secondary schools.
In a recent
West African Senior Secondary Certificate Examinations (WASSCE) result released
(Punch Paper of Friday August 20, 2010, page 37). The result showed a drop of
1.04 per cent when compared with previous year’s result. For those who obtained
credits in five subjects including English and Mathematics, this falling
standard of education has bearing on teachers’ motivation and job performance
(Gabadeen, 2002).
It is
necessary for various government, school boards, ministries and even principals
to develop ideas which will make work more attractive to teachers and motivate
them to give their best. It is worthwhile to note that this involves much more
than increase in salary and promise of good promotion because these cannot make
for dedication which is essential for the expected success in our secondary
schools (Onuoha, 2006).
For any
nation to be self reliant and free from poverty, there is need for advancement
in her educational achievement. This is because education has been adjudged as
the means by which any nation could permanently close the door to poverty and
ignorance and simultaneously open the door of prosperity in term of socio
economic advancement, Ajibade, (1993). As at 1969 the estimated number of
studies on job satisfaction have exceeded four thousand (Grunebery, 1987:10).
Among all
employees, teachers are unique because they constitute a fundamental and
indispensable factor in the development of an educational system. Oyedeji
(1995) was of the opinion that teachers’ needs and morale are very important
elements which influence individuals and groups to perform in order to achieve
school objectives.
Attitude to
work is a critical determinant of staff level of job performance in any
organization. It has to do with the feelings, habits and beliefs that affect
the behaviour of staff members at work. It has been observed that the Nigerian
civil servants have poor attitude to work which impinges on their job performance.
This fact laid the basic fact that many employees lack appropriate training,
which do not motivate staff to do well in their daily work in the schools and
other organizations.
When an
employer of labour, whether government or private recruits people into
his/their organization, the purpose is to make them work effectively or perform
their duties optimally so that the objectives of the organization can be
realized. But the empoloyers’ objectives and that of the employees are usually
at variance. Therefore, the employer(s) must harmonize these objectives and
channel them to productive use through motivation. Motivation plays a very
important role in determining the level of performance of employees, which in
turn influence how effectively the organizations goals will be met.
It is the
general view that no matter how well an organization is structured, it is
unlikely to attain its objectives if the motivation of its employees is low or
they are demotivated. If motivation is low, employees performance of their
assigned job will suffer as if ability were low. It is therefore, pertinent
that employers of labour and those managing the labour force on their behalf
recognize this impact of motivation and then employ it so as to elicit
employees’ optimal performance. Employers and managers must motivate their
employees to greater effort, productivity and performance on the job. It is
obvious that the motivation of civil servants especially the teachers in the
country has sagged so low in the last two decades as a result of unfulfilled
expectations, that belonging to the system no longer confers pride and social
recognition. According to Aniemeka (2003), this has lowered the morale of
teachers who do not see any satisfaction in the work they perform in the
schools.
Nigerian
teachers are not adequately motivated. They lack working tools and equipment.
This makes the working situation to be so frustrating for the teachers. It
gives rise to a non-committal attitude to government programmes, apathy and low
morale which leads to ineffectiveness, inefficiency and low productivity. This
makes the working conditions to be so unattractive.
With regards
to motivation, Herzberg identifies the factors that motivate people to be
lodged in 1) the nature of work that they do, 2) the sense of achievement that
they acquire from their work, 3) the recognition that they receive, 4) the
responsibility that is bestowed upon them, and 5) their personal growth and advancement.
The main idea behind such factors is that they may spell the difference in the
perceptions that employees hold with regards to their work and their
relationship with their organisation of choice (Ayo, 2000). They are able to
form a perception of how much their organisation values them, and they are also
able to assess their own self-worth. Herzberg believes that such factors are
the main driving force of satisfaction and that they help boost the employee to
work harder and better, due to the motivation that is brought about. Put
simply, motivators are able to increase internal happiness. On the other hand,
hygiene factors are only able to boost external happiness.
