Assessment Of Teachers Promotion And Effects On Teaching And Learning In Some Selected Primary School In Takum LGA, Taraba

---

Abstract

---

The purpose of this study is assessment of teachers promotion and effects on teaching and learning in some selected primary school in Takum LGA, Taraba. The population of the study was 3,093 teachers from various public senior secondary schools in the nine education zones in Taraba State A sample size for the study was 354 participants calculated using Taro Yamane’s Formula. The data collected was analyzed using mean and standard deviation and Pearson product moment correlation was used to analyzed the hypothesis at 0.05 level of significance. Findings: There was a statistical significance strong relationship between promotion and classroom teachers job satisfaction in Senior Secondary Schools in Taraba State, Nigeria (r706 = 0.18, p < 0.05.). This study concluded that promotion is high with a grand mean of (3.76). Classroom teachers ‘job satisfaction is low in SeniorSecondary Schools in Taraba state, Nigeria with a grand mean score (3.03).Recommendations: The Taraba State government should ensure regular promotion of teachers and implement payment of promoted teachers with their promotion status and other allowances.

---

Table of Content

---

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

---

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

---

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

---

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

---

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses
• 4.5 Discussion of Findings

---

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

---

Chapter One

---

Introduction

1.1 Background of the Study

The general notion that teachers are not properly taken care of in relation to promotion and implementation of their salary by the Nigerian government and private sector has put the state of job satisfaction of classroom teacher’s question. The quest for teachers both graduates and non-graduates may not be discarded, 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 that teachers used to enjoy in the missionary days is no longer there, all these tend to inhibit the profession (Oyeniyan,2010). It is important to note that for any national aspirations to be met in the areas of education, the teacher factor may not be neglected. The teacher is the heart of the educational progress and also the main determinant of the educational system (Oyeniyan,2010). Teachers’ job satisfaction has been subject of concern in educational organizations. The concept of job satisfaction rests on the assumption that a contented teacher is invariably an efficient and effective employee. Many studies equate job satisfaction with employee’s attitude. Teachers’ job satisfaction is not simply a matter of need fulfillment although a teacher’s needs may be fulfilled; feelings of satisfaction will depend very much on whether the teacher thinks that comparing favorably with other people in similar jobs, positions or places. The teacher’s perception of job situation will be directly related to the values which they place on the various aspects of job and its environment as, sources of satisfaction and dissatisfaction. Jobsatisfaction refers to the accomplishment acquired by experiencing various job activities and rewards and satisfaction is resulting from the attainment of some desired goal.

The teacher’s promotion could be termed as goal-directed behavior. The teacher’s promotion influence an increase in salary packages are also concerned with the individual’s desires, how they can be accomplished in teacher work situation. According to Luthans (2015) promotions are employed in motivating teachers for better job satisfaction when the addition grade level is fully implemented. These are good motivation for work in salary increment, gratuity, and regular promotion, ensuring job security, and establishing cordial relationship among teachers. 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 Promotion is a Shifting of employee for a job of higher significance and higher compensation (Lazear, 2007)..The movement of an employee upward in the hierarchy of the organization typically leads to enhancement of responsibility and rank and an improved salary package. Promotion is the reassignment of an employee to a higher-rank of job. Many researchers give their opinion that job satisfaction is strongly correlated with promotion opportunities and there is a direct and positive association between promotion in school and classroom job satisfaction (McCausland and Theodossiou, 2005). The reliance of the positive correlation between promotion and job satisfaction is on perceived justice by workers. A significant facet of career of an employee is promotion that affects other aspects of experience of work. They make up of a vital facet of mobility of labor related to workers, most frequently having considerable increment of wages (Miceli and Mulvey 2000). Job satisfaction is related to job security and most ascertaining give-ups regarding future, whereas satisfaction with regard to promotion opportunities is not a major factor (Moen and Asa, 2005). Few numbers of managers makes estimation about the impact of promotions on satisfaction of workers, by concentrating on satisfaction regarding promotion.

Managers who have been promoted feel more satisfy with opportunities regarding promotion and have more expectations for future promotion (Edward, 2010). Therefore salary difference exists between males and female managers. Female feel less satisfy towards their policy rules concerning to pay and promotion that point out low level of job satisfaction as match up to male bank manager that have high pay and satisfaction with job (Edward, 2010). The judgment of satisfaction related to job can be made with the help of wage and salary payment system. Different type of organizations adopts different types of payment system of wages. The teachers are low paid within a developing country like Nigeria don’t for job satisfaction level and also different determinant of job satisfaction among the workers that exist in low salary and wages across the country (Hamermesh, 2004). Teachers’ job satisfaction level is less in Nigeria employees receive less amount of pay compared to their counterpart who receive high salary and wages. Heywood, John and Lazear (2007)stated that better salary as a result of promotion of teachers in school is an imperative factor for job satisfaction, however other related factor are like oral praise, recognition, job involvement and commitment are also taken into account.

