University of Cape Coast
UNIVERSITY OF CAPE COAST
FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE
IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE
GREATER ACCRA REGION
VICTORIA YEBOAH
2011
UNIVERSITY OF CAPE COAST
FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE
IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE
GREATER ACCRA REGION
BY
VICTORIA YEBOAH
Dissertation Submitted to the Institute for Educational Planning and
Administration of the Faculty of Education, University of Cape Coast, in partial fulfilment of the requirements for award of Master of Education Degree in
Educational Administration
JUNE, 2011
UNIVERSITY OF CAPE COAST
FACTORS AFFECTING JOB SATISFACTION
AND TEACHER MORALE IN SENIOR HIGH SCHOOLS IN THE
DANGBE WEST DISTRICT IN THE GREATER ACCRA REGION
VICTORIA YEBOAH
2011
DECLARATION
Candidate’s Declaration
I hereby declare that this dissertation is the result of my own original research and that no part of it has been presented for another degree in this university or elsewhere.
Candidate’s Signature………………………………….. Date:……………………
Name: Victoria Yeboah
Supervisor’s Declaration
I hereby declare that the preparation and presentation of the dissertation were supervised in accordance with the guidelines on supervision of dissertation work laid down by the University of Cape Coast.
Supervisor’s Signature……………………………….. Date:……..……………
Name: Dr. Rosemary Bosu
ii
ABSTRACT
The study investigated job satisfaction and teacher morale in Senior High
Schools in the Dangbe West District Dodowa. It covered factors that affect teacher job satisfaction and morale; views of teachers about the attitude and behaviours of heads and teachers; perceptions of teachers about how the public view the teaching profession; and ways of improving teacher job satisfaction and morale. A total of 92 teachers in three (3) Senior High Schools in the District were randomly selected for the study. The descriptive survey research design was employed. A set of questionnaires with reliability coefficient of 0.769, using
Cronbach’s Alpha formula after pilot testing, was used. Findings from the study revealed that the major factors which affect teacher job satisfaction and morale were that: teachers receive lower salaries than their colleagues with same qualification in other professions; fellow workers are friendly and pleasant; opportunities for promotions and the fact that co-curricular activities are rewarding. Also, the teachers are of the view that heads adoption of participatory management styles and good performance of students give them satisfaction and high morale. It is revealed from the study also that community respect for teachers is low. It is recommended that teachers should be given professional allowances, and their conditions of service should be improved.
iii
ACKNOWLEDGEMENTS
The completion of this dissertation would not have been possible without the unflinching support and encouragement of many special people to whom I extend my sincerest gratitude.
I wish to express my deepest appreciation to my supervisor and lecturer,
Dr. Rosemary Bosu of Institute for Educational Planning and Administration
(IEPA), University of Cape Coast, for all the time she spent reading through my script and also for the necessary commitments and suggestions she offered me with friendly gesture. She was always there to offer me proper advice and direction. Her constructive criticisms and understanding have been very much appreciated. I shall forever remain grateful to her for her dedication.
Other lecturers and individuals who have been specifically very helpful to me are not left out. They showed special interest in my research and thereby, gave me the necessary information and help I needed from their outfit. Among them are: Dr. Y.A. Ankomah of IEPA, UCC; Mr. Emmanuel K. Aboagye, Dodowa;
Director of Education, GES, Dodowa; Mr. Oklu, GES, Dodowa; Ms. Dzifa
Gbetanu of Newtown D/A Basic “A” School-Dodowa and a dear one to me Mr.
Okyere Kusi. Lastly, I acknowledge and appreciate enormously the contribution of all teachers and heads of the Senior High Schools in Dangbe West District.
iv
DEDICATION
This work is dedicated to my entire family for their moral and financial support.
v
TABLE OF CONTENTS
CONTENTS
PAGE
DECLARATION
ii
ABSTRACT
iii
ACKNOWLEDGEMENTS
iv
DEDICATION
v
LIST OF TABLES
xi
LIST OF FIGURES
xii
CHAPTER
ONE INTRODUCTION
1
Background to the Study
1
Statement of the Problem
5
Purpose of the Study
7
Research Question
7
Significance of the Study
7
Delimitation
8
Limitations
8
Organization of the Study
9
TWO REVIEW OF RELATED LITERATURE
10
Job Satisfaction
10
Teacher Morale
15
Job Performance
24
v i
Page
Historical development and Theories
30
Theories of Job Satisfaction
32
Conditions of Service
34
Specialized Body of Knowledge
35
Code of Ethics
35
Summary of Review of Literature
39
THREE METHODOLOGY
41
Research design
Population
42
Sample and Sampling Procedure
42
Research Instrument
44
Pilot-testing of Instrument
44
Data Collection Procedures
46
Data Analysis
46
RESULTS AND DISCUSSION
49
Socio-demographic characteristics of respondents
49
Analysis of main data- factors that affects teacher job satisfaction
52
Adequacy of job satisfaction
FOUR
41
56
Views of teachers on the attitude and behaviours of heads of students
57
Perceptions of teachers about how the public view the teaching Profession
60 vii Page
Ways of improving teacher job satisfaction and morale
FIVE
63
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
66
Overview of the Study
66
Summary of key Findings
67
Conclusions
69
Recommendations
69
Suggestions for further Research
71
REFERENCES
72
APPENDICES
77
A: Research Questionnaire
79
B: Result of Reliability test
85
C: Letter of introduction
88
D: Map of Dangbe West District-Dodowa.
89
viii
LIST OF TABLES
Table
Page
1
Population of Teachers
42
2
Sample Size
43
3
Qualifications of Teachers
49
4
Age of Respondents
50
5
Teacher years of Teaching
51
6
Factors affecting teachers job Satisfaction and Morale
52
7
Adequacy of job Satisfaction
56
8
Views of teachers on the attitude and salaries of heads and
Students
9
57
Perceptions of teachers about how the public view the
Teaching Profession.
60
10 Ways of improving teacher job satisfaction and Morale
ix
63
LIST OF FIGURES
FIGURE
1
Page
Satisfaction-performance Relationship
x
25
CHAPTER ONE
INTRODUCTION
Background to the Study
Education has been one of the important institutions in all societies from the dawn of human history. It has played an invaluable role in moving countries forward for which Ghana is not an exception. The achievement of any organization is closely knit to the quality of the human resource as well as the conditions of service. Teachers are indeed the hub and the pivot on which the world of education revolve and are entrusted with the physical, mental and moral upbringing of students in all educational institutions in Ghana.
Teaching is not an irrelevant and a paper shuffling kind of a job but rather, it has meanings, worth and value. It gives one the opportunity to touch a young and impressionable life and make it better. Teachers seem to have rare privileges but vigorous responsibility effecting changes in the lives of children for nation building. It is the basic nature of the job to guide academic learning, help a puzzled and frustrated child to finally crack the phonic code or discover pattern and meaning. Teachers help children struggling for self-esteem and for the discovery of who they are and what they can become. Teachers become important part of this sometimes painfully and sometimes joyfully for growth and selfdiscovery job. In America, as revealed by Langdon (1999), public education is in the limelight; it is also currently drawing both state and national attention.
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Teachers’ perceptions about what goes on in school often differ from the public perception. “Teachers” viewpoints are shaped by first hand experience, in
American’s classrooms, while public opinions are formed from the limited, often negative, information doled out in newspapers and repeated as television sound bites. Teachers consistently view public education in a more positive light than that of the public.
