CONDITIONS OF SERVICE AND TEACHER'S JOB SATISFACTION IN SECONDARY SCHOOL IN LOCAL EDUCATION COMMITTEE
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CONDITIONS
OF SERVICE AND TEACHER'S JOB SATISFACTION IN SECONDARY SCHOOL IN LOCAL
EDUCATION COMMITTEE
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Management
of people at work is an integral part of the management process. Organization
cannot succeed without due recognition and appreciation of people through whom
any task is accomplished. Nkereuwem (1986) observed that human factor is a
major component of enhance the growth of any organization. Therefore, their
presence as well as their input must be both recognized and encouraged for the
sustenance of growth in the said organization. To understand the critical
importance of people in the organization, is to recognize that the human
element and the organization are synonymous.
Edem and
Lawal (1994) observed that managers, supervisors, human resource specialists,
employers and citizen in general are concerned with ways on improving job
satisfaction. They all agree that job satisfaction is an essential tool for job
performance. In his contribution Assam (1982) advised that it is imperative for
human resource managers to beware of those aspects within an organization that
might impact employee’s job satisfaction and enhance them. The reason is that
in the long run the result will be fruitful for both the organization and
employees. All well managed organization usually sees an average worker as the
root source of quality and productivity gains. Such organizations do not look
to capital investments, but to employees, as the fundamental source of
improvement. An organization is effective to the degree to which it achieves
its goals.
Despite the
large number of teachers employed by government, teaching does not seem to be
very effectively done. In the past it was blamed on the enumeration and other
entitlements which were poor and unattractive to motivate teachers for
effective teaching especially when compared with better-paying jobs in
companies and industrial organizations. Also, with the progressively-rising
cost of living, teachers were not able to compete with other workers who earned
fat salaries and buy in the same market. People mockingly told teachers that
“teachers’ rewards are in heaven”. The things that makes for this low esteem of
secondary school teachers were poor and irregular payment of salaries, poor
working condition of service, lack of recognition in the society, lack of
encouragement and denial of some allowances from the government. Following
these ill treatments, Nigerian Union of Teachers (NUT) embarked on strikes
after strikes which brought little or no good to teachers. Between the year
1962 and 1976, the prospects of teachers started to unfold as five commissions
were set up to tackle the problem of working conditions for the teaching
service in Nigeria. The commission, which looked into teachers’ service
conditions, were the Morgan in 1963, Adefarasin in 1964, Asian in 1975, Adebo
in 1970 and the Udoji commission in 1975. Teachers benefited from each of these
commissions and as they climbed a new ladder of hope, they emerge better than
before.
Teachers at
this time were filled with happiness and still do, as they enjoy regular salary
payment, leave grants, promotion, study leave with/without pay, duty post
allowances, free accommodation, vehicle loan, allowances for special skills
like science teachers allowances and other improved conditions.
Luban (1998)
posited that there are three important dimensions to job satisfaction:
• Job satisfaction
is often determined by how well outcome meets or exceeds expectations. For
instance, if organization participants feel that they are working much harder
than others in the department by receiving fewer reward they will probably have
a negative attitude towards the work, the boss and even their co-workers. The
other hand, if they feel they are being treated very well and being paid
equitably, they are likely to have positive attitudes towards their jobs.
• Job
satisfaction represents several related attitude which are most important
characteristics of a job about which people have effective response. these to
Luban (1998) include: the work itself, prompt payment of salaries, rewards,
co-workers attitudes, in service training and promotion.
• As Ebru
(1995) also observed, Job satisfaction of any teacher depends on the economic,
social and cultural condition in a given Country. A teacher who cannot get a
sufficient wage will be faced with the problem of maintaining his or her
family’s life. This problem puts the teacher far from being satisfied. Lack of
job satisfaction as observed by Jamal (1997), is also a predictor of quitting a
job. Sometimes workers may quit from public to the private sector. And at other
times, the movement is from one profession to another, often considered a
greener pasture. There is no secret that without improving the condition of
service of teachers, the objectives of secondary education may not be realized.
service
1.2
Statement of the Problem
Teachers
have many needs which must be satisfied through conditions of service attached
to the teachers’ employment. Teachers use these benefits which include; monthly
salaries, allowances, promotion or advancement, among others to improve
themselves and it is assumed that when all entitlements due to teachers are
made available and on time. They will be happy with their teaching jobs. When
teachers are able to solve their problems, it will reflect in their attitude to
as jobs they will be more effective in all teaching activities.
An improvement
in teacher’s condition of service could affect students’ academic performance.
This will continue water down our education standard. The problem of the study
is to determine the condition of service and teachers job satisfaction in
Secondary Schools in Uyo local Education Committee, Uyo.
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