Personnel Management Practice And Teachers Job Satisfaction In Ilorin South Local Government Area Of Secondary School, Kwara State
Personnel Management Practice And Teachers Job Satisfaction In Ilorin South Local Government Area Of Secondary School, Kwara State
Abstract
This study was carried out to examine the personnel management practices and teacher’s job satisfaction in Ilorin South Local Education Area Secondary Schools, Kwara State. The study was descriptive correlational type and the target population was 50 teachers from each of the ten secondary schools randomly selected out of the 49 secondary schools that are qualified to write the Senior Secondary Certificate Examination. Two kinds of questionnaire were designed tagged “Personnel Management Practices Description Questionnaire (PMPDQ) and Job Satisfaction Questionnaire (JSQ). The two questionnaires were used to collect data on Personnel Management Practices (the independent variable) and teacher job satisfaction (the dependent variable). Data collected were analysed using descriptive and inferential statistics. The Pearson Product Moment Correlation Co-efficient was used to test the generated hypotheses at 0.05 level of significance.
Finding of this study showed that there was significant relationship between staff recruitment procedures, staff placement, staff remuneration, staff motivation, teacher in-service programmes, teachers attendance at seminars and workshops but no significant relationship was found between principal’s encouragement and teacher job satisfaction. The results obtained also showed that, there was a significant relationship between Personnel Management Practices and teacher job satisfaction.
Among other things, the following recommendations were made:
- The teaching service commission through an effective personnel management practices should ensure that decisions taken to improve teachers job satisfaction are enforced.
- Teachers should be adequately compensated and be allowed to initiate changes in their work.
Table of Contents
- Title page
- Certification
- Dedication
- Acknowledge
- Abstract
- Table of Content
Chapter One:
Introduction
- Background of the study
- Statement of the problems
- Purpose of the study
- Research Questions
- Significance of the study
- Scope and Limitations of the study
- Definition of terms
Chapter Two:
Review of Related Literature
- Concept of Personnel Management
- Personnel management in relation to the school system
- Definition of job satisfaction
- Job satisfaction and morale
- Personnel management practices and teachers’ job satisfaction
- Job satisfaction and students’ academic achievement
- Appraisal of literature
Chapter Three:
Research Method
- Research Design
- Population of the Study
- Sample and Sampling Techniques
- Research Instrument(s)
- Validity and Reliability of the Instrument(s)
- Procedure for Data Collection
- Method of Data Analysis
Chapter Four:
Presentation, Analysis of Data and Discussion
- Hypotheses Testing
Chapter Five:
Summary, Conclusion and Recommendations
- Summary of finding
- Conclusion
- Recommendations
- References
- Appendix
Chapter One
Introduction
Background to the study
According to A.T Alabi, people have been managed in groups and organizations since prehistoric times. The success of any organization including the school system hinged on the establishment of a conducive working environment geared towards the advancement of the productive capacities of people at work. These capacities are in pursuit of achieving the educational objectives as well as satisfying the needs of individual staff. Bearing in mind that the quality of education in any society depends considerably on the number and quality of its personnel, the teacher is no doubt the pivot on which qualitative education and development hangs. The primary aim of school personnel management is to secure sufficient numbers and categories of suitable teachers and support staff to undertake the task of educating the students to the standard expected by the students, the parents and the society at large. Thus, the quality of education provided in schools depends directly on the capability, commitment and motivation of the teachers together with significant number of non-teaching staff employed in a variety of support roles. According to O’Neil, (1994), human resources available to schools constitute their most valuable asset and their greatest management challenge. This study examines the personnel management practices and teacher’s job satisfaction in Kwara State Secondary Schools.
According to O’ Neil (1994), Teachers can be classified according to professional training and length of teaching experience. They also differ in their opinions and attitude towards teaching. Some are more satisfied with their work than others. Some teachers have left the profession for other jobs; others have remained on the job for as long as it is convenient for them to shop around for other part-time jobs. At the same time many teachers have been known to continue teaching under the same circumstances that repel others. Given quality learning in the secondary schools depend on the recruitment, selection, retention and development of professional teacher. Effective personnel management procedures are essential precondition for the employment and continual development of adequately qualified and dedicated staff that would promote an optimum level of performance towards the provision of quality education in the secondary school level of education. In the secondary school system, the work of the personnel manager is carried out by the school head (the Principal) in consultation with School Board or Commission as the case may be. The competence of the school head in personnel activities coupled with the support of the Teaching Service Commission in the formulation of the effective personnel policies go a long way towards the attainment of educat goals of secondary schools as well as the potentials and goals of the individual personnel.
