Motivational Strategies and School Factors as Predictors of Teachers' Job Satisfaction and Commitment in Public Secondary Schools in Southwest, Nigeria

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dc.contributor.authorJoseph Adebayo OGUNJIDE
dc.date.accessioned2024-05-22T08:55:17Z
dc.date.available2024-05-22T08:55:17Z
dc.date.issued2022-12
dc.description.abstractJob Satisfaction and Commitment of teachers have been observed in Southwest, Nigeria. Salient factors like motivational strategies and school factors have not been given due consideration. This study therefore investigated motivational strategies and school factors as Predictors of Teachers' Job Satisfaction and Commitment in Public Senior Secondary Schools in Southwest, Nigeria. The study was hinged on Maslow’s hierarchy of needs theory, Herzberg factor of hygiene theory and Adam’s equity theory. Descriptive survey research design was used. Population comprised public senior secondary school principals (2,262) and teachers (56,827). Sample used, comprised 697 principals and 2,254 teachers (Multi-stage sampling). Two self - constructed questionnaire titled "Motivational Strategies, School Factors and Job Satisfaction Questionnaire (MSSFJSQ)" (α = .800) and "Teachers Commitment Questionnaire (TCQ)"(α = .871) were administered. Data were analysed using descriptive and inferential statistics. Results showed poor in-service training (x̅=2.452), workload (x̅=2.986), school facilities (x̅= 1.505) and very poor incentives (x̅= 1.961). It showed that teachers are rarely satisfied in terms of management support (x̅=2.009) and autonomy (x̅=2.291) but not satisfied with nature of work (x̅=1.676). Findings showed low level of teachers' commitment to the school (x̅=2.441), students (x̅=2.450) and profession (x̅=1.821). Results showed a significant joint contribution of motivational strategies (in-service training and incentives) and school factors (teachers' workload and school facilities) on teachers’ job satisfaction (F7, 2246 = 3.726, p<0.05) and commitment (F6, 690 = 3.101, p<0.05). The indices - in-service training, incentives, teachers' workload and school facilities had relative significant influence on teachers' job satisfaction and commitment. It was recommended among others that motivational strategies (in-service training and incentives) should be provided and school factors (teacher’s workload) should be well managed and (facilities) be improved upon. Keywords: Motivational Strategies, School Factors, Teachers' Job Satisfaction, Commitment. Word count: 277
dc.identifier.citationKate Turabian
dc.identifier.otherPhD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/241
dc.language.isoen
dc.publisherLead City University
dc.relation.ispartofseriesM.Sc
dc.titleMotivational Strategies and School Factors as Predictors of Teachers' Job Satisfaction and Commitment in Public Secondary Schools in Southwest, Nigeria
dc.typeThesis

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