Teachers Job Satisfaction and Motivation for School Effectiveness: An Assessment

Nwachukwu Prince Ololube

University of Helsinki Finland.

Abstract

Significantly, job satisfaction and motivation are very essential to the continuing growth of
educational systems around the world and they rank alongside professional knowledge and skills,
center competencies, educational resources as well as strategies, in genuinely determining
educational success and performance. This study assessed the differences and relationship
between the level of teachers’ job satisfaction, motivation and their teaching performance in
Rivers State of Nigeria. A questionnaire titled ‘TEJOSAMOQ’ was used to collect data for the
study. While the data for the study was analyzed using multiple statistical procedures: mean
point value, standard deviation, and variance, t-test of significance and One-way-analysis of
variance (ANOVA). The survey results revealed that teacher related sources of job satisfaction
seem to have a greater impact on teaching performance, as teachers are also dissatisfied with the
educational policies and administration, pay and fringe benefits, material rewards and
advancement.

Background to the Study

The relevance of job satisfaction and motivation are very crucial to the long-term growth
of any educational system around the world. They probably rank alongside professional
knowledge and skills, center competencies, educational resources and strategies as the veritable
determinants of educational success and performance. Professional knowledge, skills and center
competencies occur when one feels effective in one’s behavior. In other words, professional
knowledge, skills and competencies can be seen when one is taking on and mastering
challenging tasks directed at educational success and performance (Filak & Sheldon, 2003). The
above factors are closely similar to efficacy, and, of course, it is well known that many teachers
lose or fail to develop self-efficacy within educational settings (Dweck, 1999). In addition, needs
satisfaction and motivation to work are very 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, he or she 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 is assumed that teachers’ agitations and demands are beyond the resources of
the Ministry of Education or the government. As a result, the government in Nigeria and the
Nigerian Union of Teachers (NUT) are in a constant stand-off over the increase in salaries,
benefits, and improvements in working conditions of teachers. The federal and state governments
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 teachers’ demands are beyond the government resources.

Another problem is the government’s 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 teachers’ level of efficiency and
effectiveness does not necessitate the constant request for salary increase, incentives and better
working conditions. While teachers on their part argue that 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’ (1963) equity theory of motivation.
Adams’ Equity Theory calls for a fair balance to be struck between employees’ inputs (e.g., hard
work, skill levels, tolerance, and enthusiasm) and employees’ outputs (e.g., salary, benefits, and
intangibles such as recognition). According to the theory’s finding, a fair balance serves to
ensure a strong and productive relationship with the employees, with the overall result being
satisfied, thus motivated employees. 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 are
greater than the outputs. Employees can be expected to respond to this is different ways,
including de-motivation (generally to the extent the employee perceives the disparity between
the inputs and the outputs exist), reduced effort, becoming disgruntled, or, in more extreme cases,
perhaps even disruptive (http://www.mindtools.com/pages/article/newLDR_96.htm)

Teachers are expected to render a very high job performance, and the Ministry of
Education is always curious regarding the job performance of its teachers. Also, the Ministry of
Education demands a very high measure of loyalty, patriotism, dedication, hard work and
commitment from its teachers (Ubom & Joshua, 2004). Similarly, the roles and contexts of
educations’ motivational methods and tools cannot be underemphasized because high motivation
enhances productivity which is naturally in the interests of all educational systems (Ololube 2004,
2005).

The overall purpose of the study was to explore and explain job satisfaction and teachers’
work motivation in relation to Nigerian teachers’ needs satisfaction for school effectiveness. The
primary purpose of the present research was to test these ideas in the education environment,
using teachers’ job and need satisfaction ratings as the dependent variables and teachers’
background information as the independent variables. To a large extent, this work is built on the
theoretical frameworks of scholars like Herzberg, Mausner and Snyderman (1959) and Maslow
(1943, 1970). The research hypotheses and objectives of this research were made to order for the
study of Nigerian teachers’ job satisfaction, with the view of ascertaining the degree to which
intrinsic and extrinsic factors of motivation impact them in their work situation.