White (2000) said that public school teachers do, however, feel pressured as a result of public scrutiny when topic like accountability and testing for schools are currently attracting so much attention. In addition, the role of teachers in the classroom has shifted; therefore, they are required to wear many hats during the course of the school day. Furthermore, White says that teachers continue to be responsible for more, as they are asked to fill roles that were once taken care of at home and elsewhere in the community. Teaching in today’s schools can be rewarding, but it can also be filled with stress, frustration and there is little time to take care of oneself. He indicated further that, teachers are not only teaching specific content and mentoring in the love of learning, but functioning as front line social workers. These increase expectations, along with the negative public perception of schools, has contributed to an erosion of teacher morale. A positive attitude creates an environment that is more conducive to learning and has a positive effect on students’ performance.
Perie and Baker (1997) focused on factors contributing to overall job satisfaction for teachers; they identified administrative support and leadership, student behavior, positive school atmosphere and teacher autonomy as some
2
factors that contribute to job satisfaction. Striving to create an atmosphere where teachers have a positive mental and emotional attitude about their jobs is in the best interest of everyone.
In Asia, Bindu and Sudueeshkumer (2005) also view job satisfaction as a favorable or unfavorable subjective feeling with which employees view their work. It can be deduced from the discussion that job satisfaction describes how content an individual is with his/her job. A finding from Ivancevich, Konopaske and Matteson (2005) talks about job satisfaction as an attitude people have about their jobs. It also results from their perception of their job and the degree to which there is a good fit between the individual and the organization.
A revelation by Johansen, Johnson and Henniger (1993) on “why teachers leave teaching” were due to these facts by Metropolitan life survey, as lack of support from the school administration, teaching has become boring, less satisfying, need or want to earn more, don’t feel prepared to teach students with different ethnic and cultural background and student social problem makes teaching too difficult. The survey conducted by the Metropolitan Life Insurance
Company indicated further that, a fairly consistent percentage of teachers were dissatisfied with some aspect of teaching whilst the 1991 survey found that fewer respondents are considering other careers. This same survey goes on to report that more respect for the profession, greater involvement in the decision-making process and better pay would have the greatest impact on those considering leaving education.
3
In the same vain Bindu and Sudheeshkumar (2005) also talk about physical condition and social nature that affect job satisfaction and productivity, they said that nowadays, there is a general feeling that the teachers do not have satisfaction in their jobs and that there seem to be a growing discontentment towards their jobs, as a result of which standards of education are falling. To them, although different plans and programmes have been, implemented to improve their jobs yet teachers are dissatisfied. To support this, Hoy and Miskeed
(1987) stated that job satisfaction is viewed as a decisive factor as to the general efficiency of an organization. In addition they stated that, job satisfaction is a critical factor influencing the processes and achievement of a school as of any organization. They said it has to do with the perceived relationship between what one want from one’s job and what one perceive it is offering. Furthermore, they are of the view that it also concerns what an organization requires of its employees and what the employees are seeking from the organization.
Teachers are the means by which individuals unlock their potentials and realize their dreams to build a better world. Education has been proven to help bridge the societal gap, transforming the hitherto downtrodden into competent professional and decision makers on when an entire community may eventually depend on (G.N.A.T., 2004).
Afful-Broni (2004) has this revelation that it is no secret that teachers have not enjoyed as much esteem as other recognized professions. To him, a number of people see the teaching profession as a last resort and only join after all other avenues are blocked. This brings about the numerous reported cases of
4
indiscipline and other forms of misconduct among some teachers. Furthermore, he feels people enter not satisfied due to the working conditions and public mockery or scorning of the teaching. In reality it seems teachers are especially vulnerable to feelings and frustration during certain periods, some find their situations so intolerable that they feel like leaving, and others depression and dropping out, and the importance placed on indiscipline. This has led to a recent issue of a school in
Dodowa, where an uncle entered a class, dragged a student out to beat him up for, confronting a niece.
This uncle never gave any respect to the teachers around, and when they prevented him from achieving his purpose, turned to fight the teachers. This halted classes, and even affected final year students who were writing their final mock examination. According to the teachers who were around, they felt humiliated, based on the uncle’s attitude towards them, by not regarding authority. This feedback from the issue supports what Afful-Broni (2004) reveal as scorning of the profession and mockery. The teachers complained of insecurity.
Finally, this study is undertaken to bridge gap by giving teachers in the
Dangbe West District the chance to express their emotions, feelings, and attitude regarding to job satisfaction and morale through the adoption of quantitative methods. It will also focus on exploring factors that might affect the job satisfaction and morale in the District.
Statement of the Problem
Teachers in public schools in Ghana are trained and paid by the government of Ghana. The Ghana National Association of Teachers (GNAT) and
5
the National Association of Graduate Teachers (NAGRAT) who are the welfare associations of teachers, have some time now been negotiating on increased salaries and better conditions of work for teachers, which at times are accompanied by threats of strike actions when things seems bleak. Previous studies concerning job satisfaction have identified certain factors as influencing job satisfaction, recognition for achievement, work itself, achievements and responsibility and advancement (Hertzberg, Mausner, and Snyderman, 1959), and others as dissatisfaction, are policies and working conditions. In this light, it seems like the broad area of teacher satisfaction is an important component in career since they are to effect changes in the lives of students for nation building by helping students to finally crack the phonic code or discover pattern and meaning in what once seemed lifeless.
Bame (1991) conducted a research on job satisfaction in industrial and educational organization and stated that, the level of satisfaction in teaching depends upon teacher’s expectation and whether or not they were fulfilled. The government of Ghana has taken certain measures such as best teacher award scheme, acceleration of promotion, salary increment, study leave (although there are quotas) and distance education, but interactions with some teachers seem to suggest that teachers still do not talk positively about their job.
NAGRAT (2009) threatened to go on strike in Ghana and their grievances were about reductions in responsibility and car maintenance allowances, exclusion of some teachers from promotion interviews and agitation for salary increase. Some pertinent questions one may ask are: Why are teachers in the
6
Dangbe West District still not talking positively about their jobs in spite of all that government has done? What are they dissatisfied about? What factors are contributing to their dissatisfaction? In view of all this, it is pertinent to have an in depth investigation in order to answer these similar questions.
Purpose of the Study/Objectives
The main purpose of this study is to investigate the specific factors that affect job satisfaction and morale within the teaching profession.
Research Questions
The following research questions were raised to guide the research process:
1. What factors affect job satisfaction and morale among teachers in the Senior High School in the Dangbe West District?
2. What are the views of teachers about the attitude and behaviours of their heads and students of their schools?
3. What are the perceptions of teachers about how stakeholders
(community, administration and policy makers) view the teaching profession? 4. What are possible ways of improving teacher job satisfaction and morale in the Senior High School in the Dangbe West District?
Significance of the Study
This study is essential, and the findings shall contribute to the body of literature on job satisfaction and teacher morale in the country, and shall also reveal the level of teachers’ satisfaction and morale. The study could also be of significance to the Ghana National Association of Teachers (GNAT) and National
7
Association of Graduate Teachers (NAGRAT) since the research report would give them a fair view of teachers’ job satisfaction or dissatisfaction and consequently guide them to negotiate on behalf of teachers.
The findings of the study shall also be of significance to school administrators in recognizing the effective way of motivating teachers internally.
It would also in the final analysis awaken stakeholders and policy makers to effectively improve the lives of teachers to an appreciable level.
Delimitation
Job satisfaction seems to be a multidimensional factor, since many factors account for it so also morale is seen as a broad component which does not comprise only of a unitary concept, but is viewed as a construct comprising an array of dimensions. Recognition, interpersonal relationship, opportunities for professional advancement, remuneration and benefits, work environment and student performance, is the scope of the study. The setting was limited to public school teachers in Senior High Schools in the Dangbe West District of the Greater
Accra Region.
