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FACTORS AFFECTING ATTITUDE TO WORK OF SECONDARY SCHOOL TEACHERS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Development of any nation is primarily dependent on the education system available in the country. Education cannot achieve its essence without teachers playing pivotal roles in ensuring achievement of educational institutions. Accordingly, Joshua and Ifedayo (2012), noted that teachers promote quality education from the domain of teaching and learning through creative ideas, participation and cooperative learning, research, analysis and critical thinking, problem solving, innovation and encouragement of creative and divergent thinking. Same Joshua and Ifedayo (2012) noted that teachers’ activities in area of teaching and learning lead to proper development of knowledge, skills, attitudes, values that enable students to function effectively and live as responsible citizens and also make useful contributions to society.

Barros and Marcos (2010), noted that attitude means individuals’ prevailing tendency to respond either favorably or unfavorably to an object (person, group, organization). In other words, attitude is concerned with an individual’s way of thinking and behaving which has serious implications for learners, the teacher, the immediate social group with which individual learning relates to the school system as a whole.

According to Dodeen, Ibrahim and Emad (2003) attitudes of teachers have been determined to be influenced by gender. According to them, female teachers have a more positive attitude towards the teaching profession as compared to male teachers. In the same vein the study of Hussain, Ali, Khan, Ramzan and Qadeen (2011) revealed that female secondary school teachers have a more positive attitude towards their work as compared to their male counterparts. Also in the study of Maliki (2013), it was found that there is a significant difference between male and female teachers’ attitudes towards their work; female teachers’ attitudes are more positive to their work than their male counterparts.

Robbins (2005) noted that a person can have thousands of attitudes but in organizational behavior focuses are on a very limited number of work related attitudes. These work related attitudes tap positive or negative evaluations that employees hold about aspects of their work environment. Robbins (2005) noted that most of the research on attitude in OB has been concerned with three attitudes which include: job satisfaction, job involvement and organizational commitment.

Accordingly, Kreitner and Kinicki (2007) opined that work related attitudes include job satisfaction, organizational commitment, alienation and communication. The term job satisfaction refers to a collection of feelings that an individual holds toward his/her job. On the other hand, job involvement according to Robbins (2005) measures the degree which a person identifies psychologically with his or her job and considers his/her perceived performance level important to self-worth.

While organizational commitment is defined as a state in which an employee  identifies with a particular organization and its goals and wishes to maintain membership in the organization (Robbins, 2005). Alienation means extent to which staff members feel disappointed with their careers and professional development (Rafferty, 2003). For the purpose of this study, teachers’ attitudes toward their work simply mean perceptions, outward and visible postures of the teachers' beliefs toward their school work. Thus, in measuring teachers’ attitudes this study incorporates items from four types of work related attitudes which include job satisfaction, job involvement, organizational commitment and alienation.

However, one factor that might influence teachers’ attitudes to work is organizational culture. As defined by Davoren (2013), organizational culture is the beliefs, values, rituals and symbols that govern the operating style of the people within an institution. In the view of Ng’ang’a and Nyongesa (2012), it is the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholder outside the organization. Thus, organizational culture is the set of ideas and assumptions about an organization's operation. In other words, organizational culture is about the norms, values and beliefs that employees and management in an organization share. Also, it includes the interaction of employees with each other and with the management. It includes the artifacts and symbols in an organization.

Azhar (2003) observed that organizational culture is presumed to have far-reaching implications for employees’ attitude to make it an important topic to understand.In the secondary schools, facilities, symbols, equipment (school plants) and teaching aids some of which should constitute the school artifact are dilapidated. The deplorable conditions of these facilities and teaching aids have led to a conclusion that in all parts of the country, without exception, the school environments are not conducive for teaching and learning.

Also rituals and routine activities like meeting and decision making among the school management, teachers, parents and students is part of school organizational culture. It seems that most secondary schools do not organize meetings regularly as they are supposed to and when they do, the decision making process seems to be dominated by the management and not by consensus. In actual sense, in issue(s) that concern the teachers and other stakeholder in school, they all are supposed to be consulted and reach a consensus so that they would see whatever decision reached as ours (all inclusive) and not theirs (the management).

Leadership behavior of the principals which is also part of school organizational culture is also a problem in most schools. Moreover, Raza (2010) noted that principals are emphasized in most secondary schools. That is to say they are more concerned about the work the teachers does without considering what it takes the teachers to do the job. The common outcome of this behavior usually is negative thought among the school community members. In contrast, from the management’s view they think that the staff will be able to increase their performance and demonstrate good work when pressure and tensions are imposed on them (Raza, 2010).

Therefore, all the secondary schools have organizational culture, some appear to have stronger, more deeply rooted culture than others who may have weak and shallowly rooted cultures (Riley, 2013). Strong culture as defined by Riley (2013) is a culture which is deeply embedded into the ways a school organization does things. Riley noted that with a strong culture, employees and management understand what is required of them and they will try to act in accordance with core values. A key feature of a strong school culture is that there is less need for detailed policies and procedures because the way things are done around here is understood and accepted.

In their own opinion, Chatman, Demison, Kuenzi and Schneider (2012) noted that strong culture is one with a combination of wide agreement and intensity about norms and values among organizational members. In the context of this study, strong school organizational culture describe an organizational culture adopted by a school with a value system that promotes teamwork, innovation, freedom or discretion to take risk, supervisory support, use of equitable reward, relationship among teachers and colleagues and with that of principal being open to all which arise as a result of goal clarity and goal alignment widely shared among teachers in order to achieve school goal.