The relevance and intrigue of this research may be seen in how far it supports or refutes
prior claims about job satisfaction and motivation amongst Nigerian teachers and, if possible,
teachers around the world. Prominently, Nigerian teachers referred to in this study are secondary
school teachers. In addition, the job and needs satisfactions of the Nigerian teachers were
compared with the findings from similar studies both within and outside the field of education.
For example, Adams (1963), Denga (1996), Filak and Sheldon (2003), Hoppock (1993),
MaKenna (2000), Michaelowa (2002), Reis et al. (2000), Robbins (1998), Roe (1970), Sheldon
et al. (2001), Sheldon, Ryan, and Reis (1996), Ubom (2001), Ubom and Joshua (2004), Vroom
(1964), and Whawo (1993) were consulted in order to establish the extent of variability or
association that may exist across their findings. Finally, the empirical findings from this study
would help in describing or explaining the pivotal role of motivation on the needs satisfaction of
Nigerian teachers’ in line with other theories that are reviewed in this work. However, the
emphasis of this research is on the need-based or content theories, with a glance at process and
reinforcement theories.

The questionnaire developed and used to gather data for this study borrows from similar
works on motivation and need satisfaction by authors like Maslow (1943, 1970), Herzberg,
Mausner and Snyderman (1959), Ifinedo (2003) and many others. In particular, this research
paper is written for education planners, policy makers, educators, academics and human resource
development and strategic managers interested in empirical information methods to
conceptualise the issue raised in this study and provide them with useful suggestions that might
help them improve secondary schooling in Nigeria. Multiple audiences exist for any text, thus it
is my intention that the academic community will also find this paper a useful addition to school
effectiveness and school improvement literature.

Theoretical Perspectives and Literature Review

Employee job satisfaction and motivation can be studied through several broad
approaches vis-à-vis content or need based theories, process theories and reinforcement theories.
However, the term employee motivation is a complex and difficult term to define; therefore a
precise definition of this concept is elusive as the notion comprises the characteristics of
individual and situation as well as the perception of that situation by the individual (Ifinedo 2003;
Rosenfeld & Wilson 1999). An organization’s liveliness, whether public or private, comes from
the motivation of its employees, although their abilities play just as crucial a role in determining
their work performance their motivation (Lewis, Goodman & Fandt 1995). Golembiewski (1973,
p. 597) refers to motivation as the degree of readiness of an organization to pursue some
designated goal and implies the determination of the nature and locus of the forces inducing the
degree of readiness. To Kelly (1974, p. 279), motivation has to do with the forces that maintain
and alter the direction, quality and intensity of behavior. According to Hoy and Miskel (1987, p.
176), employee motivation is the complex forces, drives, needs, tension states, or other
mechanisms that start and maintain voluntary activity directed towards the achievement of
personal goals. In short, Dessler (2001) defined motivation as the intensity of a person’s desire to
engage in some activity. From the above definitions some issues are brought to mind that deal
with what starts and energizes human behavior, how those forces are directed and sustained as
well as the outcomes they bring about (performance).

It follows therefore that there is a relationship between motivation and job satisfaction,
which is paramount in any organization’s existence. However, the concepts of motivation and
job satisfaction are often confused with one another. Peretomode (1991) citing Gibson, et al.
pointed out that the two terms are related but are not synonymous. They acknowledged that job
satisfaction is one part of the motivational process. While motivation is primarily concerned with
goal-directed behavior, job satisfaction refers to the fulfillment acquired by experiencing various
job activities and rewards. It is possible that an employee may display low motivation from the
organization’s perspective yet enjoy every aspect of the job. This state represents high job
satisfaction. Peretomode (1991, p. 113) also argued that a highly motivated employee might also
be dissatisfied with every aspect of his or her job. Ifinedo (2003) demonstrated that a motivated
worker is easy to spot by his or her agility, dedication, enthusiasm, focus, zeal, and general
performance and contribution to organizational objectives and goals.

