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Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

Author

Listed:
  • Chux Gervase Iwu

    (Faculty of Business and Management Sciences, Cape Peninsula University of Technology, Cape Town 8000, South Africa)

  • Ikechukwu Onyekwere Ezeuduji

    (Department of Recreation and Tourism, University of Zululand, KwaDlangezwa 3886, South Africa)

  • Ita Chimezie Iwu

    (Education Management Solutions, Ibadan 200221, Nigeria)

  • Kenechukwu Ikebuaku

    (School of Economic, Political and Policy Studies, University of Texas, Dallas, TX 75080-3021, USA)

  • Robertson Khan Tengeh

    (Faculty of Business and Management Sciences, Cape Peninsula University of Technology, Cape Town 8000, South Africa)

Abstract

The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? A total of 547 teachers in 23 schools (pre-nursery to senior high schools) in the Ibadan South-West Local Government Area in Oyo state, Nigeria participated in the study. SPSS software version 22 was used for data analysis. Descriptive analysis (mean and standard deviation) was done at the first stage and factor analysis at the second stage. The Kaiser’s criterion technique was also applied to determine the factors (components) to be retained for the factor analysis. Only factors with an Eigen value of 1.0 or more were retained for analysis. Kolmogorov-Smirnov’s and Shapiro-Wilk’s tests of normality were also used to test if the generated components (factors) are normally distributed, and the p -values of less than 0.001 for all the components indicated no normal distribution. Overall, the results suggest that teachers’ pay or salary, growth opportunities and responsibilities attached to work are the top three job characteristics variables that contribute to teacher job satisfaction.

Suggested Citation

  • Chux Gervase Iwu & Ikechukwu Onyekwere Ezeuduji & Ita Chimezie Iwu & Kenechukwu Ikebuaku & Robertson Khan Tengeh, 2018. "Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants," Social Sciences, MDPI, vol. 7(2), pages 1-13, February.
    • Handle: RePEc:gam:jscscx:v:7:y:2018:i:2:p:25-:d:130807
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    References listed on IDEAS

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    1. Abdulla Al-Mutairi & Kamal Naser & Meshref Al-Enezi, 2017. "Job Satisfaction among Academicians at Business Colleges Operating in Kuwait," Asian Social Science, Canadian Center of Science and Education, vol. 13(12), pages 1-9, December.
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    3. Skalli, Ali & Theodossiou, Ioannis & Vasileiou, Efi, 2008. "Jobs as Lancaster goods: Facets of job satisfaction and overall job satisfaction," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 37(5), pages 1906-1920, October.
    4. Bhumika Gupta & Jeayaram Subramanian, 2014. "Factors affecting motivation among employees in consultancy companies," Post-Print hal-01373126, HAL.
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