TECHNICAL EDUCATORS’ JOB SATISFACTION, COMMITMENT AND ATTITUDE TO WORK AS CORRELATES OF JOB PERFORMANCE IN TERTIARY INSTITUTIONS IN EDO AND DELTA STATES
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Background to the Study
Every organization needs various resources to achieve set goals. Without doubt, the most important resource of any organization is personnel. However the satisfaction, commitment and attitude to work of personnel with their job contribute meaningfully to the level of productivity, even in tertiary institutions. Organization, in the context of this study is an educational institution comprising a group of people with differed composure but have a collective achievable goal and linked to an environment. Tertiary institutions are educational organizations at post secondary school level (third level) saddled with the responsibility of transmitting knowledge, skills and attitude to students (Olusola, Oluranti & Ibrahim, 2017). In this study, tertiary institutions include: Universities, Polytechnics and Colleges of Education. In tertiary institutions, the human resource is made of academic and non-academic staff, and it is important that they are properly developed, effectively managed and sufficiently motivated. The academic staff is the central human resource or element in tertiary institutions. This is because they occupy an important place as the facilitators and custodians of the learning process. This implies that the future of tertiary institutions rests in the hands of academic staff (teachers) for the qualities they possess today will inevitably be reflected through effective teaching in the citizens of tomorrow. In addition, teaching touches lives of all students from a variety of backgrounds, including those from families that exhibit a wide range of cultural and linguistic diversity. Teaching also touches the lives of students with varying ability levels, including those with disabilities. Therefore, the overall performance of tertiary institutions seems to depend upon their teachers (academic staff) and ultimately on their level of commitment, job satisfaction and attitude to work. Thus, understanding the behaviour of teachers (academic staff) and their attitude towards work, needs more attention 1 2 in educational institutions (Shamina, 2014). This is because teachers, and in particular, teachers of technology serve as the keys that unlock the gates of technological advancement of a nation. Furthermore, the teaching of technical and vocational education and training (TVET) in tertiary institutions is crucial to the technological development of a nation. The level of technological development and skill acquisition is the basis for determining social, economic and industrial development as well as advancement of any nation (Owenvbiugie, 2015). Skills refer to an individual‟s ability or abilities to perform specific tasks or assignments successfully. Adequate skills acquisition/training programmes through technical and vocational education and training (TVET) holds the key to development and economic survival of a nation. According to Okwori (2010) technical and vocational education (TVE) is the study that deals with technology and related science and acquisition of practical skills and knowledge relating to occupation in various sectors of economic and social life. Gofwan, Goshi and Dogara (2015) described TVET as an educational programme that prepares individuals mainly for occupations requiring manipulative skills or non-technical occupations in such fields as Agriculture, Business Education, Home Economics, Painting, Decorating and others, which are organized to secure confidence and experience by the individual students. In specific terms, Alegbemi (2010) defined technical education (TE) as that aspect of education, which utilizes scientific knowledge in the acquisition of practical and applied skills in the solution of human problems. In the view of Lakun, Abimbola and Knabayi (2015) technical education is a post-secondary vocational programme which major purpose is the production of technicians. Supporting these claims, the National Policy on Education (FRN, 2013) described technical and vocational education and training (TVET) as those aspects of educational process involving, in addition to general education, the study of technologies and related 3 sciences and the acquisition of practical skills, attitudes, and knowledge relating to occupations in various sectors of economic and social life. In this understanding, the goals of TVET as stipulated by the National Policy on Education- ( FRN, 2013) is to provide trained manpower in the applied sciences, technology and business, particularly at craft, advanced craft and technical levels; necessary for agricultural, commercial and economic development. It must give training that imparts the necessary skills for the production of technicians, technologists and other skilled personnel who shall be enterprising and self-reliant. In view of the relevance and dynamic nature of TVET in the development of functional skills necessary for national development and