Job satisfaction is not a new phenomenon at all in any organization. It is one of the topics that have drawn interest among scholars in the field. Many studies have been done on this particular topic for over six decades and thousands of articles have been published (Zembylas& Papantasiu,2006). Job satisfaction has been defined as “a pleasurable emotional state arising from the appraisal of one’s job, an affective reaction to one’s job, and an attitude towards one job (Ubom, 2001). It has also been shown that when job satisfaction in the teaching profession increases, turnover decreases (Robert, 2004).
Job satisfaction as a social construct does not have a precise definition as it is exposed to different meanings and interpretations from different scholars. There is a lack of consensus on what actually constitutes job satisfaction, Locke and Lathan see job satisfaction as the pleasurable or positive emotional or positive emotional state resulting from the appraisal of one’s job or job experience. A different definition of job satisfaction considers it to be an emotional reaction based on the comparison between actual and expected outcomes (Stone, 1992). Workers' decisions about whether to work or not and what kinds of jobs to accept or stay in are all likely to depend on the evaluation of their job satisfaction. However, job satisfaction among teachers can be described as the extent to which teachers are satisfied with their job, and the degree to which teachers are having the pleasurable and positive feelings that individuals have towards their jobs.
Since a nation’s progress depends on the quality of education which in turn depends on the quality of teachers, then the quality of teaching is well related to the satisfaction of the teachers with their job. It is important that teachers are satisfied with their job because satisfaction is an important factor in the achievement of the established goals and objectives of teaching. Humanity rises or falls, grows or declines, flourishes or withers, not only in the nation but also at the universal level, depending on the education it gets. These problems coupled with the challenges of the global economy pose a major concern to the government and board of education.
Students’ achievement is expected to be high to satisfy parents and stakeholders and to match with the present world of high technological know-how. Teachers’ dissatisfaction and its effects on teacher retention pose a great threat to a profession with an increasing demand for members. The quest for teachers’ satisfaction with effective classroom instruction is a major issue facing Nigeria today. Against this background, the researcher investigated determinants of job satisfaction among secondary school teachers in Moro Local Government Area, Kwara State.
Statement of the problem
The concerns of most organisations, in the submission of Amoda, Odunaike and Oluwaseun (2007).is the attitude of the workers to work. Workers are expected to be dedicated and committed to their work. Adeyemo (2001) however, observed that it is common to hear people remark that present-day teachers are not as good or committed as their former counterparts, when teachers are truly not committed to their work, it is an indication of dissatisfaction with their job. Studies from diverse nations of the world indicate that teachers have at one time or the other been dissatisfied with their job. As such, there is a need to identify the factors that bring about job satisfaction. This means that it might not be a continuous experience. Hence, teachers who are satisfied with their work today might be satisfied with it tomorrow or vice-versa. This implies that consistent research is required to ascertain the job satisfaction status of teachers at a particular time.
A closer examination of job satisfiers among secondary school teachers in Nigeria, however, showed that there is still a gap to be filled. In view of these, the present study investigated the determinants of job satisfaction among secondary school teachers in Moro Local Government Area, Kwara State, Nigeria.
Purpose of the study
The purpose of this study was to investigate the determinants of job satisfaction among secondary school teachers in the Moro Local Government Area of Kwara State. Specifically, the objectives of the study were to:
Significance of the study
The study is significant to the government at all levels, of education, the parents, education planners, policymakers as well as other stakeholders in education. The finding of this study would help the public and private schools to know certain factors that determine job satisfaction among secondary school teachers, thereby making the school management develop appropriate strategies to enhance teacher job satisfaction in school.
The finding of this study would also serve as sources of reference for other researchers who may want to conduct similar studies in other parts of the country.
Scope of the study
The study comprised all public secondary schools in Moro LGA, 23 (Twenty-three) out of secondary schools in Moro Local Government Area were be used for this study 200 out of 300 teachers in Moro Local Government Area teachers were be used as respondents for the secondary the indicators for the determinant of job satisfaction was measured based on levels of job satisfaction, socio-economic factor and coping strategies among other. The study was limited to the selected secondary schools within Moro Local Government Area, Kwara State.
Definitions of Terms
Motivation: to the complex forces, drive, need or other mechanisms that start and maintain voluntary activity directed toward the achievement of personal goals(salary promotion have, recognition) in secondary schools in Moro Local Government Area, Kwara State.
Job satisfaction: the state of steadfastness or contentment in the type of job that one does.
Job characteristics: refers to the content and nature of the tasks themselves.
Secondary school: refers to the post-primary school that offers formal education to pupils who have successfully completed six years of primary education and have met the requisite entry requirement to junior secondary school (3 years).