Teachers’ Job Satisfaction as a Correlate of Students’ Academic Achievement in Ogun

State Secondary Schools

Adeyanju, H. I.
Department of Educational Management
College of Applied Education and Vocational Technology
Tai Solarin University of Education
Phone No: +2348034107240
bestade2008@yahoo.com

Oshinyadi, Peter Olumide

Department of Educational Management
College of Applied Education and Vocational Technology
Tai Solarin University of Education
Phone No: +2348073598797
E-mail: olupeter2807@hotmail.com

Olusegun, Paul Adeyinka,

National Open University of Nigeria,
Phone Number: +2348033487298
E-mail: sadeyinka@noun.edu.ng

&

Bello, Hikmat Gbemisola

Department of Educational Management
College of Applied Education and Vocational Technology
Tai Solarin University of Education
Ijebu-Ode, Ogun State,
Nigeria.
Phone No: +2348066895994
E-mail: bellohikmat@gmail.com

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Abstract

The study focuses on teachers’ job satisfaction as a correlate of students’ academic achievement
in Ogun State secondary schools. The increasing level of job apathy, mass exodus, poor job
adjustment among secondary school teachers in Nigeria are issues of great concern to the entire
nation. The descriptive survey research design was used for the study. A sample of 1,000 public
secondary school teachers was drawn from 256 public secondary schools in Ogun State using
proportionate stratified random sampling. Teachers’ Job Satisfaction Questionnaire (TJSQ) was
used for data collection and three hypotheses were analysed using Pearson Product Moment
Correlation and multiple regression at 0.05 level of significance. The results of the study showed
among others that there is a significant relationship between teachers’ salary satisfaction and
students’ academic achievement (r = .64); there is a significant relationship between teachers’
work characteristics satisfaction and students’ academic achievement in Ogun State secondary
schools (r = .79). It was concluded that teachers’ job satisfaction has a significant influence on
effectiveness delivery of quality teaching with a significant instant effect on students’ academic
achievement. It was recommended among others that increase teachers’ job satisfaction with
improved students’ academic achievement require increase with regular and adequate salary,
promotional avenues, service conditions, adequate retirement benefit etc.

Keywords: Teachers’ Job Satisfaction, Students’ Academic Achievement, Salary Satisfaction,

Work Characteristics.

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Introduction

A high-quality teaching staff is the cornerstone of a successful educational system. Daily

interaction between teachers and students is at the centre of the educational process; attracting
and retaining high quality teachers is, thus, a primary necessity for education in Nigeria. One
step in developing a high quality faculty is understanding the factors associated with teaching
quality and retention. One of these factors is job satisfaction.

The term “satisfaction” is a term commonly employed to describe condition an individual found
him/herself after a particular occurrence. It describes state of inner feelings that follows
interaction with people or object. It has also been directly substituted with other feeling words
such as gratification, happiness, compensation, fulfillment, joy, excitement, and self-
actualization. The Microsoft Encounter Dictionary (2009) perceives satisfaction to have four
diverse interpretations. These are: the feeling of pleasure that comes when a need or desire is
fulfilled (gratification); happiness with the way that something has been arranged or done;
compensation for an injury or loss; and the fulfillment of a need, claim, desires. In a similar vein,
The Cambridge International Dictionary of English (2005) portrays satisfaction as the form of
pleasant feeling you get when you receive something you wanted or when you have done or
doing something you wanted to do.

Smith (2007) asserts that work does not only occupies a large part of each teacher’s day but also
the main source of social standing capable of defining who a teacher is physically and mentally.
Consequently, workers’ satisfaction is an important component in overall well-being. Job
satisfaction can be viewed in three dimensional ways according to Essien (2002). It is viewed as
an emotional response to a job situation and often determined by how outcome meets or exceed
expectation. It also revealed some job characteristics that represent effective response of people
such as: the work itself, pay, promotion opportunities, supervision/leadership and co-workers.

As a result of the comparison among review of literatures, quite a number of inadequacies have
been observed among teachers in public secondary schools. Akpan (2012), cited in Osawe
(2015) stated that some teachers exhibit poor work behaviours like tardiness, absenteeism, delay
in the marking of examination scripts and submission of grades. In addition, Fehintola (2014)

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states that the instructional approach of some teachers is dominated by ‘sale of textbook
syndrome’. Omoniyi (2013) observes that there is always stressful agitations for better working
conditions which usually end up in strikes. Hence, much harm has been done to the education
system.