Limitations
Few limitations occurred during the distribution of questionnaires, although precautions were taken to avoid errors. Dangbe West District has a very broad demarcation, journeying to the two other Senior High Schools in Asutuare and Ningo were not very simple journeys, in a day. Time played a major role here, because when researcher got to Asutuari, lot of the teachers were busy teaching at the different compounds, therefore was not able to get teachers in a
8
group to talk to them, but rather had to leave it at the administration, in the care of the assistant headmistress to distribute the questionnaire since going there was not easy. Furthermore, due to the nature of the instruments used to gather data that is the use of only close ended items on the questionnaire, an opportunity to collect additional information from respondents was not possible. All these were very likely to affect whatever conclusions might be drawn from the study.
Organization of the Study
The study is divided into five chapters. The first chapter looked at the introduction which includes: the background of the study; statement of the problem; purpose or objectives of the study; research questions; significance of the study; delimitation; limitation and organization of the study. Chapter Two of the study constitutes the review of literature and theoretical perspective.
Further, Chapter Three comprises the methodology which covers the design; population; sample and sampling technique; research instrument and analysis. Chapter Four looked at the data analysis and presentation of data. The final chapter that is Chapter Five includes the summary, conclusion and recommendations. It also brought out the findings of the study and suggestions arising from the study.
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CHAPTER TWO
LITERATURE REVIEW
This chapter presents the literature review on the topic, both theoretical and empirical on teacher attitudes as they relate to job satisfaction, teacher morale, job performance, historical development and theories and conditions of service. Job Satisfaction
Job satisfaction can be defined in so many ways or explained by different authors. From the different authors, job satisfaction is an attitude people have about their jobs, by Ivancevich, Konopaske, Matteson (2005). In another, Mankoe
(2002) defines it as a collection of attitudes which workers have about their jobs.
It is the feelings or ‘affective response’ someone experiences in a job role. Some researchers argue that it is possible to capture the level of job satisfaction with one question. Others suggest we can have strong negative feelings about one aspect of our job (e.g. pay) but feel positive about other facets of it (e.g. colleagues).
Contentment (or lack of it) arising out of interplay of employee’s positive and negative feelings toward his or her work.
Further, job satisfaction is a term used to describe how content an individual is with his/her job. The happier people are within their job, the more satisfied they are to be job satisfaction is not the same as motivation, although it is clearly linked. Job design aims to enhance job satisfaction and performance;
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methods include job rotation, job enlargement and job enrichment. Other influences on satisfaction include the management style and culture, employee involvement, empowerment and autonomous work groups. Job satisfaction is a very important attribute which is frequently measured by organizations. It is a relatively recent term since in previous centuries the jobs available to a particular person were often predetermined by their parent’s occupation.
In every institution or organization, the feel of pressure is felt, however public school teachers do feel pressure as a result of public scrutiny when topics like accountability and testing for schools are currently attracting so much attention. According to White (2000), practically the roles of teachers in the classroom are many. Teachers during the day have a lot to do such as: teaching, being loco parentis (parent substitutes), taking roles that were once taken care of at home and elsewhere in the community. White (2000) mentioned further that, teaching in today’s schools can be rewarding, but it can also be filled with stress, frustration and little time to take care of oneself, furthermore, teachers are not only teaching specific content and mentoring in love of learning, but functioning as frontline social workers.
These increased expectations, along with the negative public perception of schools, have contributed to erosion teacher morale. In Dangbe West District, anecdotal evidence is that there is a negative public perception about most public schools, because of poor results in the District. Teachers’ attitudes concerning their jobs are important, and a positive attitude creates an environment that is
11
more conducive to learning and can have a positive effect on students’ performance. Some factors determine the satisfaction or dissatisfaction among teachers and according to Perie and Baker (1997) factors such as administrative support and leadership, student behaviours, positive school atmosphere and teacher autonomy are reported as factors contributing to overall job satisfaction.
A way forward, is striving to create an atmosphere where teachers have a positive mental and emotional attitude about their jobs, is in the best interest of everyone.
School culture is also an important issue to be looked at. In a research by
DeBruyne (2001), it is revealed that a positive and healthy school culture translates into increased teacher job satisfaction and productivity. Furthermore, he feels that school culture is a concept that comes from the corporate workplace in hopes that it would improve productivity in schools, just as a positive climate or work environment does in the workplace.
School culture includes the values and beliefs, traditions and myths, as the members of the school community understand them, this culture often than not affects what people within the school community think, how they act, Stolp
(1994). Since the impact school culture has on teacher attitudes and morale, Hart,
Weaving and Conn (2000) created an instrument to access organizational factors relating to school culture, eleven of such factors were identified as appraisal and recognition, curriculum co-ordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth,
12
professional interaction, role clarity, student or pupils orientation and supportive leadership. In addition, there are other more factors that can contribute to job satisfaction or dissatisfaction. Herzeberg, Mausner and Snyderman (1959) identified fourteen factors as achievement, recognition, interpersonal relations, responsibility, advancement, salary, job security, personal life, status, working conditions, policy and administration, supervision and work itself. They believe these factors to be universal in the workplace which go to support the eleven factors identified by Hart, Weaving and Conn (2000).
Simmons (1970) found three factors as achievement in the job, the work itself and recognition. He is of the view that achievements in teaching contributed mostly to satisfaction and recognition from heads were determined to be a significant part of the factors. Looking at Graham (1985) he feels working conditions, class size, assistant, help from parents and some days off were also factors. So Litt and Turk (1985) identify stress as a source of dissatisfaction that in furtherance causes the teacher to leave teaching.
A significant finding from Wright (1985) showed that perceived esteem was the variable most highly correlated with the intention to quit teaching. The research related to the variable “esteem” as (recognition, praise, status, and highregard) was based on Maslow’s hierarchy. For esteem to be well established was based on groups such as students, parents, and the community and school administrators. 13
Finally, studies by the following authors Goodlad (1984), Lipsitz (1984),
Sergiovanni and Strarrett (1983) and Wright (1985) clearly indicate that, head leadership style also determined the school climate, and the manifestation is satisfaction or dissatisfaction.
Johnson and Johnson (1999) reveal intrinsic
(internal) factors are related to what an employee actually does (a person’s relationship to the job itself). Furthermore, he said strong contributors to job satisfaction include
having
individual
responsibility,
challenging
work,
opportunities for achievement and advancement, and achievement of the goal of performing a task effectively, which finally result in self-confidence. Satisfaction often comes as a result of daily activities, or interactions with students, which affirm that learning is taking place, leading to extrinsic factor.
In concluding for this section, job satisfaction is critical to teacher commitment and school effectiveness, and actions by school administrators create an environment that are highly predictive of the level of job satisfaction for the teaching staff (Shann 1998). Teacher satisfaction is a pivotal link in the chain of education reform and influences job performance, attrition, and ultimately student performance. This is to say that job satisfaction could be regarded as a very important issue within the educational context, especially for school teachers, because their roles are many and time consuming both in and out of school.
Therefore it is necessary they feel satisfaction and harmony in carrying out their duties to ensure effectiveness in delivering their roles.
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Teacher Morale
Simply, morale can be explained as a level of well being that individuals or groups experience in reference to their work. Morale is a feeling or state of mind, a mental or emotional attitude centered about one’s work. According to
Johnsrud cited in Fields (1996) defines it as a level of well being that individuals or groups experience in reference to their work. In addition Evans (1992) has described morale as the extent to which an individual’s needs are satisfied and how that individual perceives the satisfaction relates to his total job satisfaction.
He further explains that while morale and satisfaction are connected, they are not the same. Furthermore he is of the view that while it is possible to have high morale when you are dissatisfied with your job situation, but are working to improve it, high levels of morale are depended on achieving high levels of job satisfaction. Fields (1996) argue that morale is built with job satisfaction, commitment, enthusiasm, and a sense of common purpose.