Job satisfaction is assumed by the researcher to be a great contributing factor to the level of work performance among secondary school teachers in Kwara State Secondary Schools. It is also assumed that if teachers in Kwara State LED are exposed to ideal and effective personnel management practices they would perform excellently on the job and this would help in the task of achievement of the stated goals of secondary school system in Kwara State in particular and in Nigeria in general. Many precious researchers have postulated that higher level of job satisfaction is associated with higher work achievement Taseem & Socters (2006).
For a long time, job satisfaction has been considered important to work performance or achievement of goals, group cohesion and organizational equilibrium. It may lead to increased production, improved relation and the maintenance of a dynamic organization. Thus, an organization is a means of achieving both individual and organizational goals. In order to accomplish the set goals, an organization specifies the desired relations among tasks, responsibilities and people. The employees on the other hand, evaluate these relationships to ascertain to what extent they are achieving their personal goals. Satisfaction of teachers is derived from the extent to which the organizational and personal goals are achieved. The problem is that it is not possible to achieve equilibrium and this often leads to employees’ dissatisfaction . Therefore, ideal personnel management practice and job satisfaction are very crucial in any organization including the school system and any organization that ignores these, does so at the detriment or expense of the achievement of the organizational goals and objectives.
Statement of the Problem
Considering the fact that Nigerian School teachers have been viewed by public as not performing up to expectation in recent times, questions have been raised as to what factors are responsible for this, particularly in a developing country such as Nigeria where both the State and the Federal governments now realize that education is a necessity for the social, political, technological and economic growth of the country.
Farbar and Miller (1981), have also observed that no professional group has been criticized as frequently as the teachers. They are accused of fairly to control students’ violence and of being unreasonable in their salary demands.
The teacher’s role in the day to day programmes and administration of secondary schools cannot be over-emphasized as the teachers are the pivot around which instruction revolves. The teachers determine to a large extent the result of general academic performance of learners, which in turn affects the image of the institution. The teachers effectiveness in the secondary school is contingent on other organizational and personal factors such as human and material resources, enthusiasm, effective personnel management practices, hardwork and above all job satisfaction.
Teachers constitute the second most important input in any educational system after the learners. Without efficient and effective teachers in the education industry qualitative learning outcomes cannot be achieved. Adesina (1988) agrees with this statement when he remarked that the heart of the Nigerian educational system is the teacher.
Purposes of the Study
The important of personal management practice in any organization cannot be over-emphasized as the success of any organization depends on the type of personnel in such organization. The purpose of this study is to examine the personnel management practices and teacher’s job satisfaction in Kwara State Secondary Schools.
An attempt would be made to examine the different personnel management practice to see if such practices would enhance teacher job satisfaction would lead to high job performance or productivity of the teacher.
Specifically , the purpose of the study is:
- To examine the different personnel management practice in Kwara State Secondary Schools.
- To determine the relevance of personnel management practices on teacher job satisfaction.
- To examine the extent to which teachers in Kwara State Secondary Schools are satisfied with their job.
- To bring to the awareness of Kwara State Government as well as people that would go through this research work the role that affective personnel management practice plays in education, especially in secondary schools.
Research Questions
This study, therefore, examines the personnel management practices and teacher’s job satisfaction inKwara State Secondary Schools.
This has led the researcher to ask the following questions:
- Does personnel management practices determine the relevance of teacher’s job satisfaction
- Does effective personnel management practices play significant role in educational system, most especially in secondary schools.
- To what extent are the teachers in Ilorin South Local Government Educational Authority secondary schools satisfied with their job?.
- Does personnel management practices make any distinctive difference in Ilorin South Local Government Educational Authority Secondary Schools.
Significance of the Study
The findings of this study might serve as a source of vital information to the educational planners, school administrators, educationist, secondary school teachers, students and the society at large since they are all involved in the secondary education system. The study might be of immense help in maintaining the staff so that they would be able and willing to render effective and efficient educational services to the students within the school system.
Specifically such as in term of:
- Staff recruitment and selection
- Regular payment of salary and promotion as at when due
- Staff training and development programmes
- Compensation and staff welfares, stimulate teacher to work. They influence attention and motivate interest, which in effect aid teacher job satisfaction.
Scope of the Study
This study is to examine the personnel management practices and teachers’ job satisfaction in Kwara State Secondary Schools. The study is limited to ten randomly selected secondary schools in Ilorin South Local Government Educational Authority out of 49 secondary schools. The outcome of the investigation is that various groups of teachers have difference grade or certificate at distinct level which can be found in the school selected and these school are also not less than ten years old.
