PREDICTORS OF TEACHERS JOB PERFORMANCE IN SELECTED PUBLIC SECONDARY SCHOOLS

Introduction

1.1 Background of the Study

The relevance of job satisfaction is very crucial to the long-term growth of any educational system around the world. Job satisfaction rank alongside professional knowledge and skills, educational resources and strategies which are determinants of educational success and performance. According to Filak and Sheldom, (2003) professional knowledge, skills and competencies can be seen when one is taking and mastering challenging tasks directed at educational success and performance. Satisfaction to work is essential in the lives of teachers because they form the fundamental reason for working in life. While almost every teacher works in order to satisfy his or her needs in life, the teacher constantly agitates, for need satisfaction. Job satisfaction in this context is the ability of the teaching job to meet teachers’ needs and improve their job/teaching performance.

However, it has been observed that over the years the quality and caliber of secondary school graduates have depreciated tremendously. Among the factors responsible for its sharp declines include the quality and attitude of teachers towards work.

Dele O.E (2004) stresses that “teachers do no more put in their best in teaching the students for academic and moral excellence: These are serious distraction on teacher’s performance.

Also, the government position concerning the job performance of the teachers: they accuse the teachers of negligence, laziness, purposeful lethargy, and lack of dedication and zeal to work. They further argue that teaches level of efficiency and effectiveness does not necessitate the constant request for salary increase, incentives and better working condition. While teachers on their part argue than the existing salary structure, benefits and working conditions do not satisfy their basic needs in as much as other sectors of the economy have bigger salary structure, better, motivation and enhanced working conditions. They feel Nigeria’s economy is not properly balanced, hence, their demands.

The teachers’ argument is in line with Adams’ equity theory of motivation which calls for a fair balance to be struck between employee’s input (handwork, skill levels tolerance and enthusiasm and employees’ outputs salary, benefits and recognition. Because a fair balance serves to ensure a strong and productive relationship with the employees, with the overall result being satisfied. The theory is built on the belief that employees become de-motivated, both in relation to their job and their employer, if they feel as though their inputs (teaching) is greater than outputs (which is on the outcome of student performance in external examination).

In the light of above, it is assumed so to say that teacher’s agitations and demand are beyond the resources of the ministry of Education or the government. As a result, the government in Nigeria and the Nigeria union of Teachers (NUT) are in a constant stand-off over the increase in salaries, benefits and empowerment in working condition of teachers. The federal and state government have, argued that the present economic realities in the country cannot sustain the demanded increase in salaries, benefits and improvements in working conditions. Specifically, they argue that teacher’s demand are beyond the government resources. It is noteworthy to point out that previous and present governments assisted in the improvement of the teaching service in the country but the implementation process is usually associated with lethargy in execution. A lot is required to improve the implementation of policies meant for the socio-economic well-being of school teachers.

The secondary school teachers are not the only employees in the labour market but because of their involvement in character moulding and building of future leaders for the structural transformation of the nation coupled with moral regeneration, high degree of accountability, this conditions of service of education should be made more attractive to prevent brain drain in order to maintain high level of academic standard at all levels of education in the country.

Finally teachers are expected to render a selfless service in their job performance, and the ministry of Education is always curious regarding the job performance of its teachers. Also, the Ministry of Education demand a very high measure of loyalty, patriotism, dedication, hard-work and commitment from its teacher’s Ubom and Joshua, (2004). Similarly, the roles and contexts of educations motivational methods and tools cannot be under-emphasizes because high motivation enhances productivities, which is naturally in the interests of all educational systems Ololube 2004, 2005.

The researcher tends to predict those factors that serve as catalyst in propelling, enhancing, encouraging and stimulating teachers as character moulders of students who are Nigeria future leaders.

1.2 Statement of the problem

The indispensable position of teachers in the classroom cannot be over-emphasized. Teachers welfare and job satisfaction are major ingredient to teacher job performance. Teacher job satisfaction has been frequently investigated variable in organizational behaviour. Job satisfactions simply put is the love one has for what one doing. In, any case, job satisfaction is as individual as one’s feelings or state of mind. Job satisfaction can be influenced by a variety of factors, for example, the quality of one’s relationship with their supervisor, the quality of the physical environment in which they work, the degree of fulfillment in their work. Job satisfaction produces improved job performance.

Teachers job satisfaction and attitude to work determines how well a teacher perform in their job which in turn affects students achievement. The problem of promotion, prospects recognition for achievement, supervisory styles, salary, quality of work and knowledge of the job are also determinants of the performance of teachers

1.3 Purpose of the Study

The assemblage and sustenance of quality workforce remains the greatest challenge faced by most operators and teachers of schools in this modern day Nigerian. This is because, quality assurance in education is a function of the calibre of teachers charged with the responsibility of impacting knowledge into the students. Thus the need to manage the workforce as a school optimally becomes imperative. Managing teachers for higher productivity, requires certain factors. One of such key components which is central to performance is job satisfaction.

Goslin (2006) described job satisfaction as the attitude that indicates the extent to which an individual’s need and expectations are fulfilled on a job. Thus job satisfaction as agreed by Lussier and Kimball 2004, Griffin 2005 constitutes a key element of performance and it is significant in the economic of retaining high quality and productive teachers.

The secondary school teachers are not the only employees in the labour market but because of their involvement in character moulding and building of future leaders for the structural transformation of the nation, the condition of service of educators should be made more attractive to prevent brain drain in order to maintain high level of academic standard at all levels of education.

The continual increase in the socio-economic life of all teachers has led to government at all levels to be interested in the welfare of the teachers.

The purpose of the study therefore is to predict those factors that enhances teachers job performance in Lagos State Public Secondary School.

1.4 Research Questions

1. Is there any significant relationship between staff training and teachers job performance in secondary school Educational District five (v)?
2. Is there any significant relationship between staff welfare packages and teacher job performance in secondary school in Educational District five (v)?
3. Is there any significant relationship between facilities and teachers job performance in secondary school Educational District five (v)?
4. Is there any significant relationship between principals leadership style and teachers job performance Educational District five (v)?

1.5 Research Hypotheses

Ho1: There is no significant relationship between staff training and teacher’s job performance.

Ho2: There is no significant relationship between staff welfare packages and teacher’s job performance.

Ho3: There is no significant relationship between teaching facilities and teacher’s job performance.

Hoi: There is no significant relationship between principal’s leadership style and teacher’s job performance.

1.6 Significance of the Study

The research work is an objective view of staff situation in Lagos state Senior Secondary Schools, and to determine the extent to which job satisfaction affects teachers performance.

Findings from the study is very useful to policy makers, school administrators and other stakeholders in the Nigerian educational system in their bid to re-examined the method towards motivating teachers to perform better on the job.

1.7 Limitation of the Study

The researcher in administering questionnaire encountered non challant, non cooperative and lack of interest of the respondent likewise the incessant strike in public secondary schools are some of the limitation.

1.8 Scope to the Study

The work is on the predictor of teacher’s job performance. The study is restricted to District five (v). The study is also restricted to the results/ information provided by the teachers in public secondary school.

1.9 Definition of Terms

Job satisfaction:

A feeling of contentment in the job you are doing

Performance:

The incentive received that depends on how effectively job is done

Teacher:

An acknowledged guide in process of learning

Job design:

Is the specification of the content of work done by teachers.