ABSTRACT
The purpose of this research work is to highlight the impact of job satisfaction on organization commitment among secondary school teachers in Enugu State. Specifically, the study aimed to pursue the following objectives : to analyse the relationship between job satisfaction and organisational commitment among secondary school teachers in Enugu state, to determine the extent to which regular payment and increase of salary affect job satisfaction, to examine the degree to which promotion impacts on organizational commitment, to evaluate the extent to which employee-employer relationship enhances job satisfaction, to examine the relationship between working environment and organisational commitment among secondary school teachers in Enugu state. The study had a population size of 1,462, out of which a sample size of 314 was realized using Taro Yamene Formula at 5% error to tolerance and 95% level of confidence . Instrument used for data collection was primarily questionnaire and interview. The total numbers of 314 copies of the questionnaire were distributed while
304 copies were returned. The descriptive research design was adopted for the study. Five hypotheses were tested using Pearson’s product moment correlation coefficient, chi- square (X2), and Z-test statistical tools. The findings indicate that there was a significant relationship between job satisfaction and organisational commitment. There was positive effect of payment and increase of salary on job satisfaction. There was significant impact of promotion on organizational commitment. There was positive relationship between working environment and organizational commitment. The study concluded that teachers of secondary schools in Enugu state cherish promotion, improvement of salaries, welfare
package and conditions of services, however these desires of teachers were far-cry. The study recommends that to ensure job satisfaction and organizational commitment among employees, there should be proactive measures which among others are increase in salary scale, best teacher of the year, conducive environment and the preparedness on the school administration to beef up the needed job satisfaction.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
An organization is effective to the degree to which it achieves its goals. An effective organization will make sure there is a spirit of cooperation, sense of commitment and satisfaction within the sphere of its influence. People are not only an indispensable component but also an integral part of the sphere of influence. To understand the critical importance of people in the organization is to recognize that the human element and the organization are synonymous. A well-managed organization usually sees an average worker as the fundamental source of its improvement (Adeyeme, 2004:89)
In recent years, there has been an increase in publications pertaining to organizational commitment and job satisfaction amongst various occupational groups. Evidence attesting to this is the vast array of literature related to antecedents and consequences of both organizational commitment and job satisfaction among employees(Aamodt,
2007:168 and Bagraim, 2006:126 ).
Job satisfaction and organizational commitment have been found to be linked to increase in productivity and organizational effectiveness (Buitendach and de Wite, 2005:27).It is further linked to have an influence on whether employees will have a propensity to remain with the organization and maintain higher levels commitment. This explains why Yousef (2008:184) notes that job satisfaction and organisational commitment are inversely related to such withdrawal behaviours as tardiness, absenteeism and staff turnover
Locke and Lathan (1999:146) see job satisfaction as pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience. Job satisfaction is as a result of employee’s perception of how well their job provides those things that be can viewed as important. In the educational sector, teachers generally cherish promotion,
improvement in salaries and welfare packages as well as good conditions of service. Collectively, these strengthen organizational commitment.
In Nigeria, Borishade (2004:81) argues that aforementioned conditions are rare to come by, hence, there is a problem. This problem could be traced to the transitions the educational system is undergoing. It has really passed through different periods ranging from operations of the system by British administrators to ownership of schools by religious bodies. At these two periods, teachers were held at a very high esteem, they were regularly paid, promoted, sent on training and retired with dignity. At this period too they were conceived as role models, because of the state of the nation which was then seen as backward, antiquity and primitive, schools were few, pupils were few and teachers were equally few and therefore management were easier. Again the missionary had direct sponsorship from their mother country, therefore provision of infrastructural facilities and maintenance of teachers was adequate. Over the years, it was obvious that the introduction of European education which carried with it the European values was relegated to the background African values and culture knowing that education is the major vehicle through which society transmits, propagates values and culture in any society.
The ownership and management still in the hands of missionaries raised a lot of agitation in the minds of Africans which led to the indigenous ownership and management of schools, that is taking away schools from the missionaries, this move intensified after the Nigerian civil war since most of the missionaries have gone, the government of the day naturally took over the ownership and management of schools both to harmonize the operation and curriculum and to achieve the expected goal. The end of Nigeria civil war there was an increase in the awareness of the need for education more children went to school, increase in the number of schools and the number of teachers, but with paucity of resources for provision of infrastructural facilities and general maintenance of schools and teachers. It was difficult to keep schools to the standard they were during the missionaries. Since the management of small unit can never be compare to management
of larger unit it becomes more complex and difficult to manage and maintain teachers adequately as it was during missionary era
This state was further buttressed by Evans (2005:417) who identifies factors such as teacher’s low salaries and low status, growing class sizes and changes in the education system as causes of the endemic dissatisfaction within the profession. It is on this background that the research seeks to examine the impact of job satisfaction on organisational commitment among secondary school teachers in Enugu State.
1.2 STATEMENT OF THE PROBLEM
Employee’s job satisfaction and organizational commitment have always been important issue for employers. This is so because to achieve organizational goal, the employees must be satisfied in their job in order to be committed.
