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THE IMPACT
OF TEACHERS WELFARE PACKAGE ON TEACHERS JOB SATISFACTION
CHAPTER ONE
INTRODUCTION
Background
of the s
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
welfare packages could be termed as goal-directed behavior. The teacher welfare
packages are also concerned with the individual 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 attitude.
Job
satisfaction is not simply a matter of need fulfillment although a teacher
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 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 welfare package influence teacher job satisfaction? To what extent do government regulations on
teacher welfare packages control teacher job satisfaction? Will the timely and continued review of
government decision of welfare packages affect teacher job satisfaction? Does teacher job satisfaction come only from
teacher welfare package? To what extent
are teacher welfare packages influence by sex and qualifications?
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