Influence Of Selected School Administrative Practices On Teachers Job Satisfaction In Public Secondary Schools
Influence Of Selected School Administrative Practices On Teachers Job Satisfaction In Public Secondary Schools
Abstract
This study was carried out to examine the influence of selected school administrative practices on teachers job satisfaction in public secondary schools using Obio/Akpor LGA Port Harcourt as a case study. Specifically the study was carried out to find out whether principals’ supervision practices influences teachers job satisfaction, determine the impact of principals’ motivational practices on teachers job satisfaction, ascertain whether principals’ professional development practices influences teachers job satisfaction and find out whether principals’ delegation of duties influences teachers job satisfaction. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected secondary school in Obio/Akpor LGA Port Harcourt. In determining the sample size, the researcher conveniently selected 59 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that principals’ supervision practices influences teachers job satisfaction. Furthermore, the result of the findings reveals that principals’ professional development practices influences teachers job satisfaction. Therefore, it is recommended that government through the Ministry of Education should ensure quality job delivery by enhancing the job satisfaction among secondary school teachers through salary increment, work-life balance, recognition, growth in career and incentive, this will increase their level of job satisfaction. To mention but a few.
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
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
Education is a lifelong affair aimed at bringing positive changes to the individual, his family and the society at large. And if education is to be used as a tool to effect technological advancement in Nigeria, its quality therefore becomes something of great significance. Without mincing words, the quality of teachers dictates the level of educational advancement which cannot be attained if they (teachers) are greatly dissatisfied with their jobs. Put succinctly, job satisfaction is a sine qua non to improvement in the teaching/learning situation which will invariably give rise to high educational standards. Okoye (2011) viewed that job satisfaction as how contented an individual is with his or her job. Obineli (2010) opined that job satisfaction as an affective or emotional response towards various facets of one‘s job.
Job satisfaction or dissatisfaction is a result of employees’ perceptions of how well their job provides those things that they are viewed as important and necessary to working well and to their enjoyment. (Luthan, 2005) . Okoye(2011) defines job satisfaction as how much an individual is contented with his or her job.Robbins (2005) believes that it focuses on the feelings of a person about his or her job. Newstrom (2007) describes it as the particular views of employees, which are affected by the favourable and unfavourable feelings and attachments of one’s work. It is also considered a final state of agreement of a psychological process to work, along with its terms and conditions, which are essential for a higher competitive level. Job satisfaction shows a positive and significant link between workplace environment, the mental and physical well-being of employees (Donald &Siu, 2001), including the indoor environment (Veitch, Charles, Farley & Newsham, 2007).
Employee job satisfaction is one of the areas that have generated a lot of research interest. Relationship between organization administrative practices and job satisfaction is well documented in literature (Ting, 2007). Many scholars have expressed opinion that organization administration practices have a bearing on the level of job satisfaction and to an extension organizational performance (Appelbaum, Bailey, Berg & Kalleberg, 2000). A study by Organization for Economic Cooperation and Development (OECD, 2004), points to the importance of organization administration on enhancement of the job satisfaction of employees.
Izuogu, (2012) opined that most employees in Nigeria have low level of job satisfaction culminating to a low level of commitment of the employees which in turn affects the work performance and productivity towards attainment of the organizational goals. These problems have precipitated to industrial unrest, low productivity, absenteeism, industrial action as well as high employee turnover. This implies that more has been documented on the relationship between administrative practices and their impact on job satisfaction in developed countries.
Leithwood and Mascall (2008) were of the opinion that a lot of research about administrative practices and job performance as well as productivity is yet to be documented. Studies have shown that school administrative practices such as leadership styles and management skills affects student outcomes indirectly, by creating the conditions that enhance students learning (Robinson and Ogunlana, 2003). Relationship between teachers‟ job satisfaction and administrative practices such as the organization of work environment, involvement in decision making among others has not been addressed sufficiently by past research. Studies have however reported that majority of the teachers especially in the sub Saharan Africa are poorly motivated and have low job satisfaction (Peltier, 2003). Authors of the Tanzania country report asserted that a major factor contributing to poor academic outcomes is low morale and low job satisfaction among the teachers (Bennell & Muykanuzi, 2005).
1.2 Statement of the Problem
Teachers are an important factor in the success of educational institutions. The level of teachers‟ job satisfaction has a direct impact on their productivity, commitment and devotion to their work. High job satisfaction among the teachers is likely to translate into better performance and vice versa. Despite the fact that teachers‟ country wide is employed and enjoys similar benefits from their employer, there exist huge disparities in student performance in some schools.
The administrative practices adopted by a school have a bearing on the level of job satisfaction among the teachers. In the present study, the administrative practices that may influence teachers‟ job satisfaction are operationalized as staff motivation through use of non-monetary rewards, support for teachers‟ professional development, enhancing positive working environment and inclusion of teachers in the school‟s decision making processes. The literature on the influence of administrative practices on teachers‟ job satisfaction is lacking. The present study sought to fill the knowledge gap by investigating the influence of selected school administrative practices on teachers job satisfaction in public secondary schools.
