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THE
IMPACT OF TEACHERS WELFARE PACKAGE ON TEACHERS JOB SATISFACTION
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
developed world has realized the invaluable contribution of education to the
development of nations. The United Nations Educational Scientific and Cultural
Organization’s (UNESCO) recommendation on the status of teachers as far back as
1966 is an eloquent attestation to this recognition. In this regard, Ogundele
[2000] observed that no nation rises above the level of its education and no
educational system outgrows the quality and status of its teachers and no
nation can afford to pay lip service to the education of its people. The nation
which fails to realize this importance of education, does so at his own peril.
This assertion attempts to correct the erroneous impression that teachers’
rewards are in heaven. This is supported by section 9 No. 59 of the Federal
Republic of Nigeria, National Policy on Education [2004] that states: “teachers
education will continue to be given a major emphasis in all our educational
planning because no educational system can rise above the quality of its
teachers”.
The
section also added that all teachers in our educational institutions from
pre-primary to university will be trained. This has led to the elimination of
uncertified teachers from classroom in Isin Local Government Area and Kwara
State as a whole. The school can change the society for better through the
agency of the teachers, but the society has to first empower the teacher and
enrich the climate of the school.
Oyeniyan
[2000] was of the opinion that education is a good enterprise and the future of
the world is pivoted on its gains. Information, enlightenment, technology,
transportation, which are pleasantly shrinking the whole world into a global
village with regard to contact, interaction and communication are all products
of education. Hence, the ultimate goal of any nation is to produce good quality
education in terms of learning and character. The importance of welfare scheme
on teachers’ job performance is greatly being felt all over the world.
As
Locke and Latham [2004] theory opined that a satisfied worker will produce more
and use this as a basis for relating motivation, satisfaction and job
performance. The need to motivate workers is a fundamental issue in all
organizations that are aimed at achieving set goals. Teachers like workers in
other organizations, need the renewed energy brought by incentive from time to
time if they are to perform effectively.
The
Nigerian Union of Teachers’ constitution stated that the Union is a forum for
the cooperation of teachers and promotion of their welfare, the interest of
education versus teaching profession. Achimugu [2005] study revealed that
motivation played a significant role in teachers’ job performance. Akor [2010]
and Jabuya [2010] posited that significant relationship exist between
motivation and teachers job performance. Adeogun [2006] in his survey research
on training and experience as predictors to teachers productivity in secondary
schools in Nigeria discovered that training and experience had significant
impact on teachers’ job performance. The outcome of this research agreed with
Ahiaba [2002] that training and experience enhance teachers’ productivity.
Luthans
[2005] posited that welfare schemes are the strategies employed in motivating
teachers for better job performance. These are in form of salary increment,
gratuity, regular promotion, ensuring job security, and establishing cordial
relationship among teachers. Verspoor [2004] found that teachers are the
initiators, facilitators of teaching and learning activities. They act as agent
of changes in any school system because of these roles they perform; they can
be regarded as the heart of quality improvement strategy. Emenike (2003)
affirmed that the Nigerian society still rate teaching as the lowest civil
service job. Furthermore, while other teachers work in order to satisfy their
needs in life, others are constantly agitate to a need for one thing or the
other, which is a sign of lack of job satisfaction.
Job
satisfaction is one of the most frequently investigated variable in studies in
organizational behaviour. This is probably due to its positive impact on
organizational effectiveness and efficiency (Obi, 1992). Obi (1997), also
stressed that teachers’ effectiveness lead to opportunities to produce and
effect changes in the school among teacher in secondary schools. Despite
teachers’ efforts in school effectiveness and efficiency, they neither get a
commensurate remuneration nor the prestige and social status, which they
deserve. This implies that teachers who work tirelessly for the development of
the school through grooming of the students are not accorded the necessary
recognition and respect which these teachers deserve. This also influences
their job satisfaction and in the long run goes a long way to affect teaching
and learning.
