Leadership Styles and Remuneration as Predictors to Teachers’ Job Satisfaction in Senior Secondary Schools in Bauchi State, Nigeria.
- September 13, 2021
- Posted by: rsispostadmin
- Categories: IJRISS, Job Satisfaction, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VIII, August 2021 | ISSN 2454–6186
Prof (Mrs). C. E. Edemenang, Dr. Shuaibu Babawuro, Dr. Abubakar Garba
Zalanga Dorothy Timothy
Abstract: This study was on Leadership Styles and Remuneration as Predictors to Teacher’s Job satisfaction in Senior Secondary Schools in Bauchi State, Nigeria. Two purposes of the study with two corresponding research questions and hypotheses guided the study. Descriptive survey research design was adopted for this study. The population comprised of 119 principals and 2900 teachers. The sample was randomly selected among the senior secondary schools in those areas while the sampling technique used was proportionate stratified sampling. The instrument used for data collection was “Teachers’ Job Satisfaction Opinion Questionnaire (TJOQ)” and “Multifactor Leadership Questionnaire (MLQ). The reliability of the instrument was .787 and .834. The values of .735 were attained for teachers ‘job satisfaction, .787 for Leadership styles and .834 for remuneration, implying that the content of the instruments (TJSOQ) and MLQ) were valid for assessing Leadership Styles and Remuneration as predictors to teachers’ job satisfaction. Among the findings of the study it was revealed that Teachers perceived transformational leadership style is a predicting factor in their job satisfaction. Conclusions and recommendations were made among which are The State Ministry of Education and other agencies concerned with payment of teachers’ salaries should continually find ways of increasing teachers’ salaries and other incentives that will lead to better job satisfaction. This should be done through constant reviewing of teachers’ salaries.
I.INTRODUCTION
Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things and go beyond the given. It is a mass occupation, which accounts for one-half to two-thirds of public sector employment in most developing countries (Bennell, 2004). While other professions (engineering, medicine and law) enjoy a high degree of self-regulation and are successful in maintaining high barriers to entry in terms of qualification requirements and registration, teachers on the other hand, tend to have weak, state-dominated professional organizations with several trade unions. Available evidence, however, reveals that the teaching force has expanded rapidly in only a relatively few countries (most notably Bangladesh, Malawi, Ethiopia, Eritrea, Mozambique, Uganda and Nigeria) furthermore, teaching has become an employment of the last resort among university graduates, Nigeria Certificate in Education (NCE) and Diploma holders as well as Secondary School leavers ( Bennell 2004 ). Consequently, teachers often lack a strong, long term commitment to teaching as a vocation. Besides, the status and pay of Secondary School