On the other hand, weak school culture according to Kumar (2006) is where there is little alignment with organizational values and control must be exercised through extensive procedure and coercion to achieve organizational goals. Riley (2013) opined that weak school culture is one in which the core values are not clearly defined, communicated or widely accepted by those working for the organization. Riley (2013) concurred with Kumar (2006) where he argued that a key consequence of weak organizational culture is the greater need for procedures, policies and bureaucracy in order to get things done. Thus, a weak school culture will emphasize bureaucracy and policies and excessive control on the teachers toward goal achievement. As used in this study, a weak school culture is one which seeks to guide and influence the teachers to goal attainment through emphasis on bureaucracy, hierarchy, policy, procedure, closed management teacher communication and low preference for human needs. The culture prevailing in a school may have an effect on the attitude to work.

1.2 STATEMENT OF THE PROBLEM

Despite the acknowledged importance of teachers' attitudes towards their work, there remains a lack of comprehensive understanding regarding the specific factors influencing these attitudes within the context of secondary schools. This study aims to investigate the multifaceted elements shaping the attitudes of secondary school teachers towards their work. Key questions include identifying the role of organizational culture, professional development opportunities, workload, interpersonal relationships, and institutional support in influencing teacher attitudes. Understanding these factors is crucial for devising effective interventions to enhance teacher motivation, job satisfaction, and overall workplace dynamics. By elucidating the complexities of teacher attitudes, this research endeavors to contribute valuable insights to educational policymakers, school administrators, and stakeholders seeking to create supportive environments conducive to teacher well-being and student success.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine factors affecting attitude to work of secondary school teachers.

Specific objectives include;

1. To investigate the influence of organizational culture on the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

2. To examine the impact of leadership style on the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

3. To assess the effect of workload on the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

1.4 RESEARCH QUESTIONS

1. How does organizational culture influence the attitude to work of secondary school teachers in Karu LGA, Nasarawa State?

2. What is the relationship between leadership style and the attitude to work of secondary school teachers in Karu LGA, Nasarawa State?

3. How does workload affect the attitude to work of secondary school teachers in Karu LGA, Nasarawa State?

1.5 RESEARCH HYPOTHESES

1. H0: There is no significant relationship between organizational culture and the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

   H1: There is a significant relationship between organizational culture and the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

2. H0: Leadership style does not significantly influence the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

   H1: Leadership style significantly influences the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

3. H0: Workload does not significantly affect the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

   H1: Workload significantly affects the attitude to work of secondary school teachers in Karu LGA, Nasarawa State.

1.6 SIGNIFICANCE OF THE STUDY

This study holds significant relevance to Karu Local Government Area (LGA) of Nasarawa State and every secondary school in Nigeria as it delves into understanding the factors influencing attitudes toward work among secondary school teachers. By identifying and addressing these factors, it has the potential to enhance teacher motivation, job satisfaction, and ultimately improve the quality of education provided in secondary schools. Additionally, a positive work attitude among teachers can contribute to a conducive learning environment, student engagement, and academic achievement. Thus, the findings of this study can inform targeted interventions and policies at the local and national levels to optimize the working conditions and support mechanisms for teachers, leading to overall improvements in educational outcomes.

1.7 SCOPE OF THE STUDY

This study will focus on exploring the factors affecting attitudes toward work among secondary school teachers in Karu Local Government Area (LGA) of Nasarawa State, Nigeria. It will investigate various aspects such as organizational culture, professional development opportunities, workload, leadership effectiveness, and teacher satisfaction. Data will be collected through surveys and interviews with teachers, administrators, and education stakeholders. The study aims to provide valuable insights into the specific challenges and opportunities present in secondary schools within the Karu LGA, informing potential interventions and policies to enhance teacher morale and effectiveness.

1.8 LIMITATIONS OF THE STUDY

Despite efforts to gather comprehensive data, this study may encounter limitations such as potential respondent bias, limited sample size, and constraints in accessing certain information due to time and resource limitations. Additionally, the findings may be specific to the context of Karu LGA and may not be generalizable to other regions or countries. Furthermore, the study's reliance on self-reported data and subjective perceptions may introduce inherent biases. Despite these limitations, the study seeks to provide valuable insights into the factors influencing attitudes toward work among secondary school teachers in Karu LGA.

1.9 DEFINITION OF TERMS

1. Attitude: A settled way of thinking or feeling about something, typically one that is reflected in a person's behavior. 

2. Secondary School: An educational institution designed for adolescents, typically comprising grades 9 through 12 or equivalent levels of education, depending on the educational system.

3. Organizational Culture: The shared values, beliefs, and norms that characterize an organization and influence its members' behaviors and attitudes.

4. Work Attitude: An individual's disposition or mindset toward their work, including their feelings, beliefs, and behaviors related to their job duties and responsibilities.

5. Professional Development: Activities and processes designed to enhance and refine an individual's skills, knowledge, and abilities related to their profession or occupation.

6. Fringe Benefits: Additional benefits or perks provided to employees by their employer, beyond their regular salary or wages, which may include health insurance, retirement plans, and paid time off.

7. Organizational Commitment: The degree to which an individual identifies with and is dedicated to the goals, values, and objectives of their organization.

8. Organizational Reform: Changes or modifications implemented within an organization to improve its structure, processes, or performance.

9. School Culture: The values, norms, and practices that characterize the social environment of a school, including its beliefs about teaching and learning, interactions among staff and students, and overall atmosphere.

10. Professional Development Plan (PDP): A structured and systematic approach to improving an individual's professional skills, knowledge, and competencies, typically aligned with their career goals and objectives.

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