Managers who have been promoted feel more satisfy with opportunities regarding promotion and have more expectations for future promotion (Edward, 2010). Therefore salary difference exists between males and female managers. Female feel less satisfy towards their policy rules concerning to pay and promotion that point out low level of job satisfaction as match up to male bank manager that have high pay and satisfaction with job (Edward, 2010). The judgment of satisfaction related to job can be made with the help of wage and salary payment system. Different type of organizations adopts different types of payment system of wages. The teachers are low paid within a developing country like Nigeria don’t for job satisfaction level and also different determinant of job satisfaction among the workers that exist in low salary and wages across the country (Hamermesh, 2004). Teachers’ job satisfaction level is less in Nigeria employees receive less amount of pay compared to their counterpart who receive high salary and wages. Heywood, John and Lazear (2007)stated that better salary as a result of promotion of teachers in school is an imperative factor for job satisfaction, however other related factor are like oral praise, recognition, job involvement and commitment are also taken into account.

Federal Republic of Nigeria (2010) promised Nigerian teachers inclusive a new salary packages which recognized the 27.5%, the eighteen thousand naira minimum wage and the teachers’ salary advancement (TSA). The implementation of these new packages like any other promise made by Nigerian Government inability to implement has attracted comments including by Nigerian civil servants. Over the years there has been total neglect of teachers’ promotions by government, this promotion has completely been abandoned and as such teachers’ became frustrated to the extent that some left the teaching profession to other sectors and mobility of labor. Therefore the need for government to encourage teachers’ through promotions, payment of enhanced allowances as pointed out the lack of interest and low performance of students and causes teachers’ job dissatisfaction. It is such a situation that prompted the researcher to conduct a study on the relationship between promotion and classroom teacher’s job satisfaction in public Senior Secondary Schools in Taraba State, Nigeria

---

1.2 Statement of the Problem

The need to attract and retain qualified teachers is critical. Teacher motivation is inadequate for instance; teachers’ salary compared to other institutions workers, no accommodation for teachers and they have to struggle for accommodation after completing school, and sometimes have to commute long distances to work. These factors are causing absenteeism, lackadaisical attitude and dissatisfaction among the teachers’. The rate of turnover of teachers’ is increasing at the alarming rate and those staying are embarking on frequent strikes for better conditions of service (FRN, 2009). Adamawa State takes education as a matter of priority in its yearly budgetary statement. Said government priority measures, teaching service board have identified among other problems bedeviling education and teachers’ in the state which include; fluctuation in gross net pay of staff salaries; teachers’ were not promptly promoted; salaries were not adjusted even after acquiring additional qualification. (FRN, 2009).

---

1.3 Objective of the Study

The main objective of this study is to investigate teachers promotion and effects on teaching and learning in some selected primary school in Takum LGA, Taraba.

Specific objectives include to:

1. Examine the Impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba.
2. Investigate the impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba.
3. Examine the effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba.

---

1.4 Research Questions

1. What is the Impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba?
2. What is the impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba?
3. What is the effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba?

---

1.5 Research Hypothesis

The following hypotheses are tested in this study:

Null Hypotheses(H0):

1. There is no significant Impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba.
2. There is no significant impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba.
3. There is no significant effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba.

Alternative Hypotheses(H1):

1. There is a significant Impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba.
2. There is a significant impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba.
3. There is a significant effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba.

---

1.6 Significance of the Study

This study contributes to knowledge in several ways. Firstly, there is limited research exploring the influences of teacher motivation, commitment and the teaching profession status in Nigeria, which is the focus of this study. Therefore, this study will add to the existing literature on teacher motivation, commitment and teaching profession status in Nigeria. Secondly, this study will highlight the issues and new awareness related to teacher motivation and commitment of teachers. This new awareness would inform the development of strategies necessary for improving the teaching profession status in Nigeria and hopefully reduce teacher shortage. Thirdly, this study will showcase a new model to explain the possible relationship between teacher motivation, commitment and teaching profession status with vital implications for the Nigerian union of teachers, the teacher registration council, school leaders and government/ FME. The government and educational stakeholders could use the findings from this study to modify current policies to improve the teaching profession status in Nigeria. Finally, this research provides new substantiation for further studies in other countries.