According to
Obi (2003) the relationship between satisfaction and dissatisfaction by using
the traditional concept and Herzberg’s Two factor theory.
Herzberg’s
work has shown the world that aside from a person being satisfied from his job
and being dissatisfied, the employee can also not be satisfied at all. In other
words, ‘the opposite of job satisfaction is not job satisfaction, but rather,
no job satisfaction.’ In addition, ‘the opposite of job dissatisfaction is not
job satisfaction, but no job satisfaction.’ It must be noted that both factors
(hygiene factors and motivation factors) must exist in order for the employee
to be motivated in his work, in the best way that he/she possibly can. If there
are missing factors (whether they may be hygiene factors or motivation
factors), it is possible for the employee to be dissatisfied and not able to
perform in the best way that they can. If all the hygiene factors are present
and even when there is more than enough of hygiene factors present, then it is
possible that the employee would still not be motivated. Thus, in order for
managers to successfully motivate their employees, there is a need for them to
determine the appropriate and the sufficient motivation factors to use.
It has been
shown by Adamu (2005) that even though dissatisfying factors are removed, there
is a possibility that the job will not make the employee satisfied. It is not
uncommon to see managers committing a mistake with regards to removing a
dissatisfying characteristic.
Statement of
the Problem
Many workers
in Nigeria labour market, especially, the teaching profession, do not perform
well at work due to lack of satisfaction in their jobs. This may be as a result
of lack or inadequate rewards or motivation of the teachers by their employers.
For instance, the teaching profession has become all-comers job, where every Tom,
Dick and Harry carries the chalk to teach in the classroom. This has made
people in the society to neglect the teachers who passed through the
teacher-education and rigorous training to acquire the teaching knowledge.
Government’s
brazen neglect of the teaching profession, in the sense that remuneration is
poor, condition of teaching service is poor, other worker’s rewards such as
incentives and fringe benefits such as housing loans, car loans, leave
allowances, hospital allowances and benefits that accrue to other workers in
other public services in other professions, are non-existence in the teaching
profession. Therefore, teachers’ work performance is affected negatively
because when they remember that their rewards for teaching is poor, coupled with
the non-recognition of their profession by the society and significant others
in the community, their morale is lowered, and the resultant effect is poor or
dismal job performance and productivity, which is the result of low standard of
education in Nigeria today.
Nigerian
teachers are not adequately motivated. They lack working tools and equipment.
This makes the working situation to be so frustrating for the teachers. It
gives rise to a non-committal attitude to government programmes, apathy and low
morale which leads to ineffectiveness, inefficiency and low productivity. This
makes the working conditions to be so unattractive.
The above
problems, gave rise to the examination of the issue of job satisfaction and its
effect on teachers’ job performance in schools.
Purpose of
the Study
The purpose
of this study is to
(1) find out whether teachers are
satisfied with their jobs in the school.
(2) examine whether poor remuneration
affects teachers’ job performance in the school.
(3) investigate the relationship between
job satisfaction and teachers’ productivity in the school.
(4) assess whether there is relationship
between reward and job performance amongst teachers in schools.
(5) find out whether there is relationship
between motivation and job performance amongst teachers in the school.
(6) examine whether gender difference
exists in the job performance of teachers due to job satisfaction.
(7) find out whether teachers’ profession
is regarded by the society/government or not.
Research
Questions
The
following research questions were raised in this study:
(1) Are teachers satisfied with their
teaching profession in Nigeria?
(2) Does poor rumneration affect teachers’
job performance?
(3) Is there any relationship between job
satisfaction and teachers’ productivity in the school?
(4) Is there any relationship between
reward and job performance of teachers in the school?
(5) Does there exists any relationship
between motivation of teachers and their job performance in school?
(6) Is there any gender difference in the
performance of teaches due to job satisfaction?
(7) To what extent is the teachers’
profession regarded in the society or by the government?
Research
Hypotheses
The
following hypotheses were formulated to guide this study:
(1) There is no relationship between job
satisfaction and job performance of classroom teachers.
