AN EVALUATION OF JOB SATISFACTION AMONG TEACHERS IN SECONDARY SCHOOLS

AN EVALUATION OF JOB SATISFACTION AMONG TEACHERS IN SECONDARY SCHOOLS

BACKGROUND OF THE STUDY

Job satisfaction is an attitude that arises from the balance and summation of numerous distinct likes and dislikes associated with the job. This mindset is reflected in the job evaluation and hiring organization. This appraisal may be based mostly on one's success or failure in achieving personal goals, as well as the perceived contributions of the job and employing organization to these goals. As a result, a worker may enjoy some aspects of his job while despise others.  According to Newstrom (1986), Job satisfaction, is "a set of happy or unpleasant sensations with which people judge their profession." Job satisfaction, according to Brayfield & Rothe (1951), relates to an individual's attitude (feeling) toward his work.

Education has been one of the most important institutions in all societies since the beginning of time. It has had a tremendous impact on the development of human capital and the empowerment of citizens with self-sufficiency skills. Teachers, on the other hand, are the pivot around which global education revolves, and they are responsible for the mental, physical, and moral development of students in all educational institutions around the world (Paula, M., 1996). The teacher's role is the most important in the educational process. This education helps to develop and improve the human intellect. Teachers are also crucial to achieving and implementing Nigeria's educational goals and objectives. As a result, in order to effectively achieve educational goals, instructors must remain motivated in their profession. Teachers must respect and be pleased with their profession in order to properly utilize their efforts and abilities. According to Turner (2007), many instructors are dissatisfied with their working conditions, the time allotted for class planning, poor relationships with coworkers, and the overall school climate. Job satisfaction is rather common. Despite significant differences due to social, political, and cultural roots, most employees' expectations are largely comparable around the world. All worldwide employees, however, expect equivalent things from their professions, such as fair compensation, a pleasant working environment, and recognition and respect for their human rights. As a result of dissatisfaction and a lack of dedication, teachers and students lose efficiency and drive (Harmer, C., & Smith, F., 1978).

According to Locker, E. (1976), satisfaction is reached when several needs, such as food, health, safety, and other social demands, are met as a result of a finished work. Income, career stability, a sense of pride in the institute, and a sense of belonging to local norms and traditions are some of the criteria that contribute in evaluating contentment. Other factors to consider are living style, remuneration, work environment, and supervision. The happy employee has a positive attitude toward work and a negative attitude about work. Employees that are dissatisfied with their jobs have a bad attitude about their jobs. The attitude change is correlated with a complex location of behavioral cognition, emotions, behavioral preferences, and overall working style. According to Lawler, A. (1976), job satisfaction components are related to the work itself, such as sentiments of reliance, success, victory, self-esteem, control, and other comparable sensations acquired from work. External elements like as strong coworker connections, a high pay, adequate well-being, and utilities, on the other hand, are not directly related to employment. As a result, factors influencing job satisfaction can be divided into two categories: work-related and employee-related features.

STATEMENT OF THE PROBLEM

Job satisfaction is a collection of positive and negative feelings and emotions that employees have about their jobs. It refers to a set of attitudes that employees hold about their jobs. Teacher job satisfaction issues have also come up in Nigeria, where teachers' agitations and requests for improved remuneration have received little attention due to a lack of resources in the Ministry of Education to fulfill the employees' needs. As a result, the Federal government of Nigeria and the Nigerian Union of Teachers (NUT) are always at odds over increasing another teacher's salary, privileges, and working conditions (2006).

Paula (1996) believes that the school environment is the most essential component in his study on the factors of teacher job satisfaction. A teacher must have adequate facilities, good instructional materials, security, fair contract terms, and a good school community, in addition to a decent salary, positive interactions with colleagues, school culture, school size, communication with school leaders, parents, and colleagues, and professional treatment, among other things. He also emphasizes the need of essential characters who are supportive of a teacher's well-being in building a pleasant school environment, such as administrators, students, and parents. This puts confidence and faith in a teacher, which leads to contentment. As a result, because the working environment impacts a teacher's attitude toward work, school administrators must consistently follow appropriate practices for building a stable and acceptable environment for instruction in order to promote teacher job satisfaction. This is due to the fact that satisfied instructors are less likely to leave and are more motivated to perform effectively.

OBJECTIVES OF THE STUDY

The primary aim of this study is to evaluate job satisfaction among teachers in secondary schools. Other aims of this study are:

1. To examine the factors that influence job satisfaction among teachers in secondary schools.
2. To determine the factors that hinders job satisfaction among teachers in secondary schools.
3. To proffer possible solutions to these factors that hinders job satisfaction among teachers in secondary schools.

RESEARCH QUESTIONS

The following research questions will guide this study.

1. What are the factors that influence job satisfaction among teachers in secondary school?
2. What are the factors that hinders job satisfaction among teachers in secondary schools?
3. What are the possible solutions to these factors that hinders job satisfaction among teachers in secondary schools?

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