CRITICAL ANALYSIS OF THE IMPACT OF PAY SATISFACTION ON TEACHER’S COMMITMENT IN SOME SELECTED SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Job satisfaction has recently emerged as a major issue for all businesses, whether public or private, and whether located in developed or developing countries. One reason for this level of focus is that satisfied employees are referred to as dedicated employees, and commitment is a sign of organizational productivity and efficiency (Coulter, 2005). Given the significance of job satisfaction to the long-term growth of any educational system around the world, and education as the most important tool for human creation and development in any nation. As a result, FRN (2004) states unequivocally that the government considers education to be the most important investment that the country can make in order to achieve civilization, modernization, development, and socioeconomic advancement. As a result of this, The role of instructors is one of the most important components in achieving this goal. It is widely assumed that a country’s most valuable asset is its teachers. They contribute to the prosperity of the country. Teachers are supposed to be the builders of the nation. Teachers have the ability to improve school performance, according to Fredriksson (2004), because they have direct control over students’ human capital development during the teaching and learning process. As a result, teachers’ commitment is a critical factor in determining the success of education reform and school efficacy. It should be noted, however, that today’s teachers face a number of challenges, all of which combine to undermine their morale and motivation to perform effectively in their jobs. McLaughlin (2003) claims that many Many of the well-publicized flaws in the United States’ primary and secondary education systems can be traced back to deficiencies in school teachers’ working conditions, resources, and support. According to proponents of this viewpoint, teachers, for example, are underpaid, have too little influence over how schools are run, have too few opportunities to improve their teaching abilities, lack support or assistance, and are not appropriately rewarded or acknowledged for their contributions (Robbins, 2005). These critics contend that the key to increasing school quality is to improve teachers’ status, training, and working conditions in order to improve the teaching profession’s quality. In Nigeria, as in the rest of the world, a variety of factors influence teacher motivation and job satisfaction. Adelabu categorizes these aspects into three groups. (2005): job assignment, job content, and a reward system. Regarding the labor market, Adelabu stated that Nigerian public schools are a collection of dilapidated structures, many of which lack bathrooms and other basic amenities. The teachers are exhausted and disgruntled, and the students are malnourished and dissatisfied. This type of working environment does not promote job satisfaction. However, he believes that teachers, particularly in primary schools, are severely overworked in terms of job content. A typical government teacher is responsible for teaching seven to eight classes of more than forty students per day. Teachers are also expected to assist with other school-related activities, which can take up a lot of time. Furthermore, he stated that the pay-for-performance system for Work motivation does not appear to be a goal for teachers. According to Adelabu’s categories, a large number of studies have discovered that teachers’ job satisfaction is positively related to their pay (Gates, 1998). According to these studies, an increase in pay was associated with a significant improvement in teacher job satisfaction. In their study of administrative support and its mediation influence on US public school teachers, Chang and Smith (2010) discovered that teachers’ contentment with their pay was a major predictor of their work satisfaction and commitment. An increase in teachers’ salary satisfaction was followed by an increase in their job satisfaction and intention to continue teaching. Nielsen and Smyth (2008) discovered, similarly, that personnel (e.g., teachers) Those who chose a job based on a good salary were more likely to be happy with it. Other research, on the other hand, suggests that low-paying instructors may be dissatisfied with their jobs. Sharma (2006) discovered that many (more than 90%) of teachers in their study on job satisfaction in India were dissatisfied with their pay and believed they were not being paid fairly. As a result, teachers were forced to supplement their income by providing additional private tuition. Furthermore, in a survey of teachers’ satisfaction with their employment in Nigerian public secondary schools, Ogborugbo (2009) discovered that the majority of teachers (roughly 72 percent) were dissatisfied with their pay. Employees of a company, such as A school may be dissatisfied if they believe their pay is being distributed unfairly (Kim, 2005). Low and inequitable teacher wages make it more difficult for them to meet their basic needs, as well as their financial obligations and the expectations of their families. As a result, teachers become irritated and dissatisfied with their jobs (Akiri, 2009). As previously stated, the happiness of teachers at work has a significant impact not only on their own lives, but also on the lives of their students and parents, as well as on the long-term sustainability of high-quality education. According to studies, the professionalism and dedication of instructors determines the quality of education. It is impossible to make positive changes in schools without the participation and dedication of parents.
teachers. The quality and morale of teachers are critical to the success of any educational change (Kim, 2000). As a result, the goal of this study is to investigate the impact of pay satisfaction on teacher commitment in a few selected secondary schools in Oye Local Government, Ekiti State, Nigeria.