For several reasons, teacher job satisfaction has always been an important issue in empirical
pedagogical research: First, job satisfaction is considered to have an effect on the quality of
teaching and on the school achievement of pupils. Second, it has been found to predict
withdrawal cognition, and may therefore be seen as an important aspect in maintaining the
stability of the teaching staff. And third, teacher job satisfaction is supposed to contribute to the
quality of teacher work-life, making their professional experience an element of psychological
health, personal fulfilment and growth. This might be perceived as an objective in itself
(Katharina and Eveline, 2013).

Thus, as outlined above, satisfaction with their teaching career not only plays an important role
in the lives of the teachers themselves, but also in the lives of the students and the parents, and
for the sustainment of quality education at large. Studies indicated that the quality of education
depends on the professionalism and devotion of the teachers. It is impractical to realise positive
changes in the schools without the teachers’ commitment to and participation in reform. The
quality and morale of the teachers are essential to the success of any educational reform (Kim,
2000).

The teachers’ job satisfaction has a significant influence on, and important implications for their
effectiveness and their delivery of quality of teaching. Shann (1998) cited in Gedefaw (2012)
maintains that teacher job satisfaction is a predictor of teacher retention, a determinant of teacher
commitment, and a contributor to school effectiveness. The teachers’ overall career satisfaction
in general, and satisfaction with their jobs in particular, are pivotal to maintaining quality
teaching, and to retaining motivated and quality individuals in the teaching profession (Turner,
2007).

According to Johnson (2006), motivated and satisfied teachers are the primary contributors to a
positive academic environment, and therefore, this has a high premium, among others, for
maintaining quality in the education system. Motivated teachers are more likely to motivate

4
students to learn in the classroom, to warrant the implementation of educational reforms and
progressive legislation, and will result in feelings of satisfaction and fulfilment (Conboy and De
Jesus, 2001).

There are a variety of factors that can influence a person’s level of job satisfaction. Some of
these factors include: the level of pay and benefits, the perceived fairness of the promotion
system, level of recognition received, nature of work, supervision, leadership, institutional
policy, the quality of working condition, autonomous work group, a sense of belonging among
others (Katharina and Eveline, 2013).

In their study of administrative support and its mediating effect on US public school teachers,
Chang, Kim, and Tickle (2010) also demonstrated that the teachers’ satisfaction with their
salaries was a significant predictor of their job satisfaction. An increase in the teachers’
satisfaction with their salaries was followed by an increase in their report of their job satisfaction,
and their intent to stay on in the teaching profession. Other studies show that the provision of low
salaries can seriously impair the teachers’ job satisfaction. In their study on the job satisfaction
among school teachers in India, Jyoti and Sharma (2006) indicated that many (more than 90%),
of the teacher participants’ level of satisfaction with their pay was below average, and most of
them believed that they were not earning what they deserved. Thus, teachers had to turn to
providing additional private tuition to meet their financial needs.

Inadequate administrative support for teachers could result in teacher dissatisfaction, de-
motivation, decreased commitment and attrition. As indicated by Baker (2007), inadequate
administrative support was one of the primary reasons for teachers leaving the profession early in
their careers. Accordingly, Choi and Tang (2011) found that teachers’ decreased commitment
was related to their perception of the lack of administrative support at their schools. The
teachers’ decisions to remain in the teaching profession were very closely related to their
perceptions of administrative support (Baker, 2007).

To create a school environment which is favourable for good teaching, high-quality school and
teacher management policies should be in place. In their study on the influences of the
satisfaction and retention of first-year teachers, Lehman and Stockard (2004) found that the

5
teachers in well-managed schools were more satisfied. They indicated the following
characteristics of well-managed schools, namely that the schools were organised, and properly
managed; the teachers had a sense of control and influence over their work environment;
mentoring and support in the day-to-day teaching activities were common; the teachers felt
efficacious, and were teaching in areas for which they were qualified.

The selected factors for investigation in this study are: salary, management, and work
characteristics. This study was based on and guided by content or needs theories, process
theories and situational models of job satisfaction coined from many generic theories as a
relevant theory fitting to explain how several factors affects teachers’ job satisfaction. In an
effort to understand the nature of job satisfaction, Green (2000), in his review, concluded that
there are three theoretical frameworks of job satisfaction, namely content or needs theories,
process theories, and situational models of job satisfaction. All of these frameworks may be
useful to a greater or lesser extent to understand the job satisfaction of teachers in Ogun State.