Need-based Approach or Content theory

Several factors are believed to influence a person’s desire to perform work or behave in a
certain way. The need-based theories explained these desires; they explained motivation
primarily as a phenomenon that occurs intrinsically, or within an individual. We can widely
recognize two need-based theorists and their theories: Maslow’s hierarchy of needs and Herzberg
et al.’s two factor theory.

Abraham Maslow’s Hierarchy of Needs

Abraham Maslow’s (1943, 1970) need-based theory of motivation is the most widely
recognized theory of motivation and perhaps the most referenced of the content theories.
According to this theory, a person has five fundamental needs: physiological, security, affiliation,
esteem, and self-actualization. The physiological needs include pay, food, shelter and clothing,
good and comfortable work conditions etc. The security needs include the need for safety, fair
treatment, protection against threats, job security etc. Affiliation needs include the needs of being
loved, accepted, part of a group etc. whereas esteem needs include the need for recognition,
respect, achievement, autonomy, independence etc. Finally, self-actualization needs, which are
the highest in the level of Maslow’s need theory, include realizing one’s full potential or self-
development; I call it the pinnacle of one’s calling. According to Maslow, once a need is
satisfied it is no longer a need. It ceases to motivate employees’ behavior and they are motivated
by the need at the next level up the hierarchy.
 Self-Actualization
Needs:

Esteem-Needs:
Full potentials; self-
development and
Affiliation Needs: The desire for the pinnacle of
status, recognition, one’s calling
achievement,
Security Needs: The desire for to be confidence
loved and wanted in
Physiological group
Needs: The desire for
protection against
threats and unsafe
The desire for basic work conditions
necessities of life

Fig. 1: Maslow’s Hierarchy of Needs

However, in spite of Maslow’s effort and insights into the theories of motivation,
replicate studies failed to offer strong support of the need-based theories. Also, studies aimed at
validating Maslow’s theory failed to find substantiation in support of the needs hierarchy
(Ifinedo 2003; Lawler & Suttle 1972), although many continue to find the hierarchy model very
attractive (Naylor, 1999).

Herzberg et al.’s Two Factor Theory

Herzberg, Mausner and Snyderman’s (1959) two-factor theory is heavily based on need
fulfillment because of their interest in how best to satisfy workers. They carried out several
studies to explore those things that cause workers in white-collar jobs to be satisfied and
dissatisfied. The outcome of their study showed that the factors that lead to job satisfaction when
present are not the same factors that lead to dissatisfaction when absent. Thus, they saw job
satisfaction and dissatisfaction as independent. They referred to those environmental factors that
cause workers to be dissatisfied as Hygiene Factors. The presence of these factors according to
Herzberg et al. does not cause satisfaction and consequently failed to increase performance of
workers in white-collar jobs. The hygiene factors are company policy and administration,
technical supervision, salary, interpersonal relationship with supervisors and work conditions;
they are associated with job content:

Herzberg et al. indicated that these factors are perceived as necessary but not sufficient
conditions for the satisfaction of workers. They further identified motivating factors as those
factors that make workers work harder. They posited that these factors are associated with job
context or what people actually do in their work and classified them as follows: achievement,
recognition, work itself, responsibility and advancement. Achievement is represented by the
drive to excel, accomplish challenging tasks and achieve a standard of excellence. The
individuals’ need for advancement, growth, increased responsibility and work itself are said to
be the motivating factors (see Figure 2).
 Herzberg et al., (1959) pointed out that the opposite of dissatisfaction is not satisfaction
but no dissatisfaction. Both hygiene factors and motivators are important but in different ways
(Naylor 1999: 542). Applying these concepts to education for example, if school improvement
depends, fundamentally, on the improvement of teaching, ways to increase teacher motivation
and capabilities should be the core processes upon which efforts to make schools more effective
focus. In addition, highly motivated and need satisfied teachers can create a good social,
psychological and physical climate in the classroom. Exemplary teachers appear able to integrate
professional knowledge (subject matter and pedagogy), interpersonal knowledge (human
relationships), and intrapersonal knowledge (ethics and reflective capacity) when he or she is
satisfied with the job (Collinson, 1996; Connell & Ryan, 1984; Rosenholtz, 1989).