---

1.7 Scope of the Study

This study focused on an assessment of teachers promotion and effects on teaching and learning in some selected primary school in Takum LGA, Taraba. The study also encompasses significant the impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba, the impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba and the effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba.

---

1.8 Limitation of the Study

Limitations of the study The findings for this study were analysed from the perceptions and experiences of educational administrators; therefore, data from this context may be subject to the limitation of transferability (Chowdhury, 2014). However, this study adopted an interpretive approach which enhanced the possibility of transferability to any study related to teaching profession status, teacher motivation and commitment. Another limitation may be that data gathered from interviews may have been subject to bias as some participants could have responded to make themselves and their organisation appear better. For example, officials of the ministry of education may have portrayed themselves and the 252 government as effective, which is expected from most people in influential positions. Being aware of these limitations and biases in qualitative research is advantageous in research. During interviews, the researcher used prompts and probes designed to collect the most information from the participants and questions were repeated to ensure accuracy, honesty and reliability.

---

1.9 Definition of Terms

Teaching:

The practice implemented by a teacher aimed at transmitting skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student’s activity of appropriating this knowledge.

Learning:

The process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.[1] The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.

Promotion:

The advancement of an employee’s rank or position in an organizational hierarchy system. Promotion may be an employee’s reward for good performance, i.e., positive appraisal. Before a company promotes an employee to a particular position it might ensure that the person is able to handle the added responsibilities by screening the employee with interviews and tests and giving them training or on-the-job experience.

Motivation:

The reason for which humans and other animals initiate, continue, or terminate a behaviour at a given time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behaviour.

---

1.10 Organisations of the Study

This research work is categorized in five chapters, for easy understanding, as follows.

1. Chapter one is concern with the introduction, which consist of the (overview, of the study), background to the study, statement of problem, objectives of the study, research questions, significance of the study, scope and limitation of the study, definition of terms.
2. Chapter two encompasses the conceptual review theoretical review and empirical reviews on which the study is based.
3. Chapter three deals on the research design and methodology adopted in the study.
4. Chapter four concentrate on the data collection and analysis and presentation of finding.
5. Chapter five gives summary, conclusion, and recommendations made of the study.

---

Chapter Five

---

Summary, Conclusion and Recommendation

5.1 Summary of Findings

This study adopted some key theories which suggested a link between the teaching profession status, teacher motivation, promotion and commitment. These three concepts are broad and diverse; hence the ideas adopted were significant for the framework of the research. Herzberg’s motivation-hygiene theory not only provided a connection between these three concepts, but it also justified the choice of some groups of participants in this study. The findings from this study agreed that motivation factors influence teacher commitment as proposed by Herzberg.
McClelland’s approach explained why educational administrators in this study remain motivated and committed to the teaching profession despite the declining status. According to McClelland’s approach, individuals with high achievement, needs tend to assume responsibility for resolving general problems. Individuals with high achievement need typically set appropriately challenging goals and prefer to control their success. McClelland also maintained that individuals with a high need for power might not necessarily need it to be tyrants. Instead, these individuals understand the use of power and its requirement to influence people to do things as well as make a positive difference. In other words, power, according to McClelland, is not seen negatively. It is simply necessary to effect change and to make a difference. Individuals with a healthy need for power, like to be in charge and tend to influence others. These individuals enjoy their high status, competition and prestige. Power people enjoy competition and status-oriented positions. McClelland indicated that individuals with a high need for affiliation tend to enjoy being accepted and appreciated by people around them. Individuals with a high need for affiliation also prefer teamwork, trusting relationships and a healthy work environment. These findings in this study support this theory as the educational administrators in this study expressed the desire to solve problems, to develop (mastery), to influence their teachers’ behaviour, make a positive change, to work together as a team and build trusting relationships in a healthy work environment.

---

5.2 Conclusion

On the basis of the analysis carried out in this study, the researcher concludes that:

1. There is asignificant Impact of Teacher’s Promotion on teaching and learning in Takum LGA, Taraba.
2. There is a significant impact of teacher’s job satisfaction on on teaching and learning in Takum LGA, Taraba.
3. There is a significant effect of Teacher’s promotion on Job Satisfaction in on teaching and learning in Takum LGA, Taraba.

