The Influence of Work Stress and Job Satisfaction on Soldiers’ Morale in Theater of War in Northeast Nigeria (Published)
Military deployment has consistently been shown to expose soldiers to distressing situations, with reported deleterious effects on emotional and mental functioning. It was hypothesized that work stress and job satisfaction would significantly influence the morale of soldiers deployed in northeast Nigeria. The design was a cross-sectional survey which was employed to purposively select One Hundred and Sixteen military personnel who are currently serving in different military formations across the North East. Result from correlational analysis for hypothesis one showed a statistical significant negative relationship between work stress and soldiers’ morale (r= -.06; p<.01). Multiple regression analysis findings on hypothesis two indicated a significant joint [R = .585, R2= .34, F (2,113) = 29.33, P<.01] and independent influence of work stress on soldiers’ morale (β= -.57, t = .75, P<.05); it was recommended that Nigerian Army should make work environment less stressful.
Citation: Ebiai A.E., Anongo F.S. and Mgbeanuli C.C. (2023) The Influence of Work Stress and Job Satisfaction on Soldiers’ Morale in Theater of War in Northeast Nigeria, British Journal of Psychology Research, Vol.11, No.1, pp.28-36
Keywords: Job Satisfaction, Morale, Performance, Work Stress, soldiers
Examining the Adequacy of Past Performances and Teacher Judgments to Estimate GCSE and A-Level Grades During the Pandemic Crisis (Published)
On the 17th March, 2020, the British government announced that due to school closures during the height of the pandemic, GCSE and A–Level grades would be determined on the basis of teachers’ assessments and evidence of students’ hitherto attainments. England’s Education Secretary, Gavin Williamson, emphasised that “grades awarded this summer will accurately reflect students’ abilities and will be as valid this year as any other“.To test this assertion, this quantitative research study independently examined the predictive accuracy of using past performances and teacher judgments to anticipate students’ final grade outcomes among 84 third–year university students at a private university located in the outskirts of Bangkok. After assessments were formally graded, the mean end-of-year English score for 2018-2019 was calculated at 59.94%, which was significantly different to the average standard attained previously in 2017-2018 (54.36%; sig, p <0.05). Nonetheless, in disagreement with prior literature, teacher judgments proved to be statistically reliable (57.98%, not sig, p <0.05). Further implications, research recommendations and policy considerations are also discussed in this paper.
Keywords: Accuracy, Judgment, Performance, Teacher, attainment
Motivation and Teachers’ Performance in Selected Public Secondary Schools in Ikenne Local Government Area of Ogun State (Published)
This study investigated motivation and teachers’ performance in selected secondary schools in Ikenne Local Government Area of Ogun State. The study adopted a descriptive survey research design of an ex-post facto type. Four research hypotheses were formulated and tested at 0.05 level of significance. Data were collected using a self-developed questionnaire tagged “Teachers’ motivation and performance in secondary schools”. The questionnaire was validated and the Cronbach’s alpha was 0.81 while the reliability was confirmed at 0.78 using a split-half correlation coefficient. Research questionnaires were administered to two hundred (200) teachers that were randomly selected from four major (4) administrative zones in LGA but only one hundred and eighty-seven (187) were adequately filled and used in the analysis. Data were analysed using Pearson Product Moment Correlation Coefficient and Multiple Regression statistical methods. The findings of this study reveal a significant positive relationship between teachers’ job performance and motivation in ensuring quality education in secondary schools (r = .567; p>.05). The study also indicated that reward system, professional training and development, work situational factors accounted for 10.4%, 29.1%, and 13.9% respectively of the variance in the motivation of teachers in public secondary schools. It was therefore concluded that the importance of motivation in the day-to-day performance of teachers cannot be overemphasized, especially when it comes to being rewarded for a job done and being happy on the job. It was recommended that for higher performance as well as for employees to have sense of belonging, Management must introduce Management By Objective (MBO) approach so that all staff will take part and be able to contribute meaningfully to the development of the organization.
Keywords: Development, Performance, Reward system, Teachers, Training, Work Situation