Nonetheless, commitment to teaching and the workplace have been found to be enhanced
by psychic rewards (acknowledgement of teaching competence), meaningful and varied work,
task autonomy and participatory decision-making, positive feedback, collaboration,
administrative support, reasonable work load, adequate resources and pay, and learning
opportunities providing challenge and accomplishment (Firestone & Pennel, 1993; Johnson,
1990; Rosenholtz, 1989). In contrast, extrinsic incentives, such as merit pay or effective teaching
rewards have not been found to affect teacher job satisfaction and effectiveness among Nigerian
teachers (Ubom, 2001). The extrinsic factors evolve from the working environment while the
actual satisfiers are intrinsic and encourage a greater effectiveness by designing and developing
teachers higher level needs. That is giving teachers greater opportunity, responsibility, authority
and autonomy (Whawo, 1993). Conversely, Ukeje et al. (1992: 269) are of the opinion that
however highly motivated to perform a teacher may be, he or she needs to posses the necessary
ability to attain the expected level of performance. Nevertheless, it is hoped that if educational
administrators and education policy makers can understand teachers’ job satisfaction needs, they
can design a reward system both to satisfy teachers and meet the educational goals.
 Percentage of frequency of Percentage of frequency of
reported items associated reported items associated
with dissatisfaction with satisfaction

Low High
40 30 20 10 0 10 20 30 40

Achievement

Recognition

Work itself

Responsibility

Advancement

Company policy and Administration

Technical Supervision

Salary
Interpersonal relationship with Supervisor

Work condition

Working Condition

Figure 2: Summary of Herzberg et al.’s (1959) research Findings.

Source: Schoderbek et al. (1988 : 270)

Process Theories

What all process theories have in common is an emphasis on the cognitive processes in
determining employee level of motivation and need satisfaction. Equity theory matches the
notions of “a fair day’s work for a fair day’s pay”. It really focuses on perceptions of inequality
in the output ratio whose effect may be similar to the hygiene factors of Herzberg et al. (Naylor,
1999). Equity and fairness in the workplace has been found to be a major factor in determining
employee motivation and job satisfaction (Lewis et al. 1995: 502). As such, equity theory
assumes that one important cognitive process involves people looking around and observing
what effort other people are putting into their work and what rewards follow that effort. This
social comparison process is driven by our concern for fairness and equity. Research by
McKenna (2000, p. 112) and Sweeney (1990) confirms equity theory as one of the most useful
frameworks for understanding and has a role to play in the study of work motivation.

According to Lewis et al. (1995), expectancy theory is the most comprehensive

motivational model that seeks to predict or explain task-related effort. The theory suggests that
work motivation is determined by two factors: (1) the relationship between effort and
performance and (2) the desirability of various work outcomes that are associated with different
performance levels. Simply put, the theory suggests that the motivation that will lead to job
satisfaction is a function of the perceived relationship between an individual’s effort,
performance, and the desirability of consequences associated with job performance (Lawler,
1973; Vroom, 1964). That is, employees are influenced by the expected outcomes of their
behaviors and motivation at work or the perceptible link between effort and reward.

The most important attribute of both types of process theory has been to draw attention to
the effects of cognitive and perceptual processes on objective teachers’ work conditions. It
suggests that educational administrators and policy makers need to pay attention to the
expectancy values that is the link between effort and teachers’ needs satisfaction and job
performance, determine what outcome teachers value, link the reward that teachers value to their
job performance, and ensure that teachers wages and salary rates are not perceived as unfair.

Reinforcement Theories

Reinforcement theories relate to the idea of operant conditioning. They concentrate

attention on the link between behavior and consequences. Reinforcement is defined as any effect
that that causes behavior to be repeated or inhibited which can be positive or negative (Naylor,
1999, p. 549). Skinner (1939, 1971) carried out several studies and came up with a conditioning
model which proposes that if pleasant consequences follow a behavior, the behavior will tend to
continue whereas, if unpleasant consequences follow a behavior, the behavior tends to stop
(Luthans & Kreitner, 1985). This theory of motivation suggests that internal states of the mind
such as needs are misleading, scientifically immeasurable, and in any case hypothetical.
Therefore, reinforcement theory rests on two underlying assumptions: first, human behavior is
determined by the environment, and second, human behavior is subject to observable laws and
can be predicted and changed. Hence, the foundation of the reinforcement theory is the ‘law of
effect’, which states that behavior will be repeated or not depending on whether the
consequences are positive or negative (Lewis et al., 1995).