If a healthy school environment exists and teacher morale is high, then teachers feel good about each other and, at the same time, feel a sense of accomplishment from their jobs, finding by Hoy and Miskel cited in Lumsden
(1998). Teacher morale is important and that it helps to create an environment that is conductive to learning. White (2000) has revealed that many teachers have experienced problems with morale in many schools today. That one possible cause for this problem is that education is an institution that is in transition considering the current level of attention afforded by public education in this country. Also, according to Briggs and Richardson (1992), change can be
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threatening as it is usually direct conflict with the most stabilizing characteristics of habit, status, tradition and experience. They further indicate that low teacher morale may be the direct result of sweeping changes, while change is inevitable, it should be evolutionary rather than revolutionary. Teachers, who probably suffer the greatest anxiety, are not the ones that initiated the change, but will be the ones most affected by it.
An expectation placed on teachers, seems to be growing exponentially and is another possible cause for morale problems. An expectation of teachers to perform many duties in order to meet the need of students that may have little to do with teaching the curriculum is quite high. These extra duties often lead to the feelings of frustration for teachers, or a feeling of being overwhelmed as they attempt to do it all.
A school does not operate in a vacuum; rather it is part of society and so must deal with the same social problems that exist throughout the country. There are problems such as single parenting, or both parents working not being responsible, the child or ward taking care of him or herself. Less time is spent on student or pupil’s work and that there is either lack of parental commitment or low parental involvement in school.
To some parents, Parent Teachers Association is less of importance or does not have any kind of attachment. Schools create or draw programs to address various problems, yet parent find it difficult attending, thus making it difficult.
Anecdotal evidence according to Richardson (1992) is that, schools have assumed many of the roles that have traditionally belonged to parents. Furthermore, he said
16
that ironically, the public schools themselves created the situation whereby they have become almost solely responsible for educating young people, thus when societal problems found their way into the schools, the schools enthusiastically accepted the challenge of managing those problems within existing school framework. But public schools are not designed to address many of the complex problems that have now become their role.
As public schools increase in their level of responsibility, it is discovered that you cannot please everyone, and in the process of attempting to do so, have lowered or in some instances cost parental and public support. In some rural settings as in the case of Dangbe West, parents do not actually place much emphasis on education; they do not take active role in the education of their children. While some parents in the private concern themselves about their children’s performance in the private schools, little is seen in the public schools either basic or senior high school.
A study by Shann (1998) revealed that parent-teacher relationships were rated by teachers on par with student’s achievement, administrative support, and curriculum in the schools in terms of importance, while teacher satisfaction with this item ranked near the bottom. She gave example as a typical teachers’ response from her interviews: when I have parental support, it works, thus the problem is parents who do not support their kids going to school, apparently, and schools need to find creative ways to reach out to parents in order to foster their participation in the education process. Schools tend to benefit from parents that are involved not only from improved student performance but as Becher (1986)
17
researched, it was found out also that, involved parents tend to have more positive attitude about school and school personnel than uninvolved parents.
Ellis (1984) cites evidence that supports the use of three organizational policies that motivate teachers and improve morale including participatory management, in-service education, and supportive evaluation. These are generally considered to be intrinsic factors one of which participatory management is referred to as shared decision-making or intrinsic empowerment that involves giving teachers a voice in how their job will be performed.
Furthermore, Davis and Wilson (2000) are of the view that intrinsic empowerment should not be associated with giving blanket authority for managing the operation of the school district; it should instead be likened to the ability to perform your job with confidence, and to help decide the way the job will be accomplished. An organization become successful when there is involvement in decision-making by the people who will be responsible for implementation of those decisions seems not only reasonable, but also responsible. In addition, they found out that participation in this way can produce positive results, and that found a significant positive correlation between both teachers and schools with higher participation in decision-making and teacher morale. Allowing employees a sense of control and competence on the job can increase their motivation and productivity. Other positive outcomes include: fostering relationships, greater flexibility and co-operation, and helping to boost ones self-esteem.
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In the earlier writing on job satisfaction “stress” was mention. Job stress is frequently associated with teacher morale, while teaching can be a challenging and satisfying career can also be a major source of stress. Stress can simply be describes as a person’s reaction to unsettling experiences, both good and bad.
There are several causes for stress, and that people experience stress day in and day out depending on the experience or circumstances. Teachers all experience stress in varying degrees and it varies on how individuals deal with stress.
Benjamin (1987) states that, stress is a necessary and unavailable of daily living-necessary because without some stress we would be listless and apathetic creatures, and unavailable because it relates to any external event, be it pleasurable or anxiety producing. Severe stress has been correlated with coronary disease, respiratory
problems,
backaches,
high
blood
pressure,
other
psychosomatic illness, to the extent that for most people stress is a loaded term that connotes unhealthy or harmful conditions, i.e. a disease or illness. In truth, however stress can also motivate and achieve far more than they thought themselves capable of doing. In a study finding by Long (1995), he identified three important concepts in the workplace to understand the relationship between work and mental and physical health first stress is an interaction between individuals and any source of demand (stressor) within their environment.
Another is, a stressor is the object or event that the individual perceives to be disruptive. Thus stress results from the perception that the demands exceed one’s capacity to cope. The interpretation or appraisal of stress is considered an intermediate step in the relationship between a given stressor and the individuals’
19
response to it. Thirdly, according to Long (1995) appraisals are determined by values, goals, individual commitment, personal resources (eg. Income, family, self-esteem), and coping strategies that employees bring to the situation.
Locus of control as seen by Czubaj (1996) is tied to the level of stress which results from that teacher’s experience. Stress results from the interaction of employee control and demands of the job. A behavior of an individual determines the event of one’s life and go to control one’s own destiny. She further point out to the fact that there are two different types of control that is the internal and external. Teachers believed to have internal locus of control feel they can impact or have control over situation than those believe to have external locus of control.
They believe that events that happen are beyond their ability to control. In real sense those who are believed to have internal locus of control are able to deal more successfully with stress than those who are of the opposite.
A research by Benjamin (1987) and Berry (1999) explain that to deal with stress depends on the personality types. A type ‘A’ personality for example, is more subject to stress than a type ‘B’ personality, who is always busy and finds happiness only in a busy schedule. If teachers who experience a great deal of stress are less effective, what can schools do to help staff members control the level of stress on the job? Furthermore, what can teachers do to control their own level of stress? Well, making sure that one is well organized and prepared for each day would prevent many potential problems. Setting realistic goals for oneself and realizing one’s limitations would also control stress levels. Stress in
20
its highest level or elevated levels of stress can ultimately result in burnout, which falls at the opposite end of spectrum from job satisfaction.
Eichinger (2000 p. 400) describes burnout as a “syndrome of emotional exhaustion and cynicism that often occurs among individuals who work with people”. Therefore is a descriptor used for teachers who are severely stressed up.
Burnout is a distinctive kind of job related stress that inhibits the person’s capacity to function effectively because the bodies’ resources for resisting stress have become exhausted.
Teachers alongside other helping or human service occupations are particularly prone to burnout. Unfortunately, it often happens to some of the most able committed people in the profession. Also Maslach and Leiter (1999) reveal that burnout is a serious problem in today’s workplace, in an era of decreasing enrollment and limited funding, where public schools are under the microscope and threatened to be held accountable for what seems to be an ever increasing level of expectation. Teachers are feeling insecure, undervalued and stressed which burn out can be the result. According to Trant, Larson and Feimer (2000), when employees become cynical, alienated, and inflexible the performance of the entire organization is threatened and the result of having unhappy employees is undesirable because burned out employees perform their jobs at a bare minimum level as opposed to putting forth their best efforts as supported by Maslach and
Leiter (1999).
