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PROBLEM OF CAREER FRUSTRATION AMONG PRIMARY SCHOOL TEACHERS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

A secure future with a rewarding career is most likely what we all hope for. Choosing a job is only the first step toward realizing that no matter what career you choose, it is all about security and money at the end of the day (Taiwo, 2002). However, there are other factors to consider before deciding on a vocation. As  individuals seek stability, they will be led through a maze of factors ranging from personal to financial to professional, all of which will affect the occupation you choose.

A person's career is defined as the advancement and activities they engage in throughout their lives, particularly those related to their work. A career, rather than referring to a particular job, often refers to the vocations necessary, titles obtained, and work accomplished over a long period of time (Adeyemi, 2002). As the economy worsens, many people are seeking for new possibilities. It is occasionally required, such as when people lose their employment or are laid off. Choosing a career is one of the most important decisions students will make in defining their future goals. This decision will have long-term ramifications for them. Therefore one  cannot actually avoid anything and take the easy way out to get the best job if they do not make the necessary decision.

Notably, teachers are considered as strong foundations of the Nigerian education industry. It is both crucial and critical that teachers be treated extremely well both within and outside the system by enhancing their working circumstances. Teaching is a fascinating profession, and it is not a trade since instructors, like any other craft, have additional qualifications for membership. These include training periods, unions, and member codes of behavior. Unfortunately, many changes in schools and colleges, whether curriculum-related or technological in nature, are implemented without teacher training, which can lead to teacher dissatisfaction. Frustration is the condition of an organism that occurs when fulfilling motivated activity becomes more difficult or impossible when the path to a goal is impeded. According to Webster's Collegiate Dictionary (2001), frustration is "a deep persistent emotion or condition of uneasiness and discontent stemming from unsolved problems or unfulfilled demands." Alternatively, frustration refers to a situation or incident that obstructs the path to a goal. It also implies a sense of disappointment as a result of being obstructed.

Since teachers are known to be the foundation and lord of knowledge, they have the delicate responsibility of bringing out the finest in the kid and man's body, mind, and spirit. They are the nation's constructor and architect. As a result, when management initiates change with little or no input or concern for those who have an influence on student learning, it can alter teachers' dispositions in implementing the changes, resulting in career frustration. Which is very prevalent among many primary school teachers today.

1.2 STATEMENT OF THE PROBLEM

A teacher's obligations are greater than those of any other profession. A teacher must be satisfied in order to do his or her tasks efficiently. When a teacher feels frustrated, he is unable to carry out his duties. Pupil behavior has a considerable influence on a teacher's sense of well-being, according to Anyanwu (2021). Disruptive behavior can vary from low-level disturbance that interferes with lesson delivery to acts of verbal and physical attack that aim to intimidate personnel and frequently result in short- or long-term physical or mental health problems. Furthermore, constant change and a lack of job resources not only directly increase the likelihood of burnout, but also indirectly affect the likelihood of burnout by instilling feelings of lack of perceived job control, limited access to information, and perceptions of insufficient supervisory support.

In Nigeria,  Torty (2021) discovered that career frustration among teachers arises from their dissatisfaction with their current standing in society as a result of bad working circumstances. There is no job satisfaction with their current standing in society owing to bad working conditions, and they are dissatisfied, particularly with their welfare, as it is considered that teaching is a vocation for the poor. He also believes that the majority of Nigerians despise the teaching profession because of the brutality meted out to teachers. Bizarrely, scanty literature exists to provide empirical evidence to support or disprove the prevalence of career frustration among primary school teachers hence this prompted the researcher to carry out this study on a critical examination of career frustration among primary school teachers.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine problem of career frustration among primary school teachers.  Specific objectives include;

1. To investigate the factors contributing to career frustration among primary school teachers.

2. To examine the impact of career frustration on job satisfaction and overall well-being of primary school teachers.

3. To explore potential strategies and interventions to mitigate career frustration and enhance job satisfaction among primary school teachers.