Job Satisfaction

Job satisfaction has been the most frequently investigated variable in organizational
behavior (Spector, 1997). Job satisfaction varies and researchers, for example Peretomode (1991)
and Whawo (1993), have suggested that the higher the prestige of the job, the greater the job
satisfaction. Many workers, however, are satisfied in even the least prestigious jobs. That is, they
simply like what they do. 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, etc. However, there is no strong acceptance among
researchers, consultants, etc., that increased job satisfaction produces improved job performance.
In fact, improved job satisfaction can sometimes decrease job performance (McNamara, [n.d];
War, 1998).

Hackman and Oldham (1975) suggested that jobs differ in the extent to which they
involve five core dimensions: skill variety, task identity, task significance, autonomy, and task
feedback. They further suggested that if jobs are designed in a way that increases the presence of
these core characteristics, three critical psychological states can occur in employees: (1)
experienced meaningfulness of work, (2) experienced responsibility for work outcomes, and (3)
knowledge of the results of work activities. According to Hackman and Oldham, when these
critical psychological states are experienced, work motivation and job satisfaction will be high.

Research Methodology

A survey research design was used in this study to investigate job satisfaction and
motivation of secondary school teachers in Nigeria. The thematic foundation of this research
study rests on the need-based approach or content theory of motivation. To this end, questions in
the questionnaire followed in many ways and themes the classic works of Maslow (1970) and
Herzberg et al. (1959) and other content theory scholars.

The research area was Rivers State and the population of the study consisted of all the
teachers in Rivers State (accessible) of Nigeria (target). The Rivers State is home to 146 public
secondary schools, which are different in size and type. The population is comprised of
principals and teachers from 18 randomly selected secondary schools that have teaching staff
strength of more than 50 each. A convenient sample size of 680 participants who were also
randomly selected was chosen from amongst the respondents.

The need satisfaction variables were divided into five areas based on Maslow’s
categorization. They were physiological needs, security needs, social needs, self-esteem needs
and self-actualization needs. Herzberg et al. also influenced this study. They categorized man’s
work needs as follows: achievement, advancement, responsibility, recognition and work itself;
they called them ‘the motivating factors’ whereas the hygiene factors are pay/salary, job security,
working conditions, policy and administration, supervision and interpersonal relationships. These
areas of needs formed the components of needs satisfaction in this study.

The research instrument titled “Teachers’ job Satisfaction and Motivation Questionnaire”
(TEJOSAMOQ) was used to gather data for the study. Section “A” of the research questionnaire
describes respondents’ background information, categories include: gender, age, status, area of
specialization, education level, and length of service. Section “B1 and B2”, on the other hand
describes possible job satisfaction and dissatisfaction variables. The questionnaire was made up
of 6 items in section ‘A’ and 12 items in section ‘B1’. Respondents were asked to rank some
possible items on job related sources of satisfaction and motivation from the most important 1, 2,
3… to the least important 10,11 and 12. Section ‘B2’ contains 17 items of job related sources of
dissatisfaction and was constructed along a four-point likert-type scale (summated) of not
dissatisfied (1), not so dissatisfied (2), dissatisfied (3), and strongly dissatisfied (4). A summated
rating scale, one type of which is called likert-type scale, is a set of attitude items all of which are
considered of approximately equal “attitude value” and to each of which subjects respond with
degree of satisfaction and dissatisfaction (intensity) (Kerlinger 1973, p. 496).