Job satisfaction is a pleasurable or a positive emotional state resulting from the appraisal of one’s job. It is an employee’s observation of how well their work presents those things which are important to them, which might cause an employee to have a strong desire to remain a member of a particular organization and exert high levels of effort on behalf of the organization. However teachers teaching in Enugu state secondary schools are not satisfied with their job, because their salaries are not paid as at when due, they are not adequately motivated, they lack good working environment, promotion of teachers is not regular and they lack government support for acquisition of new skills. Pertinent to the above the study seeks to investigate the impact of job satisfaction on organizational commitment among secondary school teacher in Enugu state.
1.3 OBJECTIVES OF THE STUDY
The main objective of this study is to examine the impact of job satisfaction on organizational commitment among secondary school teachers in Enugu State. The subsidiary objectives include the following:
(1) To analyse the relationship between job satisfaction and organizational commitment among secondary school teachers in Enugu Sate.
(2) To determine the extent to which regular payment and increase of salary affect job satisfaction among secondary school teachers in Enugu Sate.
(3) To examine the degree to which promotion impacts on organizational commitment among secondary school teachers in Enugu State.
(4) To evaluate the extent to which employee-employer relationship enhances job satisfaction among secondary school teachers in Enugu State.
(5) To examine the relationship between working environment and organizational commitment among secondary school teachers in Enugu State.
1.4 RESEARCH QUESTIONS
For this study to accomplish desired objectives, some basic research questions which reflect on the objectives of the study are fielded.
(1) What is the relationship between job satisfaction and organizational commitment among secondary school teachers in Enugu State?
(2) To what extent do regular payment and increase of salary affect job satisfaction among secondary teachers in Enugu State?
(3) What degree of impact does promotion has on organizational commitment among secondary school teachers in Enugu State?
(4) To what extent does employee-employer relationship play role in enhancing job satisfaction among secondary school teachers in Enugu State?
(5) What is the relationship between working environment and organizational commitment among secondary school teachers in Enugu State?
1.5 RESEARCH HYPOTHESES
Based on the research objectives, the following hypotheses were formulated for the study.
(1) HO: There is no significant relationship between job satisfaction and organizational commitment among secondary school teachers in Enugu State.
HA: There is significant relationship between job satisfaction and organizational commitment among secondary school teachers in Enugu State.
(2) HO: Regular payment and increase of salary have no positive impact on job satisfaction among secondary school teachers in Enugu State.
HA Regular payment and increase of salary have positive impact on job satisfaction among secondary school teachers in Enugu State.
(3) HO: There is no significant impact of promotion on organizational commitment among secondary school teaches in Enugu State.
HA: There is significant impact of promotion on organizational
commitment among secondary school teaches in Enugu State.
(4) HO: Employee-employer relationship doesn’t play significant role in enhancing job satisfaction among secondary school teachers in
Enugu State.
HA: Employee-employer relationship play significant role in enhancing job satisfaction among secondary school teachers in Enugu State.
(5) HO: There is no significant relationship between working environment and organizational commitment among secondary school teachers in
Enugu State.
HA: There is significant relationship between working environment and
organizational commitment among secondary school teachers in
Enugu State.
1.6 SIGNIFICANCE OF THE STUDY
The significance of this study can be viewed from the following perspectives.
(1) It is significant in the sense that its findings will serve as a base and framework for future researchers to carry out further studies.
(2) This work is bound to create an awareness which would undoubtedly stimulate government and private schools proprietors to make policies that will enhance the standard of education in Enugu State in particular and Nigeria in general.
(3) This study is significant because it provides information on the relationship between job satisfaction and organizational commitment which will be of benefit to the officials of the Ministry of Education and teachers.
1.7 SCOPE OF THE STUDY
The study focuses on job satisfaction theories, Dimensions of job satisfaction, Determinants of job satisfaction, Model of job satisfaction, Organisational commitment, Types of employee commitment and Antecedents of organisational commitment. The study will be carried out in selected secondary schools in Enugu state.
1.8 LIMITATIONS OF THE STUDY
In the process of conducting the research, the researcher was impeded by some constraints such as;
Time constraint: One of the reasons for restricting the area of the study to Enugu State is time; some of the places where data and relevant information could have been obtained were not visited.
Non-challant attitude of respondents: Another limitation in the course of carrying this study was the non -Challant attitude of the respondents in supplying the necessary information. This was probably due to their ignorance of the main purpose of this study. Also some refused to grant interviews or answer questions.
1.9 OPERATIONAL DEFINITIONS OF KEY TERMS
For the purpose of clarification and understanding of this study, some concepts require operational definition.
Job satisfaction: This is the measurement of one’s total feelings and attitudes towards one’s job (Graham, 2005:328).
Labour Turnover: This is the movement of workers out of the employment of an organization, perhaps as a result of job related frustration of organizations operations (lambert et al, 2001:89).
Motivation: This is the process of activating, sustaining and directing work related behaviours of employees in such a way as to facilitate simultaneous realization of their goals alongside organizational objective (Micheal, 2004:105)
Organizational commitment: This is the degree to which an employee identifies with a particular organization and its goals, and wishes to maintain membership in the organization (Robbins, 2003:42).
Organizational Change: This refers to the deliberate design and implementation of a structural innovation, a new policy or goal, (Freeman &Gilbert, 2004:412).
This material content is developed to serve as a GUIDE for students to conduct academic research
IMPACT OF JOB SATISFACTION ON ORGANIZATIONAL COMMITMENT AMONG SECONDARY SCHOOL TEACHERS IN ENUGU STATE
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