1.4 RESEARCH QUESTIONS

1. What are the primary factors influencing career frustration among primary school teachers?

2. How does career frustration affect the job satisfaction and well-being of primary school teachers?

3. What effective strategies and interventions can be implemented to alleviate career frustration and promote job satisfaction among primary school teachers?

1.5 RESEARCH HYPOTHESES

H0: There is no significant relationship between workload, resources, and support systems within schools and career frustration among primary school teachers.

H1: There is a significant relationship between workload, resources, and support systems within schools and career frustration among primary school teachers.

H0: Career frustration does not significantly impact the job satisfaction and overall well-being of primary school teachers.

H1: Career frustration significantly impacts the job satisfaction and overall well-being of primary school teachers.

H0: There is no significant difference in the effectiveness of various strategies and interventions in mitigating career frustration among primary school teachers.

H1: There is a significant difference in the effectiveness of various strategies and interventions in mitigating career frustration among primary school teachers.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study lies in its potential to shed light on the pervasive issue of career frustration among primary school teachers and its impacts on their job satisfaction and overall well-being. By identifying the factors contributing to career frustration, the study can inform policymakers, school administrators, and educators about areas needing improvement within the educational system. Understanding the consequences of career frustration on teachers' job satisfaction and well-being can underscore the importance of addressing this issue to promote a positive work environment and enhance teacher retention rates. Additionally, by exploring effective strategies and interventions to mitigate career frustration, the study can provide practical insights for improving teacher support systems and ultimately enhancing the quality of education for students. Overall, this research has the potential to contribute valuable knowledge to the field of education and inform efforts aimed at fostering a fulfilling and supportive work environment for primary school teachers.

1.7 SCOPE OF THE STUDY

The scope of this study will focus specifically on career frustration among primary school teachers within government secondary schools in Keffi Local Government Area (LGA) of Nasarawa State, Nigeria. This geographical limitation allows for a targeted investigation into the factors influencing career frustration within a specific educational context. The study will encompass an examination of workload, resource availability, support systems, and classroom management practices within government secondary schools in Keffi LGA. Additionally, the study will assess the impact of career frustration on teacher job satisfaction and overall well-being within this specific setting. While the findings may provide insights applicable to other regions or educational settings, the scope of the study will primarily concentrate on the unique challenges and dynamics present within government secondary schools in Keffi LGA, Nasarawa State.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include the exclusive focus on government secondary schools in Keffi LGA, Nasarawa State, potentially limiting the generalizability of findings to other regions or types of schools. Additionally, the study's reliance on self-reported data from primary school teachers may introduce response bias. Time and resource constraints may limit the depth of data collection and analysis. Moreover, external factors such as socio-political context and cultural influences could impact the interpretation of results.

1.9 DEFINITION OF TERMS

1. Career Frustration: The feeling of dissatisfaction, disillusionment, and emotional distress experienced by primary school teachers in relation to their professional roles, responsibilities, and work environment, resulting from various factors such as workload, resource limitations, and challenges in classroom management.

2. Job Satisfaction: The level of contentment, fulfillment, and positive feelings that primary school teachers derive from their work, including their perception of job conditions, work relationships, and opportunities for professional growth and development.

3. Well-being: The overall state of physical, mental, and emotional health and happiness experienced by primary school teachers, encompassing factors such as stress levels, work-life balance, and personal fulfillment.

4. Workload: The amount of tasks, responsibilities, and duties assigned to primary school teachers within a given period, including lesson planning, classroom instruction, student assessment, administrative tasks, and extracurricular activities.

5. Resources and Support Systems: The tangible and intangible assets, facilities, and assistance available to primary school teachers to facilitate their teaching and professional development, including access to educational materials, technology, mentorship, and collaboration with colleagues and administrators.

6. Classroom Management: The strategies, techniques, and practices employed by primary school teachers to create and maintain a positive and productive learning environment, including behavior management, student engagement, and effective communication with students, parents, and other stakeholders.

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