Several studies by Friedman (1993), Lumsden (1998), Byrne (1998) and
Eichinger (2000) reveal symptoms of burnout that are similar, such as erosion of
21
idealism, increased depression and frustration, depersonalization or negative feelings toward student and staff, cynicism, and detachment from the people they work with. All these symptoms are not displayed at all times but appear in varying degrees.
A research conducted by Briggs and Richardson (1992) revealed that, many teachers are resigning and leaving their position, some after only a few years of teaching, and attrition as a result of burnout and retirement is “decimating the ranks” of some of the best and most experienced teachers. Burnout is a complex problem, as one single cause cannot be identified, thus teachers all reach to stress differently and thus may actually be a variety of causes or combination of circumstances that eventually push them over the edge or quitting as revealed by
Briggs and Richardson (1992). Furthermore Weisberg and Sagie (1999) have provided a list of possible causes for burnout that includes: poor facilities, overcrowded classrooms, discipline problems, excessive workload, inadequate salaries, lack of both parental and administrative support, and the current level of public security and open criticism facing teacher and public schools.
In further explanation, many teachers with more than just a few years of experience who are burned out and think about quitting or doing something else feel as though they are trapped in their (jobs and thus remain there, because the possibility of finding another appropriate job or moving to another teaching position simply will not bring the same level of compensation. Looking at the negative impact that burned out teachers have on the school environment, like poor attitude, reduced or diminished quality of instruction, and preoccupation
22
with prospect of leaving the profession. A question one can ask is, what can be done to prevent burnout in the lives of teachers?
Maslach and Leiter (1999) in their research concluded that burnout is not a people problem but is tied to the workplace and when workplace shows no compassion and demands superhuman effort, employees get burned out. Also, they stated that, our research point to six key areas for any employee’s happiness; a manageable workload, sense of control, the opportunity for rewards, a feeling of the community, faith in fairness of the workplace and shared values.
When these are in place, you’ll feel buoyed, not burned, by your job, and if you’re already whistling while you work, these guidelines will help keep it that way.
Suggestions discussed for reducing stress parallel those designed to improve the schools culture and raised the morale of the staff, including things like: shared decision-making, rewards and recognitions for performance, opportunity for professional growth, supportive leadership, and increased parental support. According to Czubaj (1996), when teachers are motivated not only do the students do better in school, but they became motivated about the process of learning, repeating a positive cycle. When teachers are provided with what they need to remain inspired and enthusiastic in the classroom, students as well as teachers will be the beneficiaries.
In addition high levels of morale also tend to motivate, stimulate, encourage, and energize staff members to do a better job (Evans 1992). Indication by EIlis (1984) is that, administrators would “boost morale” and would motivate
23
teachers more using intrinsic rewards rather than extrinsic rewards. Langdon
(1999) in his studies revealed that the number one reason teachers gave for problems their schools had, is in getting good teachers was low pay. According to
Lloyd (2001) when people don’t feel valued or appreciated, they often start complaining about how little they are paid.
In conclusion, it is apparent that teachers, like any other group do not necessarily fit into a mold, and are motivated by a variety of factors or needs, therefore administrators should listen carefully to teachers, both individually or as a group, to determine what the present needs are within their own school setting and avoid what Briggs and Richardson (1992) earlier said that many teachers leave teaching is due to burnout.
Job Performance
Job
performance
strides
everywhere.
According
to
Ivancevich,
Konopaske, and Matteson (2005) one of the most widely debated and controversial issue in the study of job satisfaction is its relationship to job performance or effectiveness. They came out with the three general views of the relationship advanced on satisfaction and job performance. They illustrated this in a diagram, as Satisfaction Performance. Figure 1 presents the illustration:
24
Figure1. Diagram of Satisfaction-Performance Relationships: three views
Job satisfaction
Causes
Job performance
“The satisfied worker is more productive.
Job performance
Causes
Job satisfaction
“The more productive worker is satisfied”.
Perceived Equity
Job performance
Rewards
Job satisfaction
(Ivancevich, Konopaske, and Matteson, 2005).
In their explanation the first two views have mixed, but have generally weak, research support. To them most studies dealing with the performance satisfaction relationship have found low association between performance and satisfaction. The evidence to them is rather convincing that a satisfied employee is not necessarily a high performer. Therefore managerial attempts to make everyone satisfied will not necessarily yield high levels of productivity. Like-wise, the assumption to them that a high performance employee is likely to be satisfied is not well supported. With the third view, they suggested that satisfaction and performance are related only under certain conditions and that a number of factors, such as employee participation, have been suggested as affecting the relationship. 25
However, most attention has focused on rewards as influencing the relationship. To them the general view suggested that the rewards one receives as a consequence of good performance, and the degree to which these performance are perceived as reasonable or equitable, affect both the extent to which satisfaction results from performance and the extent to which performance is affected by satisfaction. The meaning to this is that if an employee is rewarded for good performance and if the reward is deemed fair by the employee, job satisfaction will increase (or remain high). This turn will have a positive on performance, leading to additional rewards and continued high levels of job satisfaction. They concluded by revealing that absenteeism and turnover, for example, have been frequently associated with satisfaction, although the relationship is not a strong one. Increasing job performance and employee productivity will continue to be a major management focus in the 21st Century.
Narrowing issues to education, there is a perception that our nations’ public school system is somehow substandard. Public school is suffering from an erosion public support and school districts throughout the country have been expected to raise standards across the curriculum in order to better prepare students for our technological society. The classroom instruction organization and teaching of students in schools have been called into question. We often find our selves caught up in the blame game, as described by McGraw (1998): The parents ask principal, “Where did you go wrong”? The principal asks the teacher “where did you go wrong? The teacher asks the student, “Where did you go wrong”?
Finally the students failing, floundering, or just not performing at potential – faces
26
them all and asks, “Where did you all go wrong”? The buck passed through the educational system s fast as the type over improving our schools is passed through the political arena and the media (p.10).
Chaney (2000) posits that a tremendous amount of time, energy, and resource have been expended in recent years in order to revise and align local curriculum with the state mandated standards, which are often so vague and general, that particular measurable outcomes are hard to pinpoint. According to
Chaney (2000), in America there is public outcry for more accountability in our schools with politicians and taxpayers conceived about somehow measuring the value for monies spent. The push has been toward more testing as a measure of what has been accomplished in the classroom. Both schools and teachers could be compared with one another in order to determine overall performance, as if the frequently made assertion that little healthy competition would be good for public schools. Standardized test score has been used to measure performance and even the number of students who enter the university from particular schools.
Blankstein (1996) indicated that a preoccupation with grades, that schools are pressured to use quantitative tools, such as standardized test score, to measure performance, but that grade and test scores do not reflect the quality of instruction” (p.29). In addition, he feels no one disputes that teachers should be expected to perform their job at a competent level and in a professional manner, and that some level of accountability would be appropriate and required.
27
Hewitt, cited in Birk (1995), stated that “Nothing is worse than bad teachers, academically, socially, and emotionally the students fall behind” (p, 51).
There has been an issue that people think that teachers need to be held accountable for results and go so far as to suggest that remuneration should be laid to results (Schrage, 1995). However, measuring a teachers’ or a schools’ performance based solely on standardized test results has some inherent flaws.
Teachers often claim that unlike industry, they cannot control the quality of the raw materials may not meet quality control standards. Also curriculum suddenly becomes driven by the test and teachers spend more and more time “teaching the test” Views, have been, are kids learning something, the response should be,
“are they really, and at what cost?” How valuable are the results when students are coached for the test, or have in some cases have practiced the test using commercially prepared materials? Then one must consider situations where teachers receive financial incentives that are directly tied to student achievement on those tests. The question then becomes: what has been left out of the curriculum as a result of making room for testing and for test preparation?
