Relationship Among Teachers’ Occupational Interests, Job Satisfaction and Performance in Government Secondary Schools in North Central Nigeria (Published)
This study investigated the relationship among teachers’ occupational interests, job satisfaction and performance in government secondary schools in North-Central Nigeria. The study adopted descriptive survey design using teachers in government secondary schools in the North-Central Geopolitical zone of Nigeria. A sample size of 384 teachers comprising 153 males and 231 females participated in the study through stratified random sampling procedure. Three instruments were used for the study – Vocational Interests Inventory (VII) Job Satisfaction Inventory for Teachers (JOSIT) and Teachers Job Performance Inventory (TEJOPI). The reliability of the instruments was determined through test re-test method using Pearson Product Moment Correlation Coefficient which yielded reliability indices of 0.92, 0.84 and 0.81 for VII, JOSIT and TEJOPI respectively. One research question and three hypotheses guided the conduct of the study. Data generated was analyzed using mean scores and standard deviation for the research question. Analysis of variance (ANOVA) was used for hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypothesis three. The findings revealed that teachers in government secondary schools in North-Central Nigeria were dissatisfied with their jobs as reflected in the sectional mean of 2.712. The findings further revealed that a significant relationship existed between occupational interests and job satisfaction but not with job performance. The findings further indicated that there was no significant relationship between jobs satisfaction and Job performance. The researcher recommended among other measures, that government as the major employer of labour should ensure periodic improvements in the working conditions of teachers to enhance their job satisfaction and boost productivity.
Determinants of Teacher Motivation and Job Performance at Senior High Schools in Greater Accra Region, Ghana (Published)
This study aimed to investigate the factors affecting teacher motivation and job performance/productivity at senior high schools in the Greater Accra region, Ghana. The study is quantitative in nature and survey approach was employed to gather data from 676 respondents out of sample size of 700. Descriptive statistical test as well as Exploratory Factor Analysis (EFA) and Confirmation Factor Analysis were used to analyze the data obtained from the respondents. In addition, tools such as mean, standard deviation, frequency and Ordinary Least Squares (OLS) were employed. The study found that motivations of teachers are low due to the lack of such variables as medical allowance, accommodation allowance, pension scheme, career advancement, recognition and low level of salary compare to their colleagues with the same qualifications in other government’s institutions and this is impacting negatively on their job performance. It was suggested by the teachers that major paradigm shift in Ghana education policies in connection to factors such as school governance, remuneration, safety and security, as well as assessments and evaluations needed to be revised for an improved performance.
School Culture and Teacher Job Performance: A Comparative Analysis of the Perception of Teaching Staff in Private and Public Basic Schools in Ga South Municipality (Published)
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals.
Perceived Contributory Motivational Factors to Teachers’ Effective Job Performance in Secondary Schools in Afikpo Education Zone, Ebonyi State (Published)
The study was focused on examining perceived contributory motivational factors to teachers’ effective job performance in Secondary Schools in Afikpo Education Zone. Descriptive survey research design was adopted for the study. The population of the study covered all the five Local government areas in the zone, which consists of (43) public schools with all the teachers totaling two hundred and sixty-five (265). The selection of sample was first done in clusters, based on the 5 local government areas under the zone. Stratified random sampling technique was used to select 5 schools from each cluster, (2) under urban and (3) under rural areas, making a total of (10) and (15) urban and rural public secondary schools respectively. With the use of proportionate sampling technique a total of (125) teachers were selected for sampling, (50) from urban and (75) from rural areas. The gender composition from the total sample size of 125 consists of (29) female and (96) male teachers respectively. The instrument for data collection was a self developed instrument questionnaire titled, “Perceived influence of Teachers’ motivation on teachers’ job performance in Secondary Schools in Afikpo Education Zone (PTMTJP)”. The instrument was given face validation and corrections were incorporated adopted as final version of the instrument. The Cronbach’s alpha was used to calculate the index, which gave a reliability of co-efficient of 0.67 which showed that it was usable. Descriptive statistical tools; mean and standard deviation were used to answer the research questions while t-test was used to test the null hypotheses at 0.05 alpha levels of significance. Results showed that both extrinsic and intrinsic motivational related factors influence job performance of teachers. However, low public opinion on teaching profession as well as non-material rewards were not accepted as significant teachers’ intrinsic motivational factors for job performance. Recommendations showed that government needs to improve on teachers’ material need while administrators need to adopt more human relation approach to school governance among others.
Principals’ Supervisory Techniques and Teachers’ Job Performance in Secondary Schools in Ikom Education Zone, Cross River State, Nigeria (Published)
The study investigated the relationship between principals’ supervisory techniques and teachers’ job performance in Ikom Education Zone of Cross River State, Nigeria. Ex-post facto research design was adopted for the study. The sample was 86 principals, 344 teachers and 1,376 students drawn from a population of 86 principals, 1829 teachers and 35,359 students in public secondary schools in the study area. To achieve the purpose of the study, two null hypotheses were formulated. Data collection was carried out with the use of two research instruments titled “Principals’ Supervisory Technique Questionnaire (PSTQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)”. The instruments were subjected to face validity and Cronbach Alpha reliability estimate. The reliability value obtained ranged between 0.73 and 0.78. These figures confirmed that the instruments were reliable in achieving the objective of the study. Pearson Product Moment Correlation Analysis (r) was used for data analysis at .05 level of significance. Results obtained revealed that a significant relationship exist between principals’ supervisory techniques in terms of classroom visitation, workshop techniques and teachers’ job performance. Based on the findings, it was concluded that job performances of teachers would be enhanced when they are properly supervised by principals using the various supervisory techniques.