A reliability measurement was seen as suitable in this investigation. In the analysis, using
the SPSS version 13.0 software program, a Cronbach alpha reliability of 0.89 was obtained
which shows that the research instrument had a strong reliability (see, Bryman & Cramer 1990, p.
71; 2001, p. 63; Reynaldo & Santos 1999; Saunders et al. 2000, p. 361). The face and content
validity of the research instrument were ascertained by some experts in Test and Measurement.

To arrive at the intended analyses, the participants’ responses were keyed into SPSS
version 13.0 software and several sets of statistical analyses were performed: mean point value,
standard deviation, variance and t-test of significance. One-way-analysis of variance (ANOVA)
was employed to test the relationship between variables and respondents’ background
information. The t-test of significance was computed to test for statistically significant
differences in the variables. A statistically significant set at p < 0.05 assesses if the researcher’s
level of confidence in the sample also exists in the population (see, Bryman & Cramer 1990, p.
151; 2001, p. 159).

Data Analysis and Results

Research Hypotheses

To provide focus and direction, five research hypotheses 'null' were formulated for the
study. They are as follows:

1. There are no significant relationships between factors that tend to motivate teachers in terms
of job satisfaction and job performance.
2. There are no significant differences in the intensity of job dissatisfaction factors of Nigerian
teachers.
3. There are no significant differences between respondents’ genders in terms of their job
satisfaction.
4. There are no significant differences between ages of respondents’ and their job satisfaction.
5. There are no significant difference between occupational status of respondents’ and their job
satisfaction.

T-test and ANOVA statistical analysis was used to test the entire research hypotheses.
Descriptive statistics, that is mean, standard deviation and variance of the respondents’ scores to
all the statements in each of the sections of the questionnaire, were computed. The test of
significance was primarily performed at the probability level of p < 0.05. A total of 690 of the
1000 questionnaires sent to the randomly selected sample were returned, which represented a
response rate of 69.1%. Out of these 690 questionnaires, 680 were deemed good to be analyzed.
In cases where respondents did not answer every question, the questionnaires were discarded.
The typical participants were principals and teachers who had earned permanent status and were
employed full-time as teachers in secondary schools in Rivers State. Out of the total number of
respondents, 286 (42.1%) were male while 394 (57.9%) were female. 18 (2.6%) were principals
and 662 (97.4%) were teachers. Further information on the demographic characteristics is as
displayed in Table 1.

The descriptive analysis revealed significant relationships among facets of job

satisfaction, performance and motivation factors. Table 2 displays ranking of teachers’ job
satisfaction scores and motivation. Of the 12 variables of teaching related sources of job
satisfaction and motivation related factors measured in this study, teachers were most motivated
by both the job context and content i.e. job security and working conditions, the work itself,
reaching one’s potential and personal growth. Teachers tend to be satisfied if these factors are
present in their teaching job and believe that they will positively impact their job performance.
Opportunity for advancement, achievement and standards for excellence, recognition by others
and authority and independence are ranked next in meeting their job satisfaction needs. While
status, importance and influence ranked as the least likely to render job satisfaction. Pay and
fringe benefits ranked 10 th. This result revealed that both the hygiene factors and motivators are
important in different ways in predicting teachers’ job satisfaction (Naylor 1999, p. 542). (See
table 2).

Table 1: Participants' Demographic Characteristics

Independent Variables Frequency %

Gender Male 286 42.1
Female 394 57.9
Age 20-30 years 113 16.6
31-40 years 251 36.9
41-50 years 271 39.9
51and Above years 45 6.6
Status Principals 18 2.6
Teachers 662 97.4
Area of Specialization Social Sciences 208 30.6
Sciences 307 45.1
Humanities 165 24.3
Educational Level NCE (Nigerian Certificate in Edu.) 167 24.6
Graduate 459 67.5
Postgraduate 54 7.9
Length of Service 1-5 years 116 17.1
6-10 years 228 33.5
11-15 years 157 23.1
16-20 years 131 19.3
21 and Above 48 7.0
Table 2: Respondents’ perception of teaching related sources of job satisfaction