Ellsbery (1999) has suggested the following sample question as he has asked in conducting school audits: “what is taught in the school that is valuable and important, is valuable enough to last a lifetime”? (p.15) He further explained that typical responses by parents, teachers and students to that question did not start with contents, subject but rather with discussion of what he called the
“hidden curriculum” to him these were life lessons involving things like respect
28
for yourself and others, and accountability for choices made. Further, it becomes difficult for schools to provide time for, and justification of time spent on character education, critical thinking, and creative things when so much emphasis is placed on test result. Jones, Hardin, Chapman, Yarbrough, and Davis (1999) have raised concerns that teachers lose their abilities to be creative planners and thinks when they teach only what someone else has prescribed and that prescription involves only one answer and that it takes control of the teaching and learning process out of the hands of teachers and places which is firmly in the hands of legislators and policy makers.
Blankstein (1996) asserts that many schools embrace the old business philosophy that people are basically lazy and those employees need to be pressured to meet standard for product specifications and production quotas. In further explanation he said that an extrinsic system where employees are encourage to compete for merit pay and promotions that are then doled out to the
“winners” a system that often leads to frustration and fails to effectively motivate for optimum performance. In agreement Johnson and Johnson (1999) indicated that if administrators viewed teachers as “lazy and untrustworthy”, they were apt to engage in micromanagement where jobs are clearly defined and heavily supervised, often resulting into reduced motivation and productivity.
Furthermore, McGraw (1998) asserts that teachers are not interested in to avoiding accountability or assessment of job performance. Teachers are merely concerned that job performance evaluated in terms of what they control and actually do, on the job and in the classroom. Irresponsible performance in the
29
classroom on the part of any teacher ultimately has a negative impact on the rest of the staff. In furtherance, administrators should follow procedures and “weed out” incompetent teachers. The following researchers: Baughman(1996); Stolp
(1994); Perie and Baker (1997); Shann (1998); and Davis and Wilson (2000), indicated a positive relationship between job satisfaction and performance, that assembling and maintaining a high quality teaching staff is the foundation of any successful educational system. Finally, they also indicated that having a staff that is satisfied with teaching as a career would be important because it is associated with both teacher effectiveness and ultimately student’s achievement. Also, creating a climate that foster open communication provides a trusting atmosphere and is optimally functional. Baughman (1996) posits that positive work environment often translate into positive attitudes and reduces levels of stress.
Historical Development and Theories
Another search proves that one of the biggest prelude to the study of job satisfaction was the Hawthorne Studies, and these studies was between 19241933, which is primarily credited to Elton Mayo of the Harvard Business School, who sought to find the effects of various conditions on workers productivity.
These studies ultimately revealed that novel changes in work conditions temporarily increase productivity, called the Hawthorne Effect: These finally, through finding, provided strong evidence that people work for purposes other than pay, which has paved the way for researchers to investigate other factors in job satisfaction ( Campbel & Getzel, 1969 ).
30
In addition during the first half of the 20th century, job satisfaction was viewed as a continuum. Certain factors, if present contributed to job satisfaction and if absent, contributed to dissatisfaction or vice-versa. Hertzberg, Mausner and
Snyderman (1959) developed the Two-factor theory of job satisfaction or the motivation–Hygiene Theory. Hertzberg et. al. (1959) concluded that there were certain condition of employment that, if present acted as job satisfiers
(motivators) and other conditions that acted as job dissatisfies (hygiene factors).
Further they revealed “fourteen factors as contributing to job satisfaction or dissatisfaction. These
factors
identified
are,
achievement,
recognition,
interpersonal relations, responsibility, advancement, salary security, personal life, status, working conditions, policy and administration, supervision and the work it self. He believes these factors listed above are in the workplace.
In Ghana, Busia (1964) identified the problem of providing teachers for the large numbers of new schools that were needed, was made more difficult because many trained teachers were leaving the teaching professional to go to jobs that were better paid in higher prestige. He stated further in his writing that a nation that does not show proper appreciation of its teachers or encourage public respects for them faces a serious threat to its standards and quality of life.
Furthermore, he postulated that African government needs to pay serious attention to the status of the teacher in the society, and governments have to give adequate practical expression of their recognition of their role.
Afful- Broni (2005) reports that in the olden days teaching was accorded the highest respect any profession could ever attract. Teachers occupied very
31
important position in the Ghanaian society, as secretaries to chiefs and other traditional leaders, and also played various essential role as clerical services, but now it is not so.
Finally, a survey by Litt and Turk (1985) about high school teachers, showed how stress and dissatisfaction induced teachers to leave the teaching profession. The result suggested that the role teachers perceived for themselves and the school climate, particularly the relationship with administrators, may be extremely important in predicting job stress.
Theories of Job Satisfaction (Affect Theory)
Locke (1976) in his Range of Affect theory is arguably the most famous job satisfaction model. The main premise of this theory is that satisfaction is determined by a discrepancy between what one has in job. The theory states how much one values a given facet of work (example, the degree of autonomy in a position) moderates how satisfied or dissatisfied one becomes when expectations are or are not.
He further revealed that when a person values a particular facet of a job, his satisfaction is more greatly impacted both positively (when expectations are met) and negatively when expectations are not met), compared to one who doesn’t value that facet. He illustrated, that if employee A, values autonomy in the workplace and employee B is indifferent about autonomy, then employee A would be more satisfied in a position that offers a high degree of autonomy and has less satisfied in a position with little or no autonomy compared to employee
32
B. This theory also states that too much of a particular facet will produce stronger feelings of dissatisfaction, the more a worker values that facet.
Dispositional Theory
Under the core self-evaluations model, proposed by Judge (1998), argued that the four core self-evaluations that determine one’s disposition towards job satisfaction are: self-esteem, general self-efficacy, locus of control, and neuroticism. The model, states that higher levels of self-esteem (the value one places on himself) and general self-efficacy (the belief in one’s own competence) lead to higher work satisfaction. Having, an internal locus of control (believing one has control over his or her own life, as opposed to outside forces having control) leads to higher job satisfaction. He concluded that, lower levels of neuroticism lead to higher job satisfaction.
Two-Factor Theory (Motivator – Hygiene Theory)
Theoretically, Herzberg, Mausner and Snyderman’s (1959) Two factor theory also (known as motivator hygiene theory) attempts to explain satisfaction and motivation in the workplace. The theory states that satisfaction and dissatisfaction are driven by different factors as motivation and hygiene factors, respectively. Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction. These motivating factors are considered to be intrinsic to the job, or the work carried out, and this include aspect of the working environment such as pay, company/organizational policies, supervisory practices and other working conditions.
33
In summary is to say that, theories prove that certain conditions can either lead to job satisfaction or dissatisfaction. Values and locus of control are also an issue that leads to satisfaction or dissatisfaction in work places.
Conditions of Service
One significant function of every profession is to seek for improved conditions of service for its members. Afful-Broni (2005) noted that as the Ghana
Education Service Council has printed booklet on conditions of services and code of professional conduct, its effort must be commended since it demonstrates a commitment of administration on the welfare of teachers. The booklet makes provision for the following or guidelines on entering the services, probation period, confirmation, promotion, salaries and increments of salaries, sick leave and others. Greater portion of Ghana National Association of Teachers (GNAT), activities has been spent in fighting for better working conditions of services for teachers. It is now evident that teachers have slightly better working conditions of service in terms of salaries, rest allowance, annual leave and others. He revealed that conditions of service have been codified and made available by G.E.S to teachers since August 1977. Furthermore, Afful-Broni (2005) concluded that as human institution we must admit that due to human weakness and inefficiency on the party of some officials in the district, regional or national offices, things look much favorable on paper than in real life. Other factors to be reviewed are: specialized body of knowledge, code of ethics, professional associations, freedom to practice the profession and status before the public.
