The Impact of Teachers’ Welfare Package on Teachers’ Job Satisfaction
Content Structure of The Impact of Teachers’ Welfare Package on Teachers’ Job Satisfaction
The abstract contains the research problem, the objectives, methodology, results, and recommendations
- Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
- Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
- Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
- Chapter four contains the data analysis and the discussion of the findings
- Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
- References: The references are in APA
Chapter One Of The Impact of Teachers’ Welfare Package on Teachers’ Job Satisfaction
Education is a means of propagating the felt end immediate norms and values of society. It is also a means of sustaining old norms, and values of society. Through education the national aspirations are met.
Subsequently, it is the general consensus that no amount of educational reform or progress would rise above the desires for teachers. It is important to note that for any national aspirations to be met in the areas of education, the teacher factor can not be undermined; he teacher is the heart of the educational progress and also the main determinants of the educational system.
The general notion that teachers are not properly taken care of by government and private sector have to come to mind. The quest for teachers both graduates and non-graduates cannot be undermined, but unfortunately the increasing distaste for the teaching profession is likely to hinder the progress of educational development. The teachers are usually disregarded, hence they are called all sorts of names. The respect which teachers used to enjoy in he missionary days is no longer there, all these tend to inhibit the profession.
The teacher’s welfare packages could be termed as goal-directed behavior. The teacher’s welfare packages are also concerned with the individual’s desires, how they can be accomplished in teacher work situation.
Job satisfaction has been subject of several studies in educational organizations. There have been many publications on it. The pioneering efforts of Hoppock (1997) and Houser (1999) research on the nature, causes and correlates of job satisfaction have mushroomed in educational organizations. Much of the studies on the concept are carried out because it is an interesting area. The concept of job satisfaction rests on the assumption that a satisfied worker is invariably an efficient and effective employee. Many studies equate job satisfaction with employee’s attitude.
Job satisfaction is not simply a matter of need fulfillment although a teacher’s needs may be fulfilled; his feelings of satisfaction will depend very much on whether he thinks that he compares favourably with other people in similar jobs, positions or places. The teacher’s perception of his job situation will be directly related to the values which they place on the various aspects of his job and its environment as sources of satisfaction and dissatisfaction. Job satisfaction refers to the accomplishment acquired by experiencing various job activities and rewards. Satisfaction is resulting from the attainment of some desired goal.
The objectives of the 6-3-3-4 system of education are still very valid as at today, if only there are satisfied teachers that are dedicated to carry out their educational functions. These objectives are based on the following: a free and democratic society; a just and egalitarian society; a united, strong and self-reliance nation; a great and dynamic economy, and a land of bright and full opportunities for all citizens.
The other aspects of educational system are taken into consideration. These include finance, infrastructures, facilities and equipments, etc.
The National Joint Negotiating Council for teachers was set up in 1994. The Council submitted numerous recommendations to the government which accepted them in part. There was also the Ashby Committee; the committed was set up by the Federal Government in 1967. One of its terms of reference was the recommending of suitable salary grading for duty posts on the basis of salary scales already approved in the cited sessional paper No. 2 of 1995. There was also the Udoji salary and this recent Teacher Salary Advancement (TSA); eighteen percent minimum wage increment. All these various increments of committees that were set up recommended various teachers welfare packages that were implemented. However, over the years the high cost of living and the quest for better living conditions led to more series of present day agitation on the part of teachers, they have complained about the eighteen percent present day salary, and welfare packages have proved to be inadequate. In other words, the work satisfaction of teachers would dwindle. The trend would invariably affect the products of the educational system and the system in itself.
Against this background, this study would find a means of investigating welfare packages on job satisfaction, the teachers and governments role would be looked into. The following questions would guide in the investigation:
Does the teacher’s welfare package influence teacher’s job satisfaction? To what extent do government regulations on teacher’s welfare packages control teacher’s job satisfaction? Will the timely and continued review of government decision of welfare packages affect teacher’s job satisfaction? Does teacher’s job satisfaction come only from teacher’s welfare package? To what extent are teacher’s welfare packages influence by sex and qualifications?