Definition of terms
The terms used in this study are operationally defined and explained as follows:
Personnel:
In the school setting refers to all those who are concerned with the school in one form of responsibility or another e.g Teaching staff and non teaching staff.
Management:
Is a process by which limited resources are assemble and use to achieve predetermine goals.
Practice:
Is an act of doing something often so as to learn and become skillful
Teacher:
May be described as that person who imparts knowledge, a transmitter of societal virtues, a socialize, model, a pace-setter, an innovator, a director of learning and instruction and an evaluator. To a great extent, a teacher is a sociologist, a psychologist, a philosopher, a moralist, a manager and a leader.
Job:
Is a piece of work or employment.
Satisfaction:
This refers to feeling, contentment and happiness which workers experience arising from the fulfillment of an individual’s needs and expectations.
Secondary School:
This is the education received after primary education and which precedes the tertiary level of education system.
Chapter Five
Summary, Implication for the Theory and Practice, Conclusion and Recommendation
This chapter deals with Summary, Implication for the Theory and practice, Conclusion and Recommendation
arising from the findings.
Summary of Findings
This main hypothesis states that “there is no significant relationship between personnel management practices and teachers job satisfaction in Ilorin South Local Education District Secondary School, Kwara State.”
Seven operational hypotheses were formulated in order to examine the correlation between the two variables. Data collected from the selected schools were analysed using the Pearson Product Moment Correlation Co-efficient ( r ) to arrive at the results. it was found that the main hypothesis and six of the operational hypotheses were rejected indicating that there are significant relationships between the variables used. However, the null hypothesis Ho7 which relates to principal’s encouragement and teacher job satisfaction was accepted indicating that principal’s encouragement has no significant relationship with teacher job satisfaction.
Conclusion
The study was undertaken with the collection of data through teachers of secondary schools randomly selection from Ilorin South Local Education District Kwara State using Personnel Management Practices Description Questionnaire (PMPDQ) and Teacher job Satisfaction Questionnaire (TJSQ).
The following conclusions were been drawn from the findings of this research work.
Efficient management of personnel resources in the school would lead to teacher job satisfaction.
The functional area of specialization in educational management is personnel management.
Personnel management practices in schools encompasses effective planning, deciding, organizing, coordinating, controlling, supervising and directing the activities of teachers towards enhanching the status and job satisfaction of teachers.
Adequate manpower planning, recruitment and compensation among others would lead to the attainment of educational objectives through the school personnel.
Personnel management practices help in ensuring employee welfare,job satisfaction and morale.
Recommendation
Based on the finding of this study, the following recommendations were made:
The controlling authorities, through effective personnel management practices, should ensure that decisions are not only taken to improve teacher job satisfaction but should also ensure the enforcement of the same
The salary and other remuneration of teachers should commensurate with the job of the same.
There should be made to attend in-services training programmes, seminars and workshops. Through such programmes they will be able to learnand as well maketheir own contributions by bearing out their minds on topical issues arising.
To enhance job satisfaction, job security should be guaranteed.
Teachers should be adequately compensated and be allowed to initiate changes in their work.
The personnel management officials in the school system should operate an open door policy and responsive leadership towards the teachers. Their efforts and relationship should be complementary since they are all working towards the achievement of educational goals and objectives.
Team spirit will help to ensure positive attributes and qualities of the personnel management officials.
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Frequently Asked Questions
Are teachers satisfied with their job and work performance?
Mean, standard deviation, and Multiple Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance was very satisfactory. The satisfaction of teachers on school heads’ supervision and job security inversely affect the teachers’ work performance.
Is job satisfaction related to HRM practice and job performance?
Job satisfaction retains the present employees and attracts the competent employees that relates to the higher productivity and organizational long-term performances. On the other hand HRM practice and job satisfaction are negatively correlated with Absenteeism and turnover.
Does teacher satisfaction with supervision and security affect work performance?
The regression equation (Overall Work Performance = 4.056 – 0.09 Supervision + 0.10 Security) indicates that 9 percent of teacher’ satisfaction of supervision factor affects their work performance and 10 percent of the teachers’ satisfaction on security affects their work performance.
Does HRM practice predict employee absenteeism and turnover?
The results of HRM practice, Job performances and job satisfaction are strong predictors of Absenteeism and turnover. Keywords: Human HR Practice, Performance appraisal, Job Satisfaction, Absenteeism and Turnover, Training and Motivation, Team Work, Employee Participation
