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THE EFFECT OF JOB SATISFACTION ON THE PERFORMANCE OF TEACHERS IN SOME SELECTED SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Employee’s satisfaction plays a key role in job performance. Workers who are satisfied with their jobs tend to be more motivated and productive (Barrick, Mount & Judge, 2001). As an agent of production, what is demanded of labor is performance for an organization to fully actualize her goals and objectives (Linder, 1998). Job satisfaction, according to Brief and Weiss (2002) comprises attitudes and feelings toward the job which when positive fortifies job satisfaction and performance but when negative reduces both job satisfaction and performance.

These scholars emphasized attitudes, feelings and interest of a worker in his job as major motivators. In their opinion, teachers in secondary school would perform and become efficient and satisfied when there is genuine interest in the job in their heart further with good attitudes and feelings that would enhance efficient academic performance of their students. This suggests that positive teacher’s attitudes towards their job are signs of job satisfaction which would impact on their performance and that of their students. Cohen, Cohen, West & Aiken (2003) also corroborated Brief & Weiss' position when they observed that job satisfaction and students' performance are closely related. They posited that the relationship between the two depends on individual personality.

When attitude is positive, teachers develop positive interest towards their jobs, and their commitment level increases. As trained teachers, satisfaction will arise from efficient performance of their students in both internal and external examinations. But when the attitude is negative, satisfaction and performance will reduce. Cohen, Cohen, West & Aiken (2003) stated further that a combination of cognitive knowledge with display of positive interest in one’s career stands to guarantee teacher’s satisfaction and job effectiveness which later influence the outcome of their student’s performance in any examination.

In his expectancy value theory, Ackerman (1996) posited that employees become more satisfied with their job when their primary and secondary needs are met. He stressed that apart from food, housing and clothing, workers become satisfied with their jobs and their performance level increases when opportunity is created for them to meet their social needs as well as get to the top of their careers.

In the view of Bandura & Locke (2003) job satisfaction is an outcome of performance which is aided by several motivational factors while performance is based on goal – directed behaviour. They put motivators as including employee recognition, opportunities for promotion, aid, training, increased responsibility, leadership style, remuneration, interpersonal relationship and the work itself. According to them, these factors must be made available to guarantee teacher’s efficiency and student’s performance. Ayo – Sobowale (2003) noted that workers needed to be highly motivated and to do this, stakeholders in the educational sector need to understand those factors that will motivate them at a particular point in time.

Satisfaction in the workplace as stressed by Bandura & Locke (2003) is important because it increases workers productivity, promotes employees humanitarian value, enhances sense of belonging, decreases level of absenteeism, lateness to work and promotes life satisfaction of workers. However, Jimoh (2000) attributed low academic performance of students to not only lack of teacher’s satisfaction but lack of funds, inadequate teaching materials, poor counseling, lack of parental care and inadequate concentration by the students and cognitive abilities of the students among others. Teachers as the tools for achieving high academic excellence demand effective managerial abilities and effective monitoring on the part of concerned authorities for them to put in their best and improve the performance of the students (Ebhomen, 2010).

1.2 STATEMENT OF THE PROBLEM

Lack of job satisfaction among teachers in secondary schools has been linked with low performance and inefficiency, a phenomenon that has been attributed to low academic performance of students in the recently conducted examinations by West African Examination Council (WAEC). The poor academic performance of students in Offa Local Government Area in recent times has generated serious condemnation and criticisms among members of the public and various organizations. These people attributed non performance of students to low morale and apathy on the part of the teachers due to poor incentives.

Other people even blamed the teachers as being lazy and unproductive, while many blamed the failure on the irresponsibility of both students and their parents. Education as an agent of national rebirth and transformation needed to be handled with all seriousness.

Quality education is required for national growth and development. Hence, this paper investigates the effects of job satisfaction among teachers and its influence on student academic performance with a view to improving teacher’s job satisfaction and student’s performance in their future external examinations.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the effect of job satisfaction on the performance of teachers in some selected secondary school. Specific objectives include;

1. To investigate the relationship between job satisfaction and teacher performance in selected secondary schools.

2. To identify factors contributing to job satisfaction among teachers in the selected secondary schools.

3. To explore the impact of job satisfaction on teacher motivation and commitment in the educational setting.

1.4 RESEARCH QUESTIONS

1. How does job satisfaction influence the teaching effectiveness of educators in selected secondary schools?

2. What are the main determinants of job satisfaction among teachers in the chosen secondary school environment?

3. In what ways does job satisfaction affect teacher retention and turnover rates in the secondary school setting?

1.5 RESEARCH HYPOTHESES

H1: There is a positive correlation between job satisfaction levels and teacher performance in selected secondary schools.

H2: Higher levels of autonomy and recognition contribute significantly to greater job satisfaction among teachers.

H3: Improved job satisfaction leads to increased teacher motivation and commitment, resulting in higher student academic achievement levels.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study lies in its potential to provide valuable insights into the dynamic relationship between job satisfaction and teacher performance within secondary school settings. Understanding this relationship is crucial for educational stakeholders, including school administrators, policymakers, and educators themselves, as it can inform strategies aimed at enhancing teacher satisfaction and, consequently, improving overall educational outcomes. By exploring the factors that contribute to job satisfaction among teachers and its impact on their performance, this study can help identify areas for intervention and support within school environments, leading to more effective teaching practices, higher teacher retention rates, and ultimately, better student learning experiences. Moreover, the findings of this study can contribute to the existing body of knowledge on organizational behavior and human resource management in the education sector, offering practical implications for fostering a positive work environment conducive to teacher well-being and professional growth.

1.7 SCOPE OF THE STUDY

The scope of this study encompasses teachers in secondary schools within Karu Local Government Area (LGA) in Nasarawa State, Nigeria. It aims to investigate the relationship between job satisfaction and teacher performance, focusing on factors such as workload, autonomy, recognition, and their impact on teaching effectiveness. The study will employ quantitative and qualitative methods to gather data from a representative sample of teachers in the selected secondary schools. By focusing on a specific geographic area, Karu LGA, the research aims to provide localized insights that can inform targeted interventions and policies to enhance teacher satisfaction and improve educational outcomes within this community.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include potential challenges in generalizing findings beyond Karu LGA, Nasarawa State, due to its specific geographic and cultural context. The study's reliance on self-reported data from teachers may introduce response bias. Additionally, constraints in resources and time may limit the depth of data analysis and sample size. Furthermore, external factors such as economic conditions or changes in educational policies could influence job satisfaction and teacher performance, affecting the study's outcomes.

1.9 DEFINITION OF TERMS

1. Job Satisfaction: The extent to which an individual feels content or fulfilled with their job, typically influenced by factors such as workload, autonomy, recognition, and organizational culture.

2. Teacher Performance: The effectiveness and efficiency with which a teacher carries out their duties and responsibilities, including instructional delivery, classroom management, student engagement, and academic outcomes.

3. Secondary School: An educational institution that provides education for students typically ranging from grades 6 to 12, following primary education and preceding higher education, where specialized subjects are taught by subject-specific teachers. 

4. Autonomy: The degree of independence and control that teachers have over their work environment, including curriculum design, instructional methods, assessment practices, and classroom management decisions.

5. Academic Achievement: The measurable outcomes of student learning, typically assessed through standardized tests, grades, and other academic assessments, reflecting the extent to which students have mastered the curriculum and attained learning objectives.

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