A CRITICALLY INVESTIGATION INTO THE EFFECT OF PAY SATISFACTION ON TEACHER’S COMMITMENT IN SOME SELECTED SECONDARY SCHOOLS (EDUCATION PROJECT TOPICS AND MATERIALS)
The relationship between pay satisfaction and organizational job commitment is an importantissue for any organization.As such explore the effect of pay satisfaction on teachers’ job commitment in some selected secondary schools in Ijebu Ode, Ogun State Nigeria. This research study adopted survey method and a confidential questionnares was developed and sent to 200 respondents from the selected secondary schools in jibu-ode Local Government Area of Ogun-State. Three research hypotheses were developed for this study using chi-square statistical tool for the analysis.The result shows a significant relationship between pay satisfaction and teacher’s job commitment and that job satisfaction has a significant relationship with motivational factors. Therefore, teacher becomes more committed when they are motivated with some incentives. The research therefore recommends among others that the condition of service of teachers should be improve with increase in salaries, provision of free accommodation, scholarship for wards teachers, subsidy for electricity, and free medical care for teachers and their families. This will help the schools to retain its staff and improve their job commitment level.
1.1 BACKGROUND TO THE STUDY
In recent time, Job satisfaction has been a crucial problem for all organizations no matter whether in public or private organizations or working in developed or developing countries. One of the purposes for this degree of interest is that satisfied personnel are reported as committed workers and commitment is an indication of organizational output and effectual operations (Robbins & Coulter, 2005:370).
More so, considering education as the most valuable tool for human building and development of any nation, the relevance of job satisfaction therefore is very crucial to the long-term growth of any educational system around the world. In recognition of this, FRN (2004) make it clear that government recognizes education as the greatest investment that the nation can make to bring about civilization, modernization, development and socioeconomic progress. Thus, one of the most crucial factors in the attainment of this goal is the role of teachers. It is widely acknowledged that the most valuable asset of a country is its teachers. They build fortune of the nation. Teachers are said to be the builders of the nation. According to Fredriksson (2004), teachers hold the responsibilities to lift up the school effectiveness because they have actual power to make a difference in students’ human capital development during teaching and learning process. Hence, teachers’ commitment is a critical aspect in determining the success of education reform and school effectiveness.
It should be noted however, that teachers today are buffeted by many challenges all of which jointly operate to dampen their morale and lower their motivation to perform affectively on their jobs.
According to McLaughlin et.al (2003) many of the well-publicized shortcomings of the elementary and secondary education system in the United States are, to an important extent, due to inadequacies in the working conditions, resources, and support afforded to school teachers. Proponents of this view hold, for example, that teachers are underpaid, have too little say in the operation of schools, are afforded too few opportunities to improve their teaching skills, suffer from a lack of support or assistance, and are not adequately rewarded or recognized for their efforts. The key to improving the quality of schools, these critics claim, lies in upgrading the status, training, and working conditions of teachers in furthering quality of teaching profession.