advancement, different names, such as TE, TVE, and TVET have been given to the discipline. However, no matter what name it takes, they all mean the same thing and are interchangeably used. In order to achieve the above goals of TVET programmes as stated in the National Policy on Education (FRN, 2013) there is the need to have technical teachers (technical educators) who are satisfied, committed and have positive attitude to work. In this context, technical educators are those teachers who are professionally qualified to teach technical education courses in any tertiary institution, (post secondary institutions that offer technical/vocational education and training (TVET) programmes). In Universities and Colleges of Education, technical educators are those in the department of vocational and technical education, while in polytechnics, technical educators are those in engineering departments since their concern is focused on development of functional skills that are technically oriented. Technical educators in this study would include those in federal and state tertiary institutions in Edo and Delta States. Private tertiary institutions in Edo and Delta States would not be part of this study. TVET in Nigeria is practised under the following sub-sections - pre-vocational and vocational schools at primary level, the technical colleges, colleges of education (technical), polytechnics and universities. Furthermore, the present situation of TVET in Nigeria is far 4 from being satisfactory ( Kennedy, Udoetuk and Ufot , 2017). Several researchers (Odu, 2011; Okoye & Okwelle, 2013; Ayonmike, 2014) observed that many of the technical/vocational institutions lacked workshops and laboratories; and where workshops and laboratories are available, there are no tools, equipment and training materials to carry out practicals. Where tools and equipment are available they are obsolete and not at par with what is obtainable in the real world of work. Earlier, Alenoghena (2010) stated that the educational problems are multiple with Nigerian educational institutions because they are poorly equipped, lacked basic tools, instruments, machines, qualified teachers and other relevant apparatus needed to facilitate teaching and learning. In the same vein, Wapmuk (2011) observed that students in Nigerian tertiary institutions are taught under very harsh conditions and environment. He further stated that often, basic infrastructure is lacking to support emphasis placed on technical education and more students are admitted than what the institutions can adequately cater for. Wapmuk also noted that the use of obsolete machines and equipment is common in the institutions. This, Wapmuk attributed to the inability of the institutions to quickly procure modern machines and equipment due to meager resources, consequently leading to the production of graduates that are half baked and not suited for the labour market requirement. With the above scenario, it is evident that the working conditions of the Nigerian technical educator is poor and this can hinder efficiency in the production of graduates with employable skills. Akintayo (2012) lamented the working conditions obtainable in most Nigerian work environment and maintained that the effect of lack of essential work materials and tools are very likely to have adverse effect on workers‟ performance. Hence technical educators seem to be unproductive and there appears to be poor performance among them. Consequently, the various unions - Academic Staff Union of Universities (ASUU), Academic Staff Union of Polytechnics (ASUP), Colleges of Education Academic Staff Union (COEASU) at the tertiary level having identified poor productivity and poor performance as a 5 result of non-availability of workshops, machines, tools, equipment and infrastructure, they often drew the immediate attention of the government on the infrastructural decay and called for adequate funding of education that will guarantee meaningful learning in tertiary institutions (Campaign for Democratic and Workers‟ Right, 2010). However, the government is yet to appreciably address the poor work environment in Nigerian tertiary institutions and this has repeatedly led to the various strike actions at the tertiary level of education in Nigeria. The rundown of ASUU strike actions in Nigeria from 1999 to 2020 is as follows: 1999 – (5 months), 2001 – (3 months), 2002 – (2 weeks), 2003 – (6 months), 2005 – (3 days), 2006 – (1 week), 2007 – (3 months), 2008 – (1 week), 2009 – (4 months), 2010 – (5 months & 1 week), 2011 (3 months) and in 2013/2014 academic session, colleges of education were on strike for 6 months, polytechnics for 10 months and universities for 11 weeks plus. This shows that in 2013/2014 academic session all the tertiary institutions in Nigeria were on strike, probably because of lack of job satisfaction. Furthermore, with the change of government in 2015, one expected that the era of incessant strikes would be over but alas, it continued. In 2016 strike came back in full swing as follows: ASUU 2016 – (1 week), 2017 – (5 weeks plus), 2018 – (13 weeks plus); ASUP 