Variables Ranking Mean Std. Dev. Variance

Job security and working condition 1 2.05 1.822 3.318
Work itself 2 3.54 2.167 4.694
Reaching ones potential and personal growth 3 4.21 2.831 8.015
Opportunity for advancem ent 4 4.89 2.484 6.171
Achievem ent and standards for excellence 5 5.83 2.458 6.040
Recognition by others 6 6.05 2.328 5.419
Authority and independence 7 6.63 2.293 5.259
Responsibility within the teaching job 8 7.27 2.483 6.164
Being creative and taking new challenges 9 8.14 2.546 6.485
Pay and fringe benefits 10 8.63 2.160 4.666
Making contribution to educational development 11 9.16 2.622 6.873
Status, important & influential 12 9.45 2.224 6.523

The next sets of statistical analysis were carried out to determine if significant differences
exist between teachers’ job dissatisfaction and their intensity (hypothesis 2). First, descriptive
statistics were run to ascertain their mean values, and the result revealed that the most important
factor of job dissatisfaction for Nigerian teachers is educational policy and administration which
has a mean rating of 3.74 while fringe benefits, pay and failure to achieve score second with a
mean of 3.71 each. Promotion opportunities and training opportunities took the 4 and 5 position
respectively. It is important to note that homogeneity occurs for pay and fringe benefits as
satisfiers’ and de-satisfiers’. Urgent work and too much work had a mean of 3.55 each. Lack of
status, time for family members and hobbies, and too little work are seen as not very significant
to their job dissatisfaction as they scored 2.09, 2.11 and 2.13 respectively (See table 3 for detail).
To determine if significant differences exist between teacher related sources of job
dissatisfaction and their intensity, an analysis using t-test was carried out. The results of the t-test
indicated significant differences (t = 3.10, Df = 679, p. < .002) between teachers’ job
dissatisfaction facets and their intensity. Thus hypothesis 2 was rejected.
Table 3: Descriptive statistics of teacher related sources of job dissatisfaction

Variables N Min. Max. Sum Mean Std. Dev. Variance

Educational Policy & Administration 680 3 4 2541 3.74 .441 .194
Fringe benefits 680 1 4 2522 3.71 .540 .292
Pay/Salary 680 1 4 2522 3.71 .527 .277
Failure to achieve 680 2 4 2523 3.71 .460 .212
Promotion opportunity 680 2 4 2503 3.68 .517 .268
Training opportunity 680 2 4 2498 3.67 .508 .259
Urgent work 680 2 4 2416 3.55 .567 .321
Too much work 680 1 4 2416 3.55 .559 .312
Technical supervision 680 1 4 2343 3.45 .750 .563
Lazy & Incompetence 680 1 4 1665 2.45 .935 .875
Hassles 680 1 4 1662 2.44 .765 .586
Inter- P. relationship 680 1 4 1596 2.35 .814 .663
Neg. feedback 680 1 4 1537 2.26 .907 .823
Job security & stability 680 1 4 1478 2.17 .930 .865
Too little work 680 1 4 1445 2.13 .855 .731
Time for family & home 680 1 4 1434 2.11 .926 .857
Lack of status 680 1 4 1422 2.09 .899 .808
Valid N (listwise) 680

To test to what degree differences exist between the attitudes of the respondents’
demographic characteristics towards their perception of job satisfaction, ANOVA was employed.
The independent variables tested are: gender (hypothesis 3), age (hypothesis 4) and status
(hypothesis 5). They were computed and the result showed that significant differences existed in
the respondents’ opinion based on their gender (f = 13.26, p < .000). In other words, from the
result, female teachers derived greater job satisfaction than their male counterparts. This is in line
with Ladebo’s (2005) study where he illustrated that Nigerian female teachers found their
teaching jobs more satisfying than their male counterparts. Likewise, there was a high statistical
difference between teachers’ age differentiation and their consequent job satisfaction. Teachers
between the ages of 20-30 and 51 and above showed a greater job satisfaction than those ages
31-40 and 41-50 (f = 11.28; p < .000). It became obvious from the computed ANOVA test that
principals are more satisfied with their jobs than teachers at (f = 16.57; p < .000), principals’
occupation of administrative positions is one possible reason for this result.