(2) There is no significant relationship
between motivation and job productivity amongst teachers in the school.
(3) There is no significant relationship
between reward and teachers’ job productivity in the school.
(4) There is no significant gender
difference in the performance of teachers due to job satisfaction.
Significance
of the Study
The study
would be of much benefit to the entire management of the selected secondary
schools in District IV of the Ministry of Education Lagos State and entire
Nigeria with regard to developing teachers’ positive attitude towards job
satisfaction and its attendance maximum productivity. Also, the teachers
themselves would benefit from the awareness which this study would have created
among institutions managers because, their welfare would be taken care of. The
organisational output would also increase since workers are expected to put in
their best, after working with positive job satisfaction and being rewarded
thus, promoting the general productivity of the institutions where they teach.
Furthermore, the whole society would enjoy relative peace as teachers and their
employers’ conflict would have been curtailed as a result of the good treatment
the former would have received from the latter and so on.
Scope of the
Study
The study
covered the effect of job satisfaction on teachers’ performance in selected
secondary schools in District IV of the Ministry of Education Lagos State.
Definition
of Terms
Job
Satisfaction: This is defined as the contentment an employee gets towards his
job from various factors.
Teacher:
Accordign to Owuegbu (1986) a teacher is one who motivates the learner. One who
is knowledgeable in his field and direct the learner in the class and makes
sure he achieves his goal.
Performance:
This means the act of carrying out a responsibility in accordance with laid
down rules (the new Lexican Websters Dictionary of English Language).
Motivation:
This is the process by which management enables employee to direct their
energies towards maximum attainment of goals and objectives of the
organization.
Theoretical
Framework
Reward is
that which is given in return for performance or service. Reinforcement is
compensation. It is the fruit of men’s labour or work. Often, the term reward
is used as a synonym for positive reinforcement.
A positive
reinforcement (or reward) is anything that strengthens or increases the
frequency of a desired behaviour. According to Ilogu (2005) positive
reinforcement involves the presentation of a reward (verbal, social or material
reward) following the performance of a desirable act on the assumption that a
pleasant consequence closely increases the likelihood of its recurrence. The
positive reinforcer must be given immediately after the expected response
occurs. Positive reinforcement can be utilised in three ways.
i. When anew behaviour is to be
incorporated in the workers’ repertoire,
ii. When the strength of an existing behaviour
pattern is to be increased, and
iii. When by increasing the strength of a
particular behaviour, the effect will cause an undesirable incompatible
response to diminish in strength.
Ilogu
(2005), further said, there are two classes of positive reinforcers. Those
provided by others and those provided by oneself.
1. Those provided by others. The
tangible reinforcer in the workplace include the use of sweets, food, money,
privileges and incentives. The intangible or social reinforcers consists of
smiles, pats on the back, compliments and nods.
2. Those provided by oneself. The
tangible reinforcers under this class comprise giving oneself a treat, engaging
in leisure activity or purchasing of a valuable object. The intangible
reinforcers in this category include the use of self praise, self appreciation
and so on.
There are
various schedules of reinforcement. Ekeruo, Ikediashi, Ekwe and Nwamuo (1988)
classify the schedules into continuous reinforcement schedule and intermittent
reinforcement schedule. The intermittent reinforcement schedule could be on a
time basis or performance basis. There are two time basis – fixed time or
interval basis (fixed interval or variable interval schedules). There are also
two performance basis known as fixed performance and variable performance
schedules.
To develop a
new behaviour, continuous reinforcement schedule is employed whereby you
present a reinforcer each time the behaviour is performed. When the behaviour
is relatively established, change to intermittent reinforcement schedule.
A reinforcer
may lose its potency after sometime. Three ways to identify what reinforces a
person according to Potect (1995) are: (a) observe the worker and see what
he/she chooses to do when on his free time, (b) ask the individual what he/she
would like to do, (c) ask what some of his/her choice behaviours are.
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