2018/2019- (9 weeks), COEASU 2018 – (9 weeks) and ASUU 2020 – (9 months and 3 weeks plus) (Democratic Socialist Movement, 2020). These strike actions embarked upon by educators (technical educators inclusive) are expressions of frustration and aggression which are violent protests of dissatisfaction stemming from the inability of government to fulfill their needs. Such unfulfilled needs include poor commitment of employers (government) to providing enabling environment and basic facilities that enhance performance and productivity, poor attention to the needs of employees (educators), poor implementation of policies and agreements reached between employees (educators) and employer (government), lack of political will on the part of employers (government), inconsistency in promotion, poor welfare packages and strained 6 relationship between employees and employers (Amadi & Urho, 2015). They further stated that this dissatisfaction may have negative effect on their commitment, attitude to work and overall performance thereby creating a negative ripple effect on the students and the economy at large Job satisfaction has been an important topic over the years (Akpofure, Ikhifa, Imide & Okokoyo, 2006). The relationship between man and work has always attracted the attention of philosophers. The major part of man‟s life is spent at work. Work not only provides status to the individual but also binds him to the society. An employee (technical educator) who is satisfied with his job would perform his duties well, be committed to his job and subsequently to his organization (institution). Thus, it is of utmost importance for employers to know the factors that affect their employees‟ job satisfaction since it would affect the performance of the organization as well. Parvin and Kabir (2011) described job satisfaction as how contented an individual is with his or her job. This definition of job satisfaction depends on the balance between workrole inputs such as effort, working time, and work-role outputs - wages, fringe benefits, status, working conditions, intrinsic aspects of the job. It therefore means that if the work-role outputs increase relative to work role inputs, the job satisfaction will increase. Also Robbins (2003) described job satisfaction as the attitude that an employee has towards the job. Satisfaction results when a worker's on-the job experience relates to his own values and needs. Workers constantly want to equate their input into a particular job with the benefits derivable from the job. When workers experience that their personal needs are taken care of by the job, they tend to have a feeling of satisfaction. When workers are satisfied with their work, they tend to put in more efforts, time and interest into the work. When workers are committed to the work, there is a likelihood of increase in performance (Shoeby, Saleem, Razzaq & Khan, 2012). Therefore, in a skill-oriented programme like technical education, job satisfaction of the technical educator is important if the desired skills to be acquired by the 7 students are to be realized. When the technical educator experiences job satisfaction with his job, he gets more committed and this will translate to increased output. It goes to show that commitment is highly related to teacher's work performance. Committed teachers make a difference in the success of the school and the learning of the students. Commitment is defined by Shamina (2014) as the process through which people become willing to give their loyalty and energy to a particular social system. According to Hornby (2005) commitment is the willingness to work hard and the condition in which individuals willingly give their energy and time to a job or an activity as a result of job satisfaction. Also, Mart (2013) described commitment as a high level of attachment to an organization. Therefore, commitment is a key factor that influences a teacher‟s performance. Attitude to work plays a vigorous role in manipulating the work performance of employees (technical educators) in tertiary institutions. It can make or mar the tertiary institution if not properly monitored and handled. Ndubuisi-Okolo, Attah and Anigbogu (2017) stated that employees attitude to work determines to a large extent their performance, commitment and job satisfaction. Therefore the necessity to recognize, measure and boost employee (technical educator) attitude to work is noteworthy for the tertiary institution of today. Attitude to work according to Riketta (2008) refers to the evaluation or personal interest of work-related targets. Also Carpeter, Talya and Erdogan (2009) described attitude to work as the feeling one has towards different aspects of the work environment. Similarly Ahmad, Ahmad and Syah (2010) also defined attitude to work as paradign that signifies a person‟s like or dislike as regard to different mode of behaviours. Liao, Lu, Huang and Chiang (2012) viewed attitude to work as a set of behaviour and thoughts towards work, and such behaviour and thoughts are redirected in form of work involvement and organizational commitment. While