---

5.3 Recommendation

Based on the outcome of the data analysis, the following recommendations will go a long way in improving the teachers’ job satisfaction in senior secondary schools in Taraba Sate and Nigeria in general. The government and school management should ensure the regular promotion of teachers. The government also should implement prompt payment of promoted teachers with their promotion status and other allowances in Senior Secondary Schools in Taraba State, Nigeria.

School leaders should acknowledge that they play significant roles in keeping teachers motivated and committed to the teaching profession; private school leaders and administrators need to make entry into the profession more challenging; school leaders need to be aware of the importance of managing teachers’ behaviour and attitude through constant communication and monitoring; school leaders need to identify a collegial process for support and for sharing practices between new teachers and experienced teachers; school leaders need to ensure proper work relationships and promote teamwork in schools; school leaders should show self-respect and conduct themselves in an exemplary manner and finally, school leaders need to organise social activities to create a good working relationship and atmosphere for teachers and their colleagues.

Regarding the Nigerian union of teachers and the teachers’ registration council of Nigeria needs to ensure that the code of ethics is adhered to with penalties for failing to follow the rules, perhaps if the more stringent disciplinary measures are created and enforced, most teachers might behave professionally, and the NUT needs to realise that it would require more potent forms of action to attract the attention of the Nigerian government towards the needs of teachers. As stated earlier, the NUT needs to contest and ensure that adequate infrastructures and equipment are provided in schools for teaching and learning; that teachers have access to seminars, courses, workshops and conferences; regular in-service training and re-training programmes in the form of seminars are organised regularly to keep teachers committed and motivated to the teaching profession; increase the opportunities for teachers to grow and advance; that there is timely and due promotion for teachers devoid of political influences, discrimination, corruption and nepotism; there is prompt and on-time payment of teachers’ salaries; the provision of welfare and retirement packages for teachers; ensure strict entry requirements into the teaching profession and that private school administrators are adequately supervised to make sure they adhere to the codes of ethics. Finally, the NUT could integrate with other unions such as the Teachers’ Registration Council of Nigeria (TRCN) in the country to become even a louder and stronger voice for teachers. The TRCN, on the other hand, needs to fully implement its designed programmes by working with the ministry of education and the TRCN needs to focus on entry into the teaching profession, recruitment, teacher training and education to ensure that only qualified, passionate and trained teachers are certified to teach in Nigeria.

The Nigerian government and the FME needs to direct proper funds to education and the teaching profession for teachers’ salaries and welfare. In order words, the status of teachers could be raised by promptly paying teachers reasonable salaries and remuneration. Also, a committee which ensures prompt payment of teachers’ salaries could be created. Since the remuneration given to teachers is not enough, some Nigerian teachers pick up other part-time jobs and so some teachers are not motivated and committed to the teaching profession. The salaries should reflect the importance of teachers and their responsibilities to society. The issue of fraud and embezzlement of funds needs to be addressed by the government. When funds meant for quality education are misappropriated or embezzled, the education which learners receive becomes worthless. Therefore, the government need to ensure that all funds directed to the teaching profession are used appropriately.

Entrance into the profession, recruitment and training needs to be addressed by the ministry of education and government. Recruitment and training of school teachers and school leaders need to be improved and needs to be strictly based on professional qualification and competency. In collaboration with professional organisations, policies governing recruitment into teaching should be clearly defined at the appropriate levels. The government needs to provide better pre-training and professional development for teachers. The curriculum for teacher training in Nigeria needs to be up-to-date in schools, along with educational institutions and classrooms. Continuous training needs to be acknowledged as an essential element of teachers’ professional education. This is not generally the case as policies on teacher education has often focused mainly on initial teacher education. The government needs to proceed by providing high quality, continuous professional development for teachers beginning from the training phase and supporting school leaders. Teachers with the desire to develop themselves professionally should be supported financially. School principals should be able to recommend teachers for in-service training to develop them professionally. Policies to reformat cut-off scores, teacher education, and curriculum need to be formulated. Since poor policy implementation is a challenge to quality delivery of teachers’ education, measures need to be taken to ensure that policies created are appropriately implemented.

The government needs to provide necessary school infrastructure and facilities such as laboratories, furniture, toilets, libraries, dormitories, staff room and quarters, fields for sporting activities. Presently, most of the school infrastructures are dilapidated, there are no books in school libraries and no equipment in laboratories. The government needs to provide facilities and infrastructure in schools and ensure that these facilities are regularly maintained to avoid decay.