1

IMPLEMENTATION OF INSTITUTIONAL PERSONNEL POLICIES AND JOB

SATISFACTION OF ACADEMIC STAFF OF STATE OWNED TERTIARY INSTITUTIONS
IN ADAMAWA STATE




BY





TAKWATE, KWAJI TIZHE




DEPARTMENT OF SCIENCE EDUCATION, SCHOOL OF TECHNOLOGY AND SCIENCE
EDUCATION, FEDERAL UNIVERSITY OF TECHNOLOGY, YOLA ADAMAWA STATE



SEPTEMBER, 2011


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IMPLEMENTATION OF INSTITUTIONAL PERSONNEL POLICIES AND JOB
SATISFACTION OF ACADEMIC STAFF OF STATE OWNED TERTIARY INSTITUTIONS
IN ADAMAWA STATE



BY



TAKWATE, KWAJI TIZHE
B.SC/ED (BUSINESS) UNIVERSITY OF MAIDUGURI
M.ED/SE/07/0056



A THESIS SUBMITTED TO THE DEPARTMENT OF SCIENCE EDUCATION, SCHOOL
OF TECHNOLOGY AND SCIENCE EDUCATION, FEDERAL UNIVERSITY OF
TECHNOLOGY, YOLA ADAMAWA STATE IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF M.ED. (EDUCATIONAL MANAGEMENT)




SEPTEMBER, 2011
DECLARATION
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I declare that the work described in this thesis represents my original work and has not been
previously submitted in part or in full to any University or similar institution for any Degree or
Certificate.


Name of Candidate: .....Takwate Kwaji Tizhe.............................................................................
Signature of Candidate: ...............................................................................................................
Date: ............................................................................................................................................


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APPROVAL PAGE

This thesis titled Implementation of Institutional Personnel Policies and Job Satisfaction of
Academic Staff of State Owned Tertiary Institutions in Adamawa State

By

Takwate, Kwaji Tizhe
M.ED/SE/07/0056

Meets the regulation governing the award of degree in M.ED Federal University of Technology,
Yola, and is approved by:

Dr. Mohammed A. Saddiq ........................................... ..............................
Supervisor Signature Date



Dr. John Sakiyo ........................................... ..............................
HOD, Science Education Signature Date



............................................ ...................................... ..............................
External Examiner Signature Date



............................................... ........................................... ..............................
Internal Examiner Signature Date



Professor Ahmed Nur ............................................... ..............................
Dean, SPGS Signature Date