The content or needs theories (Maslow, 1954; Herzberg, 1966 cited by Adenaike, Ajayi,
Adewale and Odunlami, 2009) mainly focus on identifying the specific needs (e.g., food, shelter,
air, and rest) or values (respect, recognition, and achievement) most favourable to job
satisfaction. According to Amos, Pearson, Ristaw, and Ristaw (2008), the needs or content
theories focus on the individual factors within each person that initiate, guide, sustain, or stop
behaviour. Needs theorists attempt to stipulate particular needs that must be satisfied, or the
values that must be attained, for an individual to be satisfied with his or her job.

The process theories (Adams, 1965; Vroom, 1964 cited by Adenaike, Ajayi, Adewale and
Odunlami, 2009) explain the processes of how behaviour is initiated, directed, sustained and
stopped (Amos, et al., 2008). The process theories emphasize the mental thought processes in
determining worker motivation and satisfaction (Ololube, 2006). They are concerned with the
individuals’ perceptions of their work environment, and also with the way individuals interpret
and understand events (Armstrong, 2006). The process theories attempt to identify the
relationships among variables such as values, needs, and expectancies, which make up
motivation and job satisfaction. Process theorists, according to Green (2000), argue that overall
job satisfaction is determined by the interaction between expectancies, values, and needs.

6
The third theoretical framework of job satisfaction, the situational models (Glassman, McAfee,
& Quarstein, 1992; Durick & Glisson, 1988), assume that the interaction of variables such as job
characteristics (e.g., the nature of the work), organisational characteristics (the infrastructure of
the organisation, leadership, promotion criteria, and facilities), and individual characteristics
(e.g., sex, age, and education) influence job satisfaction (Hoy & Miskel, 1996). According to
Glassman (1992), job satisfaction is determined by two factors, namely situational characteristics
and situational occurrences. Employees who want to join organisations try to evaluate the
situational characteristics (e.g., pay, working conditions and promotional opportunities), before
accepting a job. On the other hand, the situational occurrences come into play after the
individuals have accepted the job. The situational occurrences can be positive or negative
(Glassman, 1992). Examples of positive situational occurrences include making positive remarks
for work done well, respecting employees, providing coffee and tea breaks, and giving rewards
in the form of praise. Negative situational occurrences include rude remarks by colleagues,
confusing memoranda, insulting employees in front of their colleagues, or failing to provide
responses when assistance is needed. According to Glassman (1992), individuals who are in the
same organisation and have similar jobs, pay, and working conditions may have different levels
of satisfaction due to the differences in the situational occurrences. According to the theory of
situational models, overall job satisfaction can better be predicted from both situational
characteristics and situational occurrences, than from either factor alone.

Statement of the Problem

The increasing level of job apathy, mass exodus, poor job adjustment among secondary school
teachers in Nigeria are determinants of job satisfaction. The situation symptomized by poor
adjustment of secondary school students arising from inadequate activities in teaching tends to
suggest that the teachers are not actually performing their duties as expected of them. From the
introduction and background to the study it is clear that there are important links between the job
satisfactions of teachers together with quality education. Factors affecting job satisfaction of the
secondary school teachers have merely been speculated and sometimes contradictory; implying
that the major factors are yet to be confirmed. This study therefore, is faced with the problem of
exploring how teachers’ salary, management and work characteristics factors influence job

7
satisfaction among secondary school teachers and thus, correlates with students’ academic
achievement in Ogun State.

Purpose of the Study

The major purpose of this study is to examine the correlates of teachers’ job satisfaction factors
and students’ academic achievement in Ogun State secondary schools. To achieve this, the study
will seek to determine:

i. the relationship between teachers’ salary and students’ academic achievement

ii. the relationship between teachers’ relation with management and students’ academic
achievement
iii. the relationship between work characteristics and students’ academic achievement

Hypotheses

H01: There is no significant relationship between teachers’ salary and students’ academic
achievement in Ogun State secondary schools
H02: There is no significant relationship between teachers’ relation with management and
students’ academic achievement in Ogun State secondary schools
H03: There is no significant relationship between work characteristics and students’ academic
achievement in Ogun State secondary schools
H04: There is no significant relationship between teachers’ job satisfaction factors and
students’ academic achievement in Ogun State secondary schools

Methodology
Design
The descriptive survey research design was used for the study. This research design is used by
the researcher because the researcher has no control and does not intend to control or manipulate
the independent variable (teachers’ job satisfaction) that was examined as they existed and the
extent to which they could influence the dependent variable (students’ academic achievement).