34
Specialized Body of Knowledge
Afful–Broni (2004) posits that every profession has a special body of knowledge, but this cannot be said to be true of teaching services, since the major set back in this area is the large number of untrained staff in the teaching field and many claiming to be knowledgeable in many spheres. Furthermore, the presence of pupil’s teachers in the services also reduces its strong claim to professionalism.
Also it could be seen that lack of effective supervisor is in public schools in
Ghana and many of the untrained teachers perform below average.
Afful-Broni (2004) further said that, due to knowledge exploration through the internet, higher news and print media and globalization, a good number of the educated population have similar knowledge if not better than that of teachers. The trend is however changing because now the basic qualifications for pupil teachers are now G.C.E ordinary level or S.S.S.C.E. The four (4) years certificate ‘A’ course is now rapped, with Education now offered to diploma degree and postgraduate levels, but a lot still remains to be done.
Code of Ethics and Professional Associations
Teachers of the Ghana Education Service are governed by a code of conduct and discipline embodied in a document called ‘The Code of Professional
Conduct’. It is the moral principles that control or influence a person’s behavior, profession, business or medical ethics. M.O.E., (1994) explains a code of ethics as a point of reference for discipline among the members of a profession and between members and their clients. The essence of the code of ethics is to guarantee responsibility on the part of the profession to its client (and these are
35
children, students and the general public). In addition they are of the view that code of ethics prescribes the proper professional conduct of teachers. Members are either commended or reprimanded in terms of having a code. This document is meant to inspire public confidence in teachers to whom is entrusted the physical, mental and moral upbringing of students in all educational institutions in
Ghana.
Previously there was no uniform code of ethics for teachers, but in 1945 the Central Advisory Committee on education advocated the use of common code for the teaching profession. Later in 1970, the Ministry of Education acting in consultation with the Ghana National Association of Teacher formulated a code of ethics which was to guide the conduct of teachers in the pursuit of their work.
Every profession must have a vibrant and active all embracing selfgoverning organization, which links all the members’ together under one umbrella. Afful-Broni (2004) is of the view that as a profession, it goes without saying that the membership must have a culture of never ending zeal to be upgraded to meet the challenges and progress of the ever-changing world and
GNAT seems to be that kind of body, and has accomplished quite a bit. The authors believes that a major handicap is the needless unofficial classifications and cliques which demarcate graduate teachers from non-graduate teachers, but rather look for way of unity, these cliques seem to be increasing, thus weaken the value and potentials that professional association could have offered the teaching field. 36
Further Amissah, et al is of the view that instead of coming together as a group, teachers are divided along the lives of their qualifications. A secondary school teacher enjoys a higher recognition than a primary school teacher.
Freedom to Practice the Profession and Status before the Public
Afful-Broni (2004) is of the view that every profession enjoys some measure of autonomy. Members of a profession usually have certain privileges of being able to practice within the guidelines of service and the code of ethics, examples are Lawyers, Architects and Medical offices have private practice.
Teachers also enjoy some professional freedom, although it is often times under scrutiny of the headmasters or head teachers, the PTA’s Past Students
Associations and School Boards. The teacher also find himself under many professional constraints, these include directives, instructions and schemes of syllabuses from either the Ministry of Education or the School Board.
Afful-Broni (2005) has the strong view that it is no secret that teachers have enjoyed as much esteem as other recognized profession. He further said that naturally, part of the reasons for the lack of respect stems from some of the point already raised; namely a high percentage of untrained members, the comparatively low salary, the fact that it is for a good number, a last resort and the sizable number of reported cases of alleged sexual or other forms of misconduct among some teachers.
These days, teachers’ working conditions have deteriorated leading to poor-quality teaching and ill-prepared students. Now most Ghanaians hate the profession because it is low paying and conditions of service are very deplorable,
37
rather generally a number of people who go into teaching do so, only when they fail to meet cherished dreams of pursuing other profession like some profession that are cleaned to be selfless. Teachers are often told their rewards are in heaven, but not on earth, and specifically in Ghana, a number of teachers remain very miserable (Afful-Broni, 2005). Most teachers took to drinking due to the frustration they encounter as a result of the delays in the payment of their salaries.
They subsequently got addicted to alcohol and eventually died from excessive drinking. It was reported further that, in some years ago, in the Ghanaian society, parents’ showered gifts and contacted teachers for advice on social and political issues; they played the role of effective opinion leaders. He laments that now it is not so for them, rather these days, teachers have been pushed off their former position of glory, their conditions of services keep deteriorating and with them come poor quality teaching, which in turn churns out students who are barely able to read and write: he continued by saying that most teachers especially in the basic and secondary levels, now supplement their homes by engaging in petty trading sometimes to the neglect of their students, and some schools, they operate a welfare system by pooling, resources together and helping each other(Mensah,
2006).
It was succinctly stated that, no teacher dares punish a pupil now for fear that the child’s parents will come to attack you physically on the school premises or in town. Further even the educated ones, after rebuke, threaten and demoralize teachers when their children are corrected in school (Mensah, 2006).
38
Finally in the news report, there’s a saying in the local parlance that when one marries a teacher, the only benefit that one could get from such marriage is, literally speaking, a piece of chalk-a point that buttress the widely-held view that teachers are in bed with poverty. Perhaps this perception could be changed if the government commits itself to creating opportunities for teachers in the country; this is the only way they can help keep the body and soul of teacher together.
Summary
To sum up, the researcher is of the view that teachers have not been accorded the respect due them, and this has resulted into people demeaning the profession. No one wants to work with low salaries or people not respecting them.
From the literature reviewed, it could be concluded that teachers mostly were dissatisfied about the jobs, and factors that contributed to the dissatisfaction included, low salaries, poor working conditions, status before the public work itself, and how administrators or heads treated or involved them in decisionmaking.
A number of theories and empirical studies have been reviewed under this chapter to give credibility to the study. Some of the theories includes: the
Hawthorne effect, dispositional theory; affect theory and the two-factor theory.
These theories proved that certain conditions can either lead to job satisfaction or dissatisfaction. Job satisfaction therefore describes how content an individual is with his/her job.
It is evident from the review that job satisfaction is critical to teacher commitment and his /her effectiveness. Actions by school administrations create
39
an environment that is predictive of the level of job satisfaction for teachers.
Morale on the other hand, has been explained in the review as a level of well being that individuals or groups experience in reference to their work. It follows that, if a healthy school exist then consequently teacher morale is high which will eventually create environment that is conducive for learning.
Factors reviewed to help improve teacher job satisfaction or dissatisfaction includes: achievement, recognition, interpersonal relations, responsibility, recognition, interpersonal relation, responsibility, advancement, salary security, personal life, status, working conditions, policy and administration effective supervision and the work itself. The topics discussed in the literature were related to the study since the aim of the study was to find out teacher job satisfaction and morale in Senior High Schools.
40
CHAPTER THREE
METHODOLOGY
This chapter outlines the methods that were used to achieve the purpose of the research on the factors affecting job satisfaction and teacher morale in the
Senior High School in the Dangbe West District. It covers the following: description of the research design, the population, sample and sampling procedures, Research instrument, pilot testing, data collection procedure and data analysis. Research Design
This study is the descriptive survey type. This design is adopted from researchers known as Comer, Macheit and Langace (1989), who worked on a similar research on job satisfaction of industrial salespersons that used a model much like the one they had proposed for the present study. This very design best served the purpose of the study as it helped to collect data to describe the state of job satisfaction among teachers in a systematic manner. It is appropriate to collect data from a naturally occurring environment (schools) with the questionnaire in order to describe, the factors that affect job satisfaction and morale among teachers, views of teachers about the attitude of their heads and students, and the perceptions of teachers on how others view the profession.