Inuwa, Mashi and Salisu (2017) described attitude to work as actions and inactions of employees towards their work. 8 Furthermore, a workers‟ attitude towards work can be positive or negative (NdubuisiOkolo Attah & Anigbogu 2017). A positive attitude towards work strengthens employee performance, thereby encouraging creativity and productivity (George &Jayan, 2012). Therefore, if technical educators have more positive attitude towards their job, their productivity rises and everything else being equal, the institutions will be more resourceful and effective. Based on the above one can therefore assert that attitude to work consists of certain behaviour, feelings, disposition, actions and inactions which a technical educator portrays in regards to his/her job, and such disposition, action or inaction, feelings or behaviour may have influence on how such technical educator carries out assigned responsibility thereby determining the performance of the technical educator. In addition, every tertiary institution aims at achieving productivity commensurate to the investment made by government. This can hardly be achieved without adequate commitment of those engaged; and those engaged as workers (technical educators) can hardly show commitment that will result in expected performance without positive attitudinal disposition. The expected outcome of technical educators in tertiary institutions is yet to be satisfactory. This could not be perfectly detached from the attitude of the stakeholders which manifests in the performance of technical educators. Performance very much depends on perception, values and attitudes. Shoeby, Saleem, Razzaq and Khan (2012) described performance as a function of individual ability, skill and effort in a given situation. Therefore, performance is seen here as effort extended to the job of an employee. Effort is an internal force of a person which makes him or her to work willingly. When employees are satisfied with their jobs and their needs are met, they develop an attachment to work and as a result make effort to perform better. Increased effort results in better performances. Clark (2005) asserted that workers will tend to remain on the job from which they derive satisfaction and this, subsequently will enhance their performance. However, some studies have also indicated that the relationship existing among job 9 satisfaction, commitment and attitude is not a casual one. None causes the other to occur but all (job satisfaction, commitment and attitude) are essential for improved performance. Furthermore, researchers have expressed that, apart from job satisfaction, commitment and attitude, ownership of institutions (Federal or State Government) can also affect a worker‟s performance (Duong, 2013; Owenvibiugie, 2015). This is because the attitude displayed by the Federal or State government can positively or negatively affect the performance of technical educators. It therefore means that ownership of institutions may also influence job performance. Tertiary institutions engage teachers (technical educators inclusive) based on promise and assurance of putting in maximum commitment to ensure meaningful performance, practical demonstration of job satisfaction and positive attitude. These sometimes, become mere expectations which in most cases create relationship gaps between the government and the teachers in tertiary institutions in Edo and Delta States. Such gaps are sometimes blamed on the attitude of the government to the teachers. Akah (2018) asserted that harmonious relationship among stakeholders is essential for enhancing productivity through job satisfaction, commitment and attitudes, especially in tertiary institutions where human development is the focus. A strain in the relationship between government and teachers, in most cases results in not meeting the expectations of establishing tertiary institutions. Teachers in tertiary institutions (technical educators inclusive) generally seem to be dissatisfied with government‟s dealings with them. They feel uncomfortable with the conditions of service, stance in the implementation of policies, dealing with statutory rights such as promotions, fringe benefits and provision of basic amenities that enhance teachers‟ effectiveness and proficiency. On the other hand, government expresses dissatisfaction with tertiary institution teachers‟ disposition to duty, as she claims to have met the demands of teachers and thus expects high productivity in the system (Adavbiele, 2015 ). The departure in the position of both groups (government and teachers in tertiary institutions) creates gaps 10 in expectations. When expectations are not met, conflict of interest, lack of job satisfaction, lack of commitment, negative attitude to work and poor performance will be inevitable (Ige, 2014 ). It is upon this background and in the light of the above that it has become necessary to carry out a study aimed at finding the nature of association among technical educators‟ job satisfaction, commitment, attitude to work and job performance.
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