Teachers Personality Traits And Their Job Satisfaction In Secondary Schools In Yenagoa Local Government Area Of Bayelsa State
ABSTRACT
This study investigated teacher personality traits as a correlates of teachers’ job satisfaction in Public Secondary Schools in Yenagoa Local Government Area, in Bayelsa State. Four research questions were answered. The population for the research was made up of all the public senior secondary schools in Bayelsa State Yenagoa Local Government Area, Bayelsa State. The research design adopted was descriptive survey designed to investigate into teacher personality traits as a correlates of teachers’ job satisfaction. The total number of 100 respondents selected from four secondary schools in Yenagoa Local Government Area of Bayelsa State. A total of 100 copies of the questionnaire were distributed to the respondents with the aid of two (2) trained research assistants. The personal data in the study was analyzed with simple percentage while the assumption was tested with inferential statistics of standard deviation. The study revealed that teacher’s Introvertism are significantly related to job satisfaction; there is a significant relationship between teachers’ Extrovertism and job satisfaction. The study revealed that there is a significant relationship between teachers’ Attitude and job satisfaction; the study further revealed that there is a significant relationship between teachers’ Self – concept and job satisfaction. Based on the findings from the study the following conclusions were drawn that the study vividly showed that professional qualification of teachers is the major variables affecting students’ performance in mathematics among the junior secondary school in Yenagoa Local Government Area, Bayelsa State, Nigeria. Recommendations were made on the basis of the findings of this study which include the following: A professional body or association should be empowered to regulate entrance into the teaching occupation and control ethical conducts of members.
CHAPTER ONE
1.1 Background of study
Education is very important human activity. It helps any society fashion and model individuals to function well in their environment. According to Boit, Njoki and Chang’ach (2021), the purpose of education is to equip the citizenry to reshape their society and eliminate inequality. In particular, secondary education is an important sector in national and individual development. It plays a vital role in creating a country’s human resource base at a level higher than primary education (Achoka & Odebero, 2007).
The teacher is a key facilitator of knowledge and plays a vital role in nation building. Teaching is a highly noble profession and teachers are positive influence to the society. The teaching acts of a teacher are meant to instill confidence in the youth so that not only while as students but also throughout their lifetime they could acquire relevant knowledge whenever they need it. The teacher’s job is therefore to show what to study, to challenge the students by setting high standards and to criticize in order to spur to further satisfaction, to help surmount blind spots and to evaluate each student’s progress in terms of valid objectives. Therefore, teachers have to adopt several strategies in their teaching in order to be effective in their jobs.
The teacher is the pivot of any education system. In fact, teachers are the strength of a nation. Teachers continue to retain their influence and it is difficult to bypass them in the process of teaching learning. The importance of teacher is recognized throughout the world (Panda & Mohanty, 2013). Good teachers are essential for the effective functioning of education system and for improving the quality of learning process.
Teachers develop performance style characteristics to their ways of relating to the world, perceptually as well as cognitively. A person is therefore, likely to act in a way that maximizes the use of his aptitudes. Similarly, teacher’s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments.
An effective teacher development design should have an exhaustive measure of aptitude, subject mastery, teaching methodology, etc so as to foster necessary skills and attitudes amongst prospective teachers.
Many factors influence a teacher’s job satisfaction, including aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, general mental ability, personality, relationships with students, preparation and planning, effectiveness in presenting subject matters, relationships with other staff, self-improvement, and relationships with parents and the community. (Swartz, 2011)
Esan (2011) evaluated teachers’ performance on four categories of teaching behavior, namely, intellect, teachers’ personality, teaching techniques and interaction with students. Riaz (2011) measured teachers’ performance on such factors teaching competence demonstrated, motivational skills, teachers’ attitude toward students and fairness in grading.
Aptitude is used to refer to a potential rather than an attainment. Special abilities, such as mathematical or sporting powers, are often referred to as aptitudes.
Akiri and Ugborugbo (2011) found out that there was a significant relationship between teachers’ educational qualification and job satisfaction. Esan (2011) observed that teacher personality traitss on job satisfaction are years of experience, educational qualification, skills, economic factors, subject mastery, teachers quality, teachers classroom management, development and training.
Etsy’s (2011) study in Ghana reported that the teacher factors that significantly contributed to low job satisfaction were incidences of lateness to school and absenteeism.
Swartz, White and Patterson (2011) judged the teachers’ performance on five teaching functions which are instructional presentations, instructional monitoring, instructional feedback, management of instructional time and management of students’ behavior.
Ferris, Bergin and Wayne (2021) identified teachers’ job satisfaction on seven performance dimensions. These were preparation and planning, effectiveness in presenting subject matter, poise, relations with students, self-improvement, relations with other staff and relations with parents & community.
Job satisfaction is one of the most important dependent variables and has been studies for a long decade. Job satisfaction involves pattern of behaviours that are directly involved in producing services for the organization. Job satisfaction is something done by employee. It must be directed towards organizational goals that are relevant to the job or role (Campbell, 2000).
There is growing evidence that teachers, out of all school resources, have the largest impact on students’ academic success (Barbara, Spyros, & Larry, 2004; Daniel, Lisa, & William, 2007), and that the teacher is the most important element impacting student learning (Wright, Horn, & Sanders, 2007). As a result, current educational research has discovered a strong link between the quality of instructors’ personality traits and students’ academic success (Hanushek, 2012; W. Sanders & Rivers, 2006).
A teacher’s personality is often under the perusal of his or her students which become an example and model for the students (Khairul Anuar, 2012). However, do all teachers nowadays have what it takes or possess necessary personality characteristics to be an educator? Due to this reason, it is seen that personality trait is really matters among teachers because different trait of personality will impact on different result in teaching effort. In response to prior meta-analyses (Hurtz & Donovan, 2000), this current research is carried out to investigate the influence of personality traits towards job satisfaction among public secondary school teachers, specifically in Pasir Gudang town. It is the essential aim of this research to identify whether respondents’ personality is congruent with their job which finally influences them to behave or perform as educators.
Working as a schoolteacher is a demanding job (Constantinos, 2007), especially when instructors lack the required personality traits to be effective educators (Fontana & Abouserie, 2013). Students nowadays face various challenges that prevent them from being successful students, one of which is from inadequate professors (Spencer, 2009). It is said that teachers who do not have the right characteristics as a teacher will affect on low personal accomplishment and fail to deliver effective teaching (Francisco, Eva Maria, & Miguel, 2005). Even failure of teachers in showing that they are really professional will contribute to the problem of teaching profession (Chee, 2008). Thus, the aspect of personality is crucial in delivering effective teaching (Zuhaili, 2009) and it is pertinent to identify teachers’ personality characteristics as teachers are significantly impact their job satisfaction and the student satisfaction (Douglas & Tim, 2010).
In recent years, measurement of work-related personality characteristics has become an increasingly vital function of human resources in the process of employee selection (Levy, 2011). Levy (2011) added that the domain of personnel assessment from only emphasize on job-related knowledge, skill, and abilities (KSA’s) has expanded by including other personal characteristics, specifically personality traits. This is done because the chances of someone succeeding in their profession are higher when their personality traits match the requirements of that particular job (Naemah, 2007). Previously, some school principals would pick instructors who exhibited traits that matched the requirements of the school. (Peterson, 2009).
No educational institution can be better than the quality of the teaching staff. One of the goals of teacher education is the production of highly motivated, conscientious and effective teachers for all levels of the educational system.
However, the present day teacher probably lacks proper professional training which might impact negatively on his/her job. When the Universal Basic Education (UBE) was introduced, teacher trainees and auxiliary teachers were selected indiscriminately from among market women, housewives, petty traders and frustrated job seekers. As a result, many unsuitable individuals with no basic aptitude, interest or calling for teaching, were found in teaching and teacher training institutions. Therefore, one should not expect such non-motivated individuals to become better teachers even if given the best training. The teacher training colleges therefore produced ill-trained and ill-equipped teachers who were pushed into the schools to teach.
Poor job satisfaction of students in Nigeria has been linked to poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits (Ofoegbu, 2004). Other factors that may contribute to teachers’ job satisfaction include; relationship between the students and the teacher; teachers’ teaching experience and qualifications. The prevailing conditions would definitely show a negative or positive influence on the instructional quality in public schools, which may translate to either good or poor job satisfaction, attitude and values of secondary school students.
The observation has prompted the researcher to examine the correlation between teacher factors which include the teacher’s qualifications, teachers’ experience, teachers’ economic status, and teacher’s mode of instruction as correlates to job satisfaction in Secondary Schools in Yenagoa Local Government Area, Bayelsa state.
- What is the level of relationship between teachers Self – concept and their job satisfaction in Secondary Schools of Yenagoa L.G.A. Bayelsa State?
- What is the level of relationship between teacher’s Attitude and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- What is the level of relationship between Extrovertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- What is the level of relationship between teacher’s Introvertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
Specifically, the study will sought to;
- Examine the level of relationship between teachers Self – concept and their job satisfaction in Secondary Schools of Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between teacher’s Attitude and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between Extrovertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between teacher’s Introvertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- Research Hypothesis
H0: There is no significant relationship between teachers‟ attitude and job satisfaction
H0: There is no significant relationship between teacher’s introvertism and teachers and job satisfaction
- Significance of the Study
This study will be of significant importance to a number of people.
Firstly, it will be of significant benefit to teachers by enumerating carefully, the factors that contribute to their job satisfaction, while discharging their duties. The study will enable teachers to seek means of being more goals oriented in the discharge of their duties.
It will be of great importance to the student whose purpose of study will help address the confronting problems of low job satisfaction. The study will also make students to focus more attention on their academics.
It will be of tremendous benefits to parents who have by no means contributed their own quota to neither the advancement of our educational system nor have added to the fallen standard of our educational system.
Finally, it will be of great importance to all stakeholders and policy makers who have been relentlessly working to ensure that our educational system would not crumble in the end.
1.7 The Scope of the Study
This is an attempt to find teacher personality traits as a correlates of teachers’ job satisfaction. The variable scope for this study will include the Teacher’s Self – concept, teachers’ Attitude, teachers’ Extrovertism, and teacher’s Introvertism. The study covers 100 teachers from five Public Secondary Schools in Yenagoa Local Government Area, Bayelsa State.
1.8 Organization of The Study
Generally, this research consists of five chapters; Chapter One dealt with the proposal for identifyingand defining the problems and setting up of the objectives of the study. Chapter Two concentrated onliterature review and Chapter Three dealt with materials acquisition and methodology and ChapterFourfocusedongeneratedresultsanddiscussions.Lastly,ChapterFiveincorporatedconclusionsandrecommendations.
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