In
search of job satisfaction, workers are usually inclined to leave the job at
hand for better ones. Okonkwo (1997) stated that teachers who are not satisfied
with their jobs, withdraw to other jobs which they believe might satisfy their
needs. Since job satisfaction from the basis for worker’ decisions about their
work- whether they remain or quit, the parameter, for measuring teachers’ job
satisfaction in the teaching profession could be in their length of service.
Maintaining a high level of worker’s job satisfaction is vital in increasing
organizational productivity.
Job
satisfaction is an acceptable and happy work condition. Emenike (2003), defined
it as a pleasurable, emotional state resulting from the appraisal of one’s job,
an affective to ones job and an attitude towards one’s job. Operationally, job
satisfaction is being happy and contented with ones (teachers) duties and
showing same in being devoted to the duties. It is necessary to ensure
teachers’ job satisfaction as this will enhance productivity and teachers’
longer stay in the teaching profession. This implies that job satisfaction is
imperative for the achievement of educational goals.
1.2 STATEMENT OF THE PROBLEM
Teachers
generally seem to be discontented with their teaching jobs and this invariably
affects the entire educational system especially secondary schools that provide
inputs to higher institutions. The poor standard of education in the country is
therefore not unconnected with this problem.
Inadequate
motivation of teachers in the state and subsequent lack of job satisfaction
make them less committed to their work. Consequently they are not well
motivated and do not dedicate their time to proper teaching of students nor
prepare their lessons well enough to inculcate all necessary skills using
adequate methods. Thus their contributions to the accomplishment of school
goals are not very positive. They fail to participate in the projects that
promote the tone of the name of the school. Equally, students do not do well in
their examinations since they do not acquire correct skills. This results in
poor output and consequently job dissatisfaction which is apparent in several
forms of misconduct on the part of the teachers.
1.3 OBJECTIVES OF THE STUDY
The
study sought to know the impact of teachers’ welfare package on teachers’ job
satisfaction. Specifically, the study sought to;
i. examine the extent to which teachers’
welfare packages influence job satisfaction.
ii. determine the relationship between teachers’
welfare packages and student academic performance.
iii. identify the causes of teachers’ job
dissatisfaction in Nigeria.
1.4 RESEARCH QUESTIONS
i. To what extent do teachers’ welfare packages
influence job satisfaction?
ii. What is the relationship between teachers’
welfare packages and student academic performance?
iii. What are the causes of teachers’ job
dissatisfaction in Nigeria?
1.5 RESEARCH HYPOTHESES
Ho1:
Teachers’ welfare packages do not influence job satisfaction to a great extent
Ho2:
There is no relationship between teachers’ welfare packages and student
academic performance.
1.6 SIGNIFICANCE OF THE STUDY
This
study will be of immense benefit to other researchers who intend to know more
on this study and can also be used by non-researchers to build more on their
research work. This study contributes to knowledge and could serve as a guide
for other study.
1.7
SCOPE/LIMITATIONS OF THE STUDY
This
study is on the impact of teachers’ welfare packages on teachers’ job
satisfaction.
Limitations
of study
Financial
constraint: Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint: The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.8 DEFINITION OF TERMS
Teacher:
A teacher is a person who helps others to acquire knowledge, competences or
values.
Teachers’
welfare : Teachers’ welfare means taking care of the teachers by the
government, private employers, non-governmental organizations, parents, school
administrators and the teachers’ trade union directly and indirectly through
provision of housing, meals, payment of allowances, construction of classrooms,
guidance and counselling, provision of loans, and provision of instructional
materials (Goldman, 1999; Rajkuar, 2014; Odeku & Odeku, 2014).
Welfare
Packages: Armstrong and rumples define it as items in the total package offered
of employee over and above salary which increases their wealth or well-being at
some cost to the employee.
Job
Satisfaction: Job satisfaction is a measure of workers' contentedness with
their job, whether or not they like the job or individual aspects or facets of
jobs, such as nature of work or supervision.
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