1.2 DEFINITION OF THE PROBLEM
Secondary school education’s primary goal is to teach students how to read, write, and calculate. Nakpodia is a character created by Nakpodia (2011). Many secondary school graduates have recently been discovered to be unable to effectively read or write. The level of performance and output of Nigerian secondary school teachers are both questioned, according to their students. Many Nigerians avoid sending their children to school. Because students who attend public elementary or secondary schools are more likely to be illiterate. In my interactions with secondary school teachers in Ekiti state’s public or government-owned schools, I’ve heard horror stories about their deplorable working conditions. Inconsistencies in salary and stipend distributions enraged secondary school teachers (Amadioka, 2009). They are dissatisfied with the school’s infrastructure, equipment, and overall atmosphere. Their offices are in disrepair. The most basic teaching aids are frequently unavailable, and motivation is at an all-time low, to the point where a typical secondary school teacher constantly complains about job satisfaction and interest loss. They admit that they did not give it their all and that educational standards are declining (Elisheba,
2010). They spend the majority of the school year at home and in their small businesses because they are on strike the majority of the time, protesting the government’s indifference to their well-being. As a result of the foregoing, it is reasonable to conclude that pay satisfaction is related to a teacher’s commitment to their job. This is due to the fact that when teachers are irritated and dissatisfied, their morale suffers, as does their teaching effectiveness (Izunghanum, 2008). However, because teacher performance is not the same as teacher commitment, the extent to which pay satisfaction may influence teaching commitment in the current literature is unclear. The purpose of this study is to investigate the effect of pay satisfaction on teacher commitment in selected secondary schools in Oye, Ekiti State, Nigeria.
1.3 MAIN OBJECTIVES OF THE STUDY
The study’s overarching goal is to investigate how pay satisfaction affects teacher commitment in a few secondary schools in Oye, Ekiti State, Nigeria.
The specific objectives of the study are as follows:
i.determine the extent to which teachers’ work commitment is influenced by pay satisfaction in a few selected secondary schools in Oye.
ii.examine the relationship between pay satisfaction and teacher commitment in Oye Secondary Schools.
iii Examine the levels of motivation of instructors in a few secondary schools in Oye.
iv. Determine some of the factors undermining teacher commitment in some of Oye’s secondary schools.
v. Make recommendations for increasing teacher job motivation and commitment in a few Oye secondary schools.
1.4 QUESTIONS FOR RESEARCH
i.What is the extent to which
Which factors influence teachers’ work commitment in a few selected secondary schools in Oye?
ii.What is the relationship between teacher commitment and pay satisfaction in secondary schools in Oye?
iii How motivated are the teachers in a few secondary schools in Oye?
iv. What are the factors undermining teacher commitment in some Oye secondary schools?
v. What suggestions do you have for increasing teachers’ job motivation and commitment in a few selected secondary schools in Oye?
1.5 THE IMPORTANCE OF THE STUDY
It is expected that by the end of this study, major stakeholders in the education sector, such as the Ministry of Education, the National Policy on Education, and the government, will be better informed and able to make more informed decisions.
Create policies to address salary issues and low teacher commitment in Nigeria’s educational sector. This will help to alleviate teacher dissatisfaction and boost morale, allowing them to devote more time to their work. It is also hoped that this study will pique interest in research and pave the way for a larger-scale investigation of the issues surrounding pay satisfaction and job commitment than that which has been explored in this study. It will also benefit the academic community by providing interested researchers with ideas on how to build on the findings of this study.
1.6 THE STUDY’S OBJECTIVE
The researcher fully acknowledges that a study of this magnitude and significance should have covered a broad range of topics.
number of teachers in the Ekiti State Teaching Service Commission, but due to limited resources, a study of that magnitude was not possible. As a result, the study was limited to ten public Senior Secondary School teachers in Ekiti State, Nigeria’s Oye Local Government Area.
1.7 DEFINITIONS OF TERMS
Employee satisfaction measures how enthusiastic employees are about working for the company.
In this study, pay satisfaction is defined as a teacher’s perceived level of satisfaction with their pay and recompense in the teaching profession.
A teacher is an educator who in the classroom transforms educational philosophy and objectives into knowledge and abilities.
Teacher dedication: The degree of positive, emotional connection between the instructor and the school.
is referred to as dedication in this context.
Job satisfaction is concerned with how well an employee’s job expectations match the outcomes.
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