Descriptive research, thus, involves collecting data to test hypothesis or answer research question concerning the current status of the subject of the study
41
(Gay, 1992). The survey involved the formulation of research questions and using questionnaire to seek answers to the question.
Population
The target population of this study is made up of teachers in the three
Senior High Schools in the Danbge West District. The study looks at the three
Senior High Schools in three towns, namely, Dodowa, Ningo and Asutuari. In all one hundred and eighteen teachers (comprising male and females) makes up the total population. Table 1 shows the population of teachers involved in the study
Table 1
Population of Teachers in Senior High School
Town
School
No. of Teachers
Dodowa
Ghanata Senior High School
63
Ningo
Ningo Senior High School
23
Asutuari
Osudoku S H S
32
Total
118
Sample and Sampling Procedure
Actually, it was not possible to get the whole population of 118 teachers responding to the questionnaire. Krejcie and Morgan (1970) offered an easier table for estimating sample size and based on the table 92 teachers was sampled out of the total population of 118. All the three Senior High Schools were
42
purposively selected and a sample size of 92 teachers 78% from the three schools was selected using the simple random sampling technique. The simple random sampling technique was appropriate because the population of study (teachers) were similar in characteristics of interest.
The sample was arrived at using the random numbers method. A sampling frame was obtained from a list of all teachers provided by each school; these was numbered and ordered accordingly. A list of random numbers that contained all numbers included in the sampling frame was then used. Numbers were then picked from the tables randomly and registered, the name in the sampling frame corresponding to the numbers. The process continued until the required number of
92 was achieved in all the schools. Table 2 shows the sample size of the study
Table 2
Sample size
__________________________________________________________________
Name of school sample percent
__________________________________________________________________
Ghanata SHS-Dodowa
45
74.4
Ningo SHS-Ningo
23
100
Osudoku SHS
24
75
_________________________________________________________________
Total
92
__________________________________________________________________
43
Research Instrument
The instrument used for data collection was a set of questionnaires. The questionnaire consisted of items, which was divided into five (5) main sections:
A, B, C, D and E.
Section A contains information on demographic characteristics (Bio-data) of the respondents which include: Teachers qualification, age, sex and teaching experience. Section B sought data on factors that affect job satisfaction and morale among teachers in SHS. Section C focused on the views of teachers about the attitude and behaviours of their heads and students of their schools. Section D dealt with the perceptions of the teachers about how stakeholder views the teaching profession. Finally, section E considered the ways of improving teacher job satisfaction and morale in SHS.
The revised four point Likert rating scale of Strongly Agreed (SA), Agree
(A), Strongly Disagree (SD) and Disagree (D) was adopted for the study. All items were considered of approximately equal “attitude value” to which participants responded with degree, or intensity of satisfaction and disaffection
(Fowler, 1995; Kerlinger, 1973; Nworgue, 1991).
Pilot Testing of Instrument
The need to determine the appropriateness of the instrument occasioned a pre-testing that took place at Akuse in a different district. Akuse Senior High was selected for the pre-testing. In all, fifteen teachers including the headmaster were selected to respond to the questionnaires.
44
Akuse SHS was selected for the pre-testing because of proximity and some identifiable characteristics of interest and similarities. All the schools averagely are on the same scale and are all situated in semi-urban areas. It is upon these similarities between the target population in study area and Akuse in a different district outside the area of the study that Akuse Senior High located in
Akuse was selected for the pre-testing.
Simple random sampling was employed for the selection of the fifteen teachers. The headmaster was however purposively selected. The purpose for the pre-test was to arrive at the suitability of the questionnaire and also to aid in refining it if found unsuitable. The pre-testing also sought to provide an insight into the strategies of the field work to the researcher. It also gave the investigator an idea about the allotted time to complete the final questionnaire.
The statistical package for social sciences (SPSS) was used by the researcher to analyse the responses of the respondent. The result of all the item analysis indicated that they were reliable and measured the same things. Internal consistencies in the variables obtained were very high and reliability of responses was good.Thus, the reliability coefficient of 0.769 was obtained using Cronbach
Alpha formula based on standardized items (refer to appendix for details of the reliability test).
On the basis of the pre-test result however, the researcher was able to make necessary revisions and corrected errors in the items for final field work. In essence, the reliability of the research instrument was established before it was finally used.
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Data Collection Procedure
The questionnaire was administered by the researcher. The researcher explained the purpose of the study to the teachers. They were made to understand that all information being provided would be treated with confidentiality and used for the purpose of research only.
It took the researcher two weeks to administer and collect the questionnaire, due to the geographical location of the area; after it was personally delivered to the respondents. The researcher personally introduced herself to the heads of the various schools ahead of the scheduled time who later arranged for teachers to be met.
Adequate time was spent with the respondents as they went through and answered the questions and those who needed help in terms of clarifications, interpretation and writing were assisted accordingly. A total of 92 copies of the questionnaire were administered but only 79 were returned. Out of this only 76 were completely filled. Thus a total of 76 copies of the questionnaire duly completed which represent 83% of the total number administered were collected and utilized for the purpose of the study.
Data Analysis Procedure
In relation to the related research questions and the items displayed in the questionnaire, descriptive statistics was used to analyse the questions. The results were presented in percentages, and tables to display the data. Tables with frequencies and percentages were used to ensure that the issues were made clear
46
to give visual impression on values without necessarily reading long sentences and also to help in the discussion and interpretation of the data collected. This was used extensively for items 1-4 of the questions (thus to analyze the biodata of the respondents). Concerning sections B, C and D of the questionnaire, after the data collection, a series of activities were carried out. First the data was coded and excel computer software was employed to do the analysis accordingly. The appropriate numbers for each datum was placed in the appropriate data file for the analysis. Summaries of all responses under each item on the factors that affects teacher job satisfaction; views of teachers about the attitude and behaviors of their heads and students, and on the perceptions of the teacher about how stakeholders view the profession, were then given, thus illustrating the percentage that strongly agreed, agreed, disagreed or strongly disagreed.
The evaluation criteria were then used to make value judgment. A summary of the findings were then given in written form and by suing descriptive statistics. The criteria below were adopted if 40% or more of the teachers averagely rate strongly disagree/disagree = Not acceptable factor. If less than 50
% of the respondents averagely rate strongly agree/agree = weak. If 50 – 59% of the teachers averagely rate strongly agree/agree = satisfactory. If 60-69 % of the teachers averagely rate strongly agree/agree = good. If 70 – 79% of the respondents averagely rate strongly agree/agree = very Good. Finally, If 80-100%
47
of the teachers averagely rate strongly agreed/agree = excellent. This implied that that item was highly accepted.
48
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents and analyses the data collected for the study.
Discussions of the findings are also presented. The analysis is done on the basis of the biographic data of respondent and research questions. The sample of the study was 92. Thus a total of 76 copies of the questionnaire duly completed which represent 83% of the total number administered were collected and analyzed accordingly. Table 3 presents the qualification of teachers
Table 3
Qualification of Teachers
Teachers qualification
No
Percent
Diploma
3
3.9
1st degree
69
90.8
2nd degree
4
5.3
Total
76
100.00
Table 3 shows the representation of the respondents according to qualification. 69 (90.8%) were 1st Degree holders, 4 (5.3%) 2nd Degree holders
49
and 3 (3.9%) were Diplomates respectively. This implies that majority of the respondent were 1st degree holders. Table 4 presents the age of respondents
Table 4
Age of Respondents
Age groups
No
Percent
20-30
8
10.5
31-40
27
35.5
41-40
26
34.2
51-60
15
19.7
Total
76
100.0
From Table 4 it can be seen that