Discussion of Results and Concluding Remarks

This study explored the conflicting approaches to the theories of motivation. The research
strategy and design were much in line with the need-based or content theories of motivation. The
study supports the theory that the needs satisfaction or work-related needs of employees,
regardless of national background, can be grouped according to need theories of motivation
(Ifinedo 2003, 2004). While we recognize that priorities accorded job and needs satisfaction
perception may differ, the results of this study did not depart significantly from previous works
and literature reviews on job satisfaction and motivation of employees in general. This study’s
results agreed with most of the findings regarding the relationship between job satisfaction, need
satisfaction, motivation and job performance (e.g. Adams, 1963; Herzberg et al.,1959; Ifinedo,
2003, 2004; Ladebo, 2005; Roe, 1970; Ulom & Joshua, 2004; Ulom, 2001). Overall, teaching
related sources of job satisfaction seem to have a greater impact on job performance. The results
of the analysis indicate that physiological needs, security needs, social needs, self-esteem needs
and self-actualization needs are significant predictors of the job performance of Nigerian
teachers. Therefore, this study also supports Danga (1996) study of human engineering for
higher productivity. It is also in accordance with Roe’s (1970) need theory that explains that an
occupation is a primary source of need satisfaction.

The likely explanation for the findings of this study is that Nigerian teachers need
adequate educational policies and administration in terms of reasonable payment and fringe
benefits commensurate with the job they do for them to be able to satisfy their basic needs in life
such as food, clothing, health-care, etc. When teachers’ needs are satisfied, it promotes their
psychological well-being and enables optimal functioning and performance (Reis et al., 2000;
Ryan, 1995). On the contrary, when teacher’s environment or personality style does not afford
these kinds of experiences, they fail to thrive. Also, an individual is best off when his or her
needs are satisfied, and worst off when they are not satisfied (Filak & Sheldon, 2003). Nigerian
teachers’ dissatisfaction with pay and fringe benefits, material rewards and advancement, as well
as better working conditions were associated with the intention to leave the teaching profession
(cf., Ladebo, 2005). Teachers feel that they are cheated, underpaid and made to work in insecure
conditions where the Nigerian government pays less attention to teachers’ dignity and self-
esteem. Teachers are human beings with various needs to be satisfied, and failure to have such
needs satisfied leads to frustration, nonchalant attitude towards work and rebellion (Adams, 1963;
Ulom & Joshua, 2004).

The theoretical question of this study supports the notion that what motivates an average
Nigerian teacher to be dissatisfied with his or her job does not depend on educational policy and
administration alone but on cultural, societal and economic underpinning. In addition, this study
suggests that Adams 1960s equity theory which matches the notions of “a fair day’s work for a
fair day’s pay” be applied in all sectors of the economy as equity and fairness in workplaces has
been found to be a major factor in determining employee motivation and job satisfaction (cf.
Lewis et al., 1995, p. 502). Therefore, the plight of the Nigerian teachers should not be
overlooked.

The implications of the study’s findings must be viewed in light of the strengths and
weaknesses of the study’s design. Findings are limited by the use of self-report instruments to
measure respondents’ levels of job satisfaction and job dissatisfaction and how it influences their
job performance. However, because of the importance placed on assessment and perceptions in
job satisfaction studies, self-report measures are appropriate and suitable as a means of data
gathering. A larger strength is the study’s high response rate (69.1%). Differences that might
exist between respondents’ perception could also influence the study’s findings, thereby limiting
its generalizability. Nevertheless, the result of this study is generalizable, especially to education
and all establishments under the public sector’s umbrella.
 However, since a study of this kind has never been carried out on this scale in Rivers
State before now, using the job satisfaction and dissatisfaction variables in this study will be a
guide for further research to be carried out on a wider premise and covering many states of the
federation as a way of finding a lasting solution to teachers’ negative attitude toward work and
job dissatisfaction. A new perspective on job satisfaction and dissatisfaction and their
motivational variables which not only takes into consideration the unique characteristics of the
variables used in this study but their environmental and cultural derivation is thus highly
suggested.

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