DEDICATION
5

I wish to dedicate this work to my loving parents (Mr & Mrs Tizhe Takwate) though unlearned
in Western System of Education ensured that I went to school and Bilyaminu and Ehud this is
for you.
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ACKNOWLEDGEMENTS
This research is the result of the efforts of many people and the researcher is indebted to
the many contributors. First, I wish to thank the supervisor of this work, Dr. Mohammed Saddiq
whose guidance, criticism, advice and encouragement has finally brought this work to
conclusion. I ever remain indebted to the Head of Department Science Education
Dr John Sakiyo and the Department Postgraduate Coordinator Prof. (Mrs) J.M. Ndagana. I
would like to thank Mr Samuel Gogura, Mr. R.H. Manvi, Dr. Yusuf Mamman, Pahya Bitrus,
Anthony Maksha, Mrs. Rufkatu Magaji, Mrs. Leah Agbogun, Usa J. Guli, Ayuba Tukuli and all
my friends and colleagues who have constantly encouraged me in this academic journey. My
special thanks go to Mr Patrick Chinda Duhu my statistician who kept me on track with my data
analyses towards the end.
The researcher appreciates the thoughtful feedback, comments, and suggestions made by
the following individuals: Dr. Cyril Ubale, Dr. J.D. Madugu, Mr. D. Quahha. Thanks to all those
cheerers along this journey who kept saying, Theres got to be a light at the end of the tunnel!
Thanks to Prof. (Mrs) Roseline Uyanga, Dr. Richard Uguawadu , Dr. (Mrs) K.G. Farauta, Dr.
K.W. Bukar who were of invaluable help.
Special thanks go to my sisters (Hadiza and Hapsatu) who have always believed in me
and once said that I was a long distance runner and wouldnt stop midway. Dr. Vadlya Tame
thanks for your friendship and for sharing your vision for the future. Stephen Pembi and Bitrus
Daniel (a.k.a Big B), thanks for your unending kindness and for being such a shining example.
Titsi Z. Guli I will ever be indebted to you for your financial support to carry out this research
and for having faith in me, may God continue ever to bless you bountifully. My thanks go out to
the ADSU Mubi Library for providing an easy access to the electronic databases and its
numerous resources.
Finally, to my loving wife you are still my angel after all these years.
TABLE OF CONTENTS
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Pages
COVER PAGE............................................................................................................................i
TITLE PAGE............................................................................................................................iii
DECLARATION......................................................................................................................iv
APPROVAL PAGE...................................................................................................................v
DEDICATION..........................................................................................................................vi
ACKNOWLEDGEMENTS.....................................................................................................vii
TABLE OF CONTENTS........................................................................................................viii
LIST OF TABLES....................................................................................................................xi
ABSTRACT.............................................................................................................................xii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study......................................................................................................1
1.2 Statement of the Problem.....................................................................................................4
1.3 Purpose of the Study............................................................................................................5
1.4 Research Questions..............................................................................................................6
1.5 Hypotheses...........................................................................................................................6
1.6 Significance of the Study.....................................................................................................7
1.7 Scope of the Study................................................................................................................8
1.8 Operational Definition of Terms..........................................................................................8
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Framework........................................................................................................9
2.2 Concept of Personnel Policy..............................................................................................11
2.2.1 Developing Personnel Policies........................................................................................12
2.3 Concept of Job Satisfaction................................................................................................14
2.4 Personnel Policies of Adamawa State Tertiary Institutions...............................................17
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2.5 Job Satisfaction of Academic Staff with the Implementation of Appointment,
Promotion and Remuneration Policy Statements...............................................................22
2.5.1 Appointment Policy and Job Satisfaction.......................................................................22
2.5.2 Promotion Policy and Job Satisfaction............................................................................24
2.5.3 Remuneration Policy of Institutions and Job Satisfaction..............................................27
2.6 Review of Empirical Studies..............................................................................................29
2.7 Summary of Literature Review..........................................................................................32
CHAPTER THREE: METHODOLOGY/MATERIALS AND METHODS
3.1 Research Design.................................................................................................................34
3.2 Area of the Study............................................................................................................... 34
3.3 Population of the Study......................................................................................................35
3.4 Sample and Sampling Techniques.....................................................................................35
3.5 Instrument for Data Collection...........................................................................................36
3.6 Validation of the Instrument..............................................................................................37
3.7 Reliability of the Instrument..............................................................................................38
3.8 Method of Data Collection.................................................................................................38
3.9 Method of Data Analysis....................................................................................................38
CHAPTER FOUR: RESULTS AND DISCUSSION/TESTING AND RESULTS
4.1 Presentation of Results.......................................................................................................40
4.2 Findings of the Study.........................................................................................................51
4.3 Discussion of Findings.......................................................................................................53
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Restatement of the Problem...............................................................................................59
5.2 Summary............................................................................................................................59
5.2 Conclusion..........................................................................................................................61
5.3 Recommendations..............................................................................................................63
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5.5 Suggestions for further Study.............................................................................................66
REFERENCES.......................................................................................................................67
APPENDICES
Appendix A: Letter of Introduction........................................................................................74
Appendix B: Institutional Personnel Policies Implementation Descriptive
Questionnaire.......................................................................................................75
Appendix C: Pearson Product Moment correlation formula, Spearman-Brown
Correlation formula, Z-test formula and Taro-Yemen formulae.........................80