1.3 Objectives of the Study
The overall aim of this study is to critically examine the influence of selected school administrative practices on teachers job satisfaction in public secondary schools using Obio/Akpor LGA Port Harcourt as a case study. Hence, the study will be channeled to the following specific objectives;
- Find out whether principals’ supervision practices influences teachers job satisfaction
- Determine the impact of principals’ motivational practices on teachers job satisfaction
- Ascertain whether principals’ professional development practices influences teachers job satisfaction
- Find out whether principals’ delegation of duties influences teachers job satisfaction.
1.4 Research Question
The following questions are formulated inline with the study objectives;
- Does principals’ supervision practices influences teachers job satisfaction?
- What is the impact of principals’ motivational practices on teachers job satisfaction?
- Does principals’ professional development practices influences teachers job satisfaction?
- Does principals’ delegation of duties influences teachers job satisfaction?
1.5 Research Hypothesis
- Ho: There is no significant relationship between administrative practices and teachers job satisfaction in public secondary schools.
- Ha: There is a significant relationship between administrative practices and teachers job satisfaction in public secondary schools.
1.6 Significance of the Study
The findings of the study may shed light on administrative practices which can bring about greater job satisfaction among the teachers for better academic achievements of the students in secondary schools in public secondary schools. The findings of the study may be found useful by the Education Board especially their human resource department in determining the administrative factors influencing teachers‟ job satisfaction. The Educational Management Institute may find the findings of the study useful in identifying the training needs for the school administrators towards enhancing teachers‟ job satisfaction. The research findings may benefit other interest groups like the schools Boards of Managements (BOMs) and principals who will be enlightened on how the working environment for teachers may influence job satisfaction of teachers. The Teachers Service Commission (TSC) may also benefit from the findings of the study by being enlightened on how job satisfaction of the teachers may be enhanced at the school level. On the basis of the findings of the study, the TSC may induct the school administrators on the most effective ways of discharging their mandate in such a way as to boost the level of job satisfaction of the teachers working under them. On the other hand, the Ministry of Education may obtain insights from the findings of this study on how the school infrastructure and working conditions may be improved to enhance the job satisfaction among the teachers with an overall goal of boosting the academic performance of students.
determine the success of these practices in use.
1.7 Scope of the Study
The study focuses on the influence of selected school administrative practices on teachers job satisfaction in public secondary schools. However, the study will delimited to some selected public secondary schools in Obio/Akpor LGA Port Harcourt.
1.8 Limitation of the Study
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definitions of Terms
Teacher:
A teacher particularly in schools is a trained person who manages the teaching/learning process efficiently.
Administrative Practices:
Refers to the factors and conditions put in place by the school administration to effectively provide leadership in the institution.
1.10 Organization of the Studies
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the influence of selected school administrative practices on teachers job satisfaction in public secondary schools using Obio/Akpor LGA Port Harcourt as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the influence of selected school administrative practices on teachers job satisfaction in public secondary schools using Obio/Akpor LGA Port Harcourt as a case study. The study was specifically set to find out whether principals’ supervision practices influences teachers job satisfaction, determine the impact of principals’ motivational practices on teachers job satisfaction, ascertain whether principals’ professional development practices influences teachers job satisfaction and find out whether principals’ delegation of duties influences teachers job satisfaction.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were teachers of some selected secondary school in Obio/Akpor LGA Port Harcourt.
5.3 Conclusions
In the light of the analysis carried out, the following conclusions were drawn.
- Principals’ supervision practices influences teachers job satisfaction.
- Principals’ motivational practices has a positive impact on teachers job satisfaction.
- Principals’ professional development practices influences teachers job satisfaction.
- Principals’ delegation of duties influences teachers job satisfaction.
5.4 Recommendation
Based on the findings the researcher recommends;
- Government through the Ministry of Education should ensure quality job delivery by enhancing the job satisfaction among secondary school teachers through salary increment, work-life balance, recognition, growth in career and incentive, this will increase their level of job satisfaction.
- Teachers should be recognized in their services to humanity at large this will boost their effort in comparison to others in different job career.
- Government through the Ministry of Education should put the school in good working condition in order to enable good services delivery in the education system.
- Government should enable prompt payment of salary/wages and other allowance as at when due just like others in other organizations. This action will motivate the secondary school teachers toward achieving job satisfaction.
- Increment of salary should be implemented as at when due by the government, this also will give satisfaction in their job.
- Work-life balance should be enforced for the growth of the teachers and their profession, mistake should not over ride their years of services, this will enhance their profession.
- Growth in career is one necessary aspect of life so the secondary school teachers should be giving opportunities for growth academically which they will return and implement it in the school academic system.
- Incentive and other motivation government should come up with secondary school teachers work-shop training in support concerning their health, love life, on front salary payment, job security etc, in respective of the gender this will rapidly increase their level of job satisfaction.
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