PRINCIPALS’ MOTIVATIONAL STRATEGIES AND TEACHER JOB SATISFACTION

PRINCIPALS’ MOTIVATIONAL STRATEGIES AND TEACHER JOB SATISFACTION
 
CHAPTER ONE
INTRODUCTION
Background of the Study
Secondary education is a very important level of education in Nigeria where
solid foundation for higher education and useful living is laid. According to
Federal Republic of Nigeria (FRN) (2004), secondary education is the form of
education children receive after primary education and before tertiary stage. She
also stated that the broad aim of secondary education within the national objectives
is the preparation of children for useful living within the society and for higher
education. Teachers are required at this level of education to help in the
achievement of the objectives and there is a need to motivate them, if the aims of
secondary education are to be achieved. On the other hand it appears that teachers
are not reckoned with nor appreciated in Nigeria. Emenike (2003) affirmed that
the Nigerian society still rate teaching as the lowest civil service job. Furthermore,
while other teachers work in order to satisfy their needs in life, those in Benue
State, Nigeria constantly agitate to a need for one thing or the other, which is a sign
of lack of job satisfaction
Job satisfaction is one of the most frequently investigated variable in studies
in organizational behaviour. This is probably due to its positive impact on
organizational effectiveness and efficiency (Obi, 1992). Obi (1997), also stressed
that teachers’ effectiveness lead to opportunities to produce and effect changes in
the school among teacher in secondary schools. Despite teachers’ efforts in school
effectiveness and efficiency, they neither get a commensurate remuneration nor the
prestige and social status, which they deserve. This implies that teachers who work
tirelessly for the development of the school through grooming of the students are
not accorded the necessary recognition and respect which these teachers deserve.
This also influences their job satisfaction and in the long run goes a long way to
affect teaching and learning. In search of job satisfaction, workers are usually
inclined to leave the job at hand for better ones. Okonkwo (1997) stated that
teachers who are not satisfied with their jobs, withdraw to other jobs which they
believe might satisfy their needs. This is the situation in Benue State where
teachers indulge in other activities during and after school teachers that are
detrimental to their professional calling. Since job satisfaction from the basis for
worker’ decisions about their work- whether they remain or quit, the parameter, for
measuring teachers’ job satisfaction in the teaching profession could be in their
length of service. Maintaining a high level of worker’s job satisfaction is vital in
increasing organizational productivity.
Job satisfaction is an acceptable and happy work condition. Emenike (2003),
defined it as a pleasurable, emotional state resulting from the appraisal of one’s
job, an affective to ones job and an attitude towards one’s job.