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LIST OF TABLES
1. Distribution of School Administrators and Academic Staff in Adamawa
State Owned Tertiary Institutions................................................................................35
2. Sample for School Administrators and Academic Staff..............................................36
3. Mean Rating and Standard Deviation of School Administrators and
Academic Staff Perception on the Implementation of Appointment Policy
Statement among State Owned Tertiary Institutions in Adamawa State.....................40
4. Mean Rating and Standard Deviation of School Administrators and
Academic Staff Perceptions on the Implementation of Promotion
Policy Statements among State Owned Tertiary Institutions in Adamawa State.........42
5. Mean Rating and Standard Deviation of School Administrators and
Academic Staff Perceptions on the Implementation of Remuneration
Policy Statements among State Owned Tertiary Institutions in Adamawa State.........44
6. Means and Standard Deviation of School Administrators and Academic
Staff Perceptions on Academic Staff Job Satisfaction with the
Implementation of Institutional Personnel Policies by State Owned Tertiary
Institutions in Adamawa State......................................................................................46
7. Z-Test of Differences between how School Administrators and Academic
Staff Perceive the Implementation of Appointment Policy Statements among
State Owned Tertiary Institutions in Adamawa State..................................................49
8. Z-Test of Differences between how School Administrators and Academic
Staff Perceive the Implementation of Promotion Policy Statements among
State Owned Tertiary Institutions in Adamawa State..................................................49
9. Z-Test of Differences between how School Administrators and Academic
Staff Perceive the Implementation of Remuneration Policy Statements among
State Owned Tertiary Institutions in Adamawa State..................................................50
10. Z-Test of Differences between School Administrators and Academic
Staff Perceptions on Academic Staff Job Satisfaction with the Implementation
of Institutional Personnel Policies among State Owned Tertiary Institutions
in Adamawa State.........................................................................................................51


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ABSTRACT
This study examined the implementation of institutional personnel policies and academic staff
job satisfaction among tertiary institutions of Adamawa State. Descriptive survey design was
adopted for the study. A total of 119 school administrators and 250 academic staff out of 668
academic staff were proportionately drawn from across the seven tertiary institutions of
Adamawa State. The study investigated the differences in how school administrators and
academic staff perceive the implementation of institutional personnel policies and job
satisfaction of academic staff with particular reference to appointment, promotion and
remuneration in the State owned tertiary institutions. Institutional Personnel Policies
Implementation Descriptive Questionnaire (IPPIDQ) and Academic Staff Job Satisfaction with
Personnel Policy Implementation Questionnaire (ASJSPPIQ) were used to collect data on how
school administrators and academic staff perceive the implementation of institutional personnel
policies and the job satisfaction of academic staff with the implementation of the institutional
personnel policies respectively. The reliability coefficient of the research instruments are 0.86
and 0.92. Mean and standard deviation were used to answer the research questions while z-test
was used to test the hypotheses. Results on how school administrators and academic staff
perceive the implementation of appointment, promotion and remuneration policy statements
were rated by the school administrators high, while the academic staff rated the implementation
of appointment and promotion policy statements low and they were neutral on the
implementation of remuneration policy statements. The job satisfaction of academic staff with
the implementation of the institutional personnel policies was high as rated by the school
administrators which were rated by academic staff low. A significant difference was found
between how school administrators and academic staff perceive the implementation of
institutional personnel policies and academic staff job satisfaction among tertiary institutions in
Adamawa State at 0.05 level of significance. Based on these findings, it was recommended
among others that in order to improve job satisfaction of academic staff, school administrators
should improve on the implementation of appointment, promotion and remuneration policy
statements that were rated low by the school administrators and academic staff and the
institutions regulating bodies (NUC, NBTE and NCCE) as monitoring and regulating bodies,
ensure that the institutional personnel policy statements as contained in the conditions of service
for academic staff are fully implemented.



CHAPTER ONE
INTRODUCTION

1.1 Background of the Study
Educational institutions according to Fafunwa (2001) are vital instrument for the
realization of nations' educational ideals in term of personal growth, social, economic and
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political development of a nation. It is the demand for education according to Bello (2004) that
consequently gave rise to increase in student enrolment into tertiary institutions and the
establishment of seven tertiary institutions in Adamawa State. However, the level of educational
development attainable by a nation according to the United Nation Educational, Scientific and
Cultural Organisation (UNESCO, 1999) depends on the human resources utilized for the
realization of goals which invariably depends on the personnel policies implemented by the
educational institutions.
Personnel policy according to Ubeku (2005) is a written statement of an organisations
goals and intentions concerning matters that affect people in an organisation which covers all
aspect of employment, which specify and explain what the employer expects from its employees
and what employees may expect from the employer. Based on this definition of personnel policy
Okonkwo (2007) is of the view that, personnel policy is implemented in educational institutions
in order to motivate staff to be committed to their work and therefore, the implementation of the
policies stand to be blamed if it failed to motivate the teachers in achieving goals as intended by
the educational institutions. This is because poor implementation of personnel policy in any
organisation leads to ineffectiveness of workers or even collapse of the organisation (Batchelder
& Alexander, 2009).
Granger and Max (1992) attributed the problem of appointment policy in educational
institutions to disparities in wages and non adherence to criteria for appointment as factor
affecting job satisfaction. Regardless of the criteria used, Chimanikire, Mutandwa, Gadzirayi,
Muzondondo and Mutandwa (2007) revealed that the type of appointment given to academic
staff affects job satisfaction, because employees with permanent or full-time appointment are
more satisfied with their job than those with temporary appointment. That work related variables
such as whether the job is interesting, good relation with management, permanent or contract job
and a sense of control over ones work were identified as important factors underlying job
satisfaction. But as much as possible, according to Adamawa State University Mubi (2004) the
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selection and appointment of persons to all academic positions are treated during employment
without regard to ethnicity, State of origin, religion, sex, age, political belief or affiliation, or
disability by the Appointment and Promotion Committee of the institution according to the
institutions' governing body guideline.
The satisfaction that an academic staff receive from their employment according to
Okonkwo (1997) is largely dependent upon the extent to which the job and everything associated
with it meets their needs and wants; and for teaching to be recognised and respected as a
profession, adequate provisions for promotion must be assured. In addition Edem (1998)
revealed that teachers in the tertiary institutions in Nigeria are demoralized because of the
disparities in opportunity for promotion and this mostly leads to mass exodus of teachers to more
lucrative employment. Promotion as defined by Chruden and Sherman (1976), involves a change
of assignment from a job of a lower level to one of a higher level within the organisation
whereby the new level normally provides an employee with an increase in pay and status.
Promotions permit an organisation to utilize more effectively any skills and abilities that
individuals have been able to develop during the course of their training and employment. The
opportunity to gain promotion by employees can serve as an incentive for improving capacities,
performance, reward, past achievement and it improve employee's efficiency and morale
(Human Resource Guide, 2000).
Remuneration in form of allowance, salary, pension, gratuity, accommodation, medical
service are perceived by teachers as fair if they are developed to maintain internal and external
equity (Appolos, 2002). Regarding the relationship between job satisfaction and educational
institutions remuneration policy, several researchers have made the case that a good
remuneration is a predictor of job satisfaction (Porter et al in Feinstein, Harrah and Vondrasek,
2007). The finding by Rosee (1991) revealed that the commitment of teachers can be increased
by increasing satisfaction through appropriate implementation of remuneration policy. This can
be addressed according to Porter, Steers, Mowday & Boulian (1997) through interactions with
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employees in staff meetings and through guided discussions of topics related to these issues so
that employees could be interviewed to determine their perceptions of managements' ability to
address their welfare through changes in organisational variables, such as pay scales, allowances
and passages in an effort to increase job satisfaction and decrease subsequent attrition.
According to Okeke (2007) the success of getting satisfied academic staff depends on the
extent of inducements through the implementation of personnel policy in order to achieve
improved working conditions for employees. Segiovanni and Carver (1980) pointed out that
teachers seek job and stay on the job if physical, social status, economic and work conditions are