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Sample and Sampling Technique
The sample of 1,000 secondary school teachers was drawn from the total of 19,146 teachers in
all existing 256 public secondary schools in Ogun State, using proportionate stratified random
sampling.

Instrumentation
A questionnaire tagged ‘Teachers’ Job Satisfaction Questionnaire’ (TJSQ) was used for this
study. The developed questionnaire has three sub-scales namely: Salary and Fringe Benefits
Factor Scale, Management Factor Scale, and Work Characteristics Factor Scale. The instrument
was subjected to content validity with reliability coefficient of .78 was used for data collection
and students’ academic achievement was measured by students’ grades in three core subject
areas (English, Mathematics and Biology).

Method of Data Analysis

Data collected were coded and analysed using inferential statistics involving Pearson Moment
Correlation and multiple regression analysis at 0.05 level of significance.

Results
The results of the analysis on the study are presented as follows:
Hypothesis One
There is no significant relationship between teachers’ salary satisfaction and students’ academic
achievement in Ogun State secondary schools

Table 1: Pearson’s Correlations between teachers’ salary satisfaction and students’ academic
achievement

Variables N Mean SD df r Sig

Salary Satisfaction 500 26.59 3.13 498 .64 .000
Academic Achievement 500 57.02 13.94
*. Correlation is significant at the 0.05 level (2-tailed)

Results on Table 1 revealed positive correlation between teachers’ salary satisfaction and
students’ academic achievement in Ogun State secondary schools (r = .64; p < .05). Therefore,

9
there is a strong correlation between teachers’ salary satisfaction and students’ academic
achievement. This means that there is a significant relationship between teachers’ salary
satisfaction and students’ academic achievement in Ogun State secondary schools. It implies
that, that higher teacher pay compensate teachers’ input skills into teaching, thereby resulting in
better student achievements in Ogun State secondary schools.

Hypothesis Two
There is no significant relationship between teachers’ satisfaction with management and
students’ academic achievement in Ogun State secondary schools

Table 2: Pearson’s Correlations between teachers’ satisfaction with management and students’
academic achievement

Variables N Mean SD df r Sig

Satisfaction with management 500 18.01 7.44 498 .25 .005
Academic Achievement 500 57.02 13.94
*. Correlation is significant at the 0.05 level (2-tailed)

Results on Table 2 revealed positive correlation between teachers’ satisfaction with management
and students’ academic achievement in Ogun State secondary schools (r = .25; p < .05).
Therefore, there is a weak correlation between teachers’ satisfaction with management and
students’ academic achievement. This means that there is a significant relationship between
teachers’ satisfaction with management and students’ academic achievement in Ogun State
secondary schools. It implies that administrative and managerial supports for secondary schools
teachers acts as catalysts for many other school conditions that promote collaborative and
supportive cultures and structures in a school setting thereby improving students’ academic
performance.

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Hypothesis Three
There is no significant relationship between work characteristics satisfaction and students’
academic achievement in Ogun State secondary schools

Table 3: Pearson’s Correlations between teachers’ work characteristics satisfaction and students’
academic achievement

Variables N Mean SD df r Sig

Work characteristics satisfaction 500 23.52 4.27 498 .79 .000
Academic Achievement 500 57.02 13.94
*. Correlation is significant at the 0.05 level (2-tailed)
Results on Table 3 revealed positive correlation between teachers’ work characteristics
satisfaction and students’ academic achievement in Ogun State secondary schools (r = .79; p <
.05). Therefore, there is a strong correlation between teachers’ work characteristics satisfaction
and students’ academic achievement. This means that there is a significant relationship between
teachers’ work characteristics satisfaction and students’ academic achievement in Ogun State
secondary schools. It implies that teachers’ work characteristics (e.g workload) either facilitate or
impede job satisfaction thereby influence students’ performance.

Hypothesis Four
There is no significant relationship between teachers’ job satisfaction factors and students’
academic achievement in Ogun State secondary schools

Table 4: Regression Analysis of teachers’ job satisfaction factors on students’ academic

achievement

Model R R square Adj. R square Std. Error of the

Estimate
1 .732 .535 .419 2.528
F(3, 496) = 4.604; p < .05

Table 4 shows a multiple correlation, R of .732 of all the teachers’ job satisfaction factors on
students’ academic achievement in Ogun State secondary schools. It reveals a multiple
regression square, R2 of .535 and multiple regression square, R2 adjusted of .419. It means that
about 41.9% of the variance in students’ academic achievement is explained by the three
teachers’ job satisfaction factors. The observed F-ratio is 4.604 (significant at the .05 level). This

11
result shows that all the teachers’ job satisfaction factors when taken together has significant
influence on students’ academic achievement. This observed F-value also implies that the
multiple correlation obtained between teachers’ job satisfaction factors and students’ academic
achievement is not by chance.

Table 5: Relative influence of teachers’ job satisfaction factors on students’ academic

achievement

_______________________________________________________________________
Variable B SEB β t Sig
_______________________________________________________________________
Intercept 11.185 6.064 1.844 .102
Salary 1.641 .127 .321 .202 .044*
Management - .135 .144 -.172 -.559 .591
Work Characteristics .685 .120 .789 2.906 .020*
_______________________________________________________________________
Note. * p < .05; B = unstandardized regression coefficient; SEB = Standard error of the
coefficient; β = Standardized coefficient

Table 5 shows the relative influence of each teacher’s job satisfaction factors on students’
academic achievement. It reveals the standardized regression weight, β the standard error of
estimate, t-ratio and the level at which it is significant. As shown in the table, the standardized
regression weight associated with salary factor (β = .321) and work characteristics factor (β =
.789) are each significant at .05 level. This indicates that teachers’ salary factor and teachers’ job
characteristics have significant relative influence on students’ academic achievement. The values
of the standardized regression weights associated with these teachers’ job satisfaction factors
indicate that, their job characteristics satisfaction has the most potent influence followed by their
salary satisfaction. While teachers’ satisfaction with the management (β = -.172) has no
significant relative influence on students’ academic achievement.

Discussion
The study examined teachers’ job satisfaction factors as correlates of students’ academic
achievements in Ogun State public secondary schools. The result of the analysis of hypothesis
one revealed that there is a significant relationship between teachers’ salary satisfaction and
students’ academic achievement in Ogun State secondary schools. This finding was confirmed
by Johnson (2006) and Roland (2011) that high work salaries of teachers can contribute to
increased teacher satisfaction and student achievement. The result of findings also revealed that

12
there is a significant relationship between teachers’ satisfaction with management and students’
academic achievement. This corroborates Hurren (2006) who pointed out that teachers who are
dissatisfied with their work and with their relationships with their principals not only suffer
themselves, but their students also suffer. In addition, McEwan (in Edgerson & Kritsonis, 2006)
determined that teachers who see and perceive their principals as facilitators, supporters, and
reinforcers of jointly-determined school missions, are more likely to feel personally accountable
for student achievement than those who see and perceive their principals as guiders, directors,
and leaders of their own personal agendas. Work characteristic was also significantly related to
students’ academic achievement. Teaching is an extremely stressful job. The teaching profession
expects from the teachers to provide different professional services, including the professional
caring of learners, the central task for many teachers (Butt and Lance, 2005). This, inter alia,
contributes to their workload. In addition, many secondary school teachers are involved as
counsellors and career advisors, apart from being subject teachers. The teachers’ tasks include
continuous professional development programmes, lesson plan preparation, teaching, the
documenting of portfolios, and more. Hence, the teachers’ caring and other related
responsibilities, not only have the potential to increase their workload, but also to impact
negatively on their students’ academic performance.

Conclusion and Recommendations

Teachers’ job satisfaction not only plays an important role in the lives of the teachers themselves,
but also in the lives of the students and the parents, and for the sustainment of quality education
at large. As a result, teachers’ job satisfaction has a significant influence on, and important
implications for their effectiveness and their delivery of quality of teaching with a significant
instant effect on students’ academic achievement. Based on the above findings, it is therefore
recommended that:

1. To increase teachers’ job satisfaction it is very important to increase and upgrade them with
regular and adequate salary, promotional avenues, service conditions, adequate retirement
benefit etc. Good and attractive salary may attract the efficient and talented persons to the
Teaching Profession.

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2. Work-related factors like workload and stress, and working conditions should be
minimized by the school management to relief tensions on teachers.
3. School principals and headteachers should ensure supportive administrative and friendly
learning atmosphere are maintained within the school system.

14
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