This study was designed to investigate the impact of
teachers’ welfare package on Teachers’ job satisfaction in Orhionmwon
Local Government Area of Edo State. As a result, the sample consisted
eight secondary schools from which eighty (80) respondents were drawn.
questionnaire was designed and administered so as to be able to carry
out the investigation. Data were gathered and analyzed using the
Findings were made which led the researcher to
conclude that teachers’ welfare package gave job satisfaction to
teachers in Orhionmwon Local Government Area of Edo State.
Recommendations were made accordingly.
Background to the Study
Education is a means of
propagating the felt end immediate norms and values of society. It is
also a means of sustaining old norms, and values of society. Through
education the national aspirations are met.
Subsequently, it is the
general consensus that no amount of educational reform or progress would
rise above the desires for teachers. It is important to note that for
any national aspirations to be met in the areas of education, the
teacher factor can not be undermined; he teacher is the heart of the
educational progress and also the main determinants of the educational
The general notion that teachers are not properly taken care
of by government and private sector have to come to mind. The quest for
teachers both graduates and non-graduates cannot be undermined, but
unfortunately the increasing distaste for the teaching profession is
likely to hinder the progress of educational development. The teachers
are usually disregarded, hence they are called all sorts of names. The
respect which teachers used to enjoy in he missionary days is no longer
there, all these tend to inhibit the profession.
welfare packages could be termed as goal-directed behavior. The
teacher’s welfare packages are also concerned with the individual’s
desires, how they can be accomplished in teacher work situation.
satisfaction has been subject of several studies in educational
organizations. There have been many publications on it. The pioneering
efforts of Hoppock (1997) and Houser (1999) research on the nature,
causes and correlates of job satisfaction have mushroomed in educational
organizations. Much of the studies on the concept are carried out
because it is an interesting area. The concept of job satisfaction
rests on the assumption that a satisfied worker is invariably an
efficient and effective employee. Many studies equate job satisfaction
with employee’s attitude.
Job satisfaction is not simply a matter of
need fulfillment although a teacher’s needs may be fulfilled; his
feelings of satisfaction will depend very much on whether he thinks that
he compares favourably with other people in similar jobs, positions or
places. The teacher’s perception of his job situation will be directly
related to the values which they place on the various aspects of his job
and its environment as sources of satisfaction and dissatisfaction.
Job satisfaction refers to the accomplishment acquired by experiencing
various job activities and rewards. Satisfaction is resulting from the
attainment of some desired goal.
The objectives of the 6-3-3-4 system
of education are still very valid as at today, if only there are
satisfied teachers that are dedicated to carry out their educational
functions. These objectives are based on the following: a free and
democratic society; a just and egalitarian society; a united, strong and
self-reliance nation; a great and dynamic economy, and a land of bright
and full opportunities for all citizens. The other aspects of
educational system are taken into consideration. These include finance,
infrastructures, facilities and equipments, etc.
The National Joint
Negotiating Council for teachers was set up in 1994. The Council
submitted numerous recommendations to the government which accepted them
in part. There was also the Ashby Committee; the committed was set up
by the Federal Government in 1967. One of its terms of reference was
the recommending of suitable salary grading for duty posts on the basis
of salary scales already approved in the cited sessional paper No. 2 of
1995. There was also the Udoji salary and this recent Teacher Salary
Advancement (TSA); eighteen percent minimum wage increment. All these
various increments of committees that were set up recommended various
teachers welfare packages that were implemented. However, over the
years the high cost of living and the quest for better living conditions
led to more series of present day agitation on the part of teachers,
they have complained about the eighteen percent present day salary, and
welfare packages have proved to be inadequate. In other words, the work
satisfaction of teachers would dwindle. The trend would invariably
affect the products of the educational system and the system in itself.
this background, this study would find a means of investigating welfare
packages on job satisfaction, the teachers and governments role would
be looked into. The following questions would guide in the
Does the teacher’s welfare package influence teacher’s
job satisfaction? To what extent do government regulations on
teacher’s welfare packages control teacher’s job satisfaction? Will the
timely and continued review of government decision of welfare packages
affect teacher’s job satisfaction? Does teacher’s job satisfaction come
only from teacher’s welfare package? To what extent are teacher’s
welfare packages influence by sex and qualifications?
Statement of Problem
The president of Nigeria as at May 1st, 2010,
promised Nigerian civil servants, teachers inclusive a new welfare
packages which recognized the 27.5%, the eighteen thousand naira minimum
wage and the teachers’ salary advancement (TSA). The implementation of
these new packages like any other has attracted various welfare
packages comments. What is the relationship between teacher’s welfare
packages on teacher’s job satisfaction. This study was to find out the
relationship between teachers’ welfare packages and teacher’s job