perceived as satisfactory and similarly, when attrition can be expected for teachers who are able
to move then psychological withdrawal can be expected for those unable to move. It means that
personnel policy and job satisfaction are inseparable as they apply to any organisation because
job satisfaction has to do with a high level of emotional stability of an individual on the job
which moves him/her to do more toward the achievement of organisational goals (Eneasator in
Okonkwo, 1997). Consequently, it means that the more workers are satisfied in an organisation,
the more they are motivated to work and thus satisfy the needs of the organisation. A satisfied
worker according to Hickson and Oshagbemi (1999) operates at two levels of satisfaction-his
own needs satisfaction and the satisfaction of the needs of the organisation.
From the preceding part of this background, it could be observed that implementation of
institutional personnel policies leads to job satisfaction. Some of these policies could be more
frequently implemented than the others with the academic staff, students and the society bearing
the consequences. More importantly, the implementation of these policies could influence the
job satisfaction of academic staff in tertiary institutions. Hence the examination of the
perceptions of school administrators and academic staff on the implementation of institutional
personnel policies and academic staff job satisfaction among tertiary institutions of Adamawa
State.
1.2 Statement of the Problem
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Job satisfaction of workers in an organisation depends on the perception of the
employees about how organisational policy is being implemented and how satisfied they are
with the administration of such policies (Eton, 1984). The finding by Kazeem (1999) revealed
that academic staff in tertiary institutions and other school workers tend to remain contented and
reasonably motivated as long the employees are employed based on laid down criteria, salaries
are paid on time, and they are promoted regularly. The implication for none or inadequate
implementation of personnel policies according to Amadi in Adelabu (2005) is that it often lead
to strikes and mass exodus of teachers to companies and other ministries while some retire
voluntarily and go into private businesses. Teachers career choices as revealed by Batchelder
and Alexander (2009) reflect personal decisions and perceptions about the relative benefits of
teaching versus working in other occupations. These benefits include promotion and
remuneration, working conditions and personal satisfaction because intrinsic and extrinsic
rewards combined with positive and negative working conditions leads to dissatisfaction of
workers in the work place (Muktar, 2002).
However, despite the benefits that could be derived from the implementation of
institutional personnel policies according to Kazeem (1999) the institutional personnel policies
are haphazardly implemented by the tertiary institutions in Nigeria. The struggle by the
academic staff to press home their demands in term of better working conditions in tertiary
institutions of Adamawa State has been one of the cause of crisis between the school
administration and trade unions such as; Academic Staff Union of Universities (ASUU); College
of Education Academic Staff Union (COEASU); Academic Staff Union of Polytechnics (ASUP)
among others (Bello, 2004). In the same vein several research studies have identified a variety
of other reasons why academic staff of tertiary institutions of Adamawa State leave their
profession entirely. These include personal reasons such as stress and retirement (Appolos,
2002), salary and benefits (Ingersoll & Smith, 2003), poor working conditions (Hanushek, Kain
& Rivkin, 2004), better job opportunities outside education for higher ability teachers (Bello,
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2004), job dissatisfaction (Rhodes, 2004), lack of support from school administration (Barnett &
McCormick, 2004) and increased student enrolment (Imazeki, 2005). With all of these attentions
to other factors of motivation, one cannot be totally convinced with it as the only factors that
affect academic staff job satisfaction in Adamawa State tertiary institutions without exploring
other areas. It is therefore against this background that this study is set out to determine the
opinion of school administrators and academic staff on the implementation of institutional
personnel policies and job satisfaction of academic staff of tertiary institutions of Adamawa
State.
1.3 Purpose of the Study
The purpose of this study was to investigate the implementation of institutional personnel
policies and job satisfaction of academic staff of State owned tertiary institutions in Adamawa
State. In order to achieve this, the study was guided by these purposes:
1. Determine the perception of school administrators and academic staff on the
implementation of appointment policy statements in Adamawa State owned tertiary
institutions.
2. Determine the perception of school administrators and academic staff on the
implementation of promotion policy statements in Adamawa State owned tertiary
institutions.
3. Determine the perception of school administrators and academic staff on the
implementation of remuneration policy statements (such as allowance, salary, pension,
gratuity, accommodation, medical service) in Adamawa State owned tertiary institutions.
4. Determine the perception of school administrators and academic staff on the job
satisfaction of academic staff with implementation of institutional personnel policies by
the State owned tertiary institutions in Adamawa State.
1.4 Research Questions
The study will attempt to answer the following questions:
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1. What are the perceptions of school administrators and academic staff on the
implementation of appointment policy statements among State owned tertiary institutions
in Adamawa State?
2. What are the perceptions of school administrators and academic staff on the
implementation of promotion policy statements among State owned tertiary institutions
in Adamawa State?
3. What are the perceptions of school administrators and academic staff on the
implementation of remuneration policy statements among State owned tertiary
institutions in Adamawa State?
4. What are the perceptions of school administrators and academic staff on the job
satisfaction of academic staff with the implementation of personnel policies by the State
owned tertiary institutions in Adamawa State?
1.5 Hypotheses
The following hypotheses were tested at 0.05 level of significance.
Ho
1
: There is no significant difference between the mean responses of school administrators
and academic staff on how they perceive the implementation of appointment policy
statements among State owned tertiary institutions in Adamawa State.
Ho
2
: There is no significant difference between the mean responses of school administrators
and academic staff on how they perceive the implementation of promotion policy
statements among State owned tertiary institutions in Adamawa State.
Ho
3
: There is no significant difference between the mean responses of school administrators
and academic staff on how they perceive the implementation of remuneration policy
statements among State owned tertiary institutions in Adamawa State.
Ho
4
: There is no significant difference between the mean responses of school administrators and
academic staff on how they perceive the job satisfaction of academic staff with the
implementation of personnel policies by the State owned tertiary institutions of Adamawa
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State.
1.6 Significance of the Study
The findings of this study will be significant to school administrators of State owned
tertiary institutions in Adamawa state, academic staff of State owned tertiary institutions in
Adamawa State, governing council of State owned tertiary institutions, tertiary institutions
regulatory bodies (NBTE, NCCE, NUC) and students. The findings of this study will help
school administrators of State owned tertiary institutions in Adamawa State improve on the
implementation of institutional personnel policies in other to increase academic staff job
satisfaction. The finding will serve as a basis for recommending to the school administrators
possible areas of the personnel policies that need to be implemented properly in order to
accommodate the demand arising from it lack of implementation so as to improve the level of
job satisfaction of academic staff. The study will be a solution for improvement of academic
staff motivation in order to reduce rate of strikes and mass exodus of teachers to companies,
other ministries or voluntary retirement for private businesses. This study will also be significant
to students in tertiary institutions because it will serve as a basis for further research on the
subject.
The National Universities Commission (NUC), National Board for Technical Education
(NBTE) and National Commission for Colleges of Education (NCCE) as regulatory bodies to
these institutions will find the information on the implementation of institutional personnel
policies and job satisfaction of academic staff of State owned tertiary institutions useful and use
the information to provide a guide to all the school administrators of State owned tertiary
institutions and their governing councils on how to go about implementing personnel policies in
the institutions in order to improve the job satisfaction of teachers and reduce academic staff
attrition. This study will also give a picture of how school administrators and academic staff of
State owned tertiary institutions in Adamawa State perceive the implementation of institutional
personnel policies and the job satisfaction of academic staff with the implementation.
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1.7 Scope of the Study
This study was delimited to Adamawa State of Nigeria. It was also delimited to
investigating the implementation of institutional personnel policies (appointment, promotion,
remuneration) and job satisfaction of academic staff of State owned tertiary institutions in
Adamawa State. The study covers only State owned tertiary institutions of Adamawa State
which are: Adamawa State University Mubi, Adamawa State College for Health and Technology
Mubi, College of Education Hong, College for Legal Studies Yola, Adamawa State College for
Nursing and Midwifery Yola, College of Agriculture Ganye and Adamawa State Polytechnic
Yola.
1.8 Operational Definition of Terms
The following terms are defined as used in this study.
1. Personnel Policies: These are the written statements or guidelines under which an
academic staff is appointed, promoted and remunerated in the tertiary institutions of
Adamawa State.
2. Job Satisfaction: It refers to the willingness of an academic staff to continue teaching
because his/her personal needs or expectations are being fulfilled.
3. School Administrators: This refers to the management staff of the tertiary institutions
including Vice-Chancellors, Provosts, Rectors, Registrars, Deans, Bursars, Librarians
and Heads of Department.
4. Academic Staff: This refers to the lecturers in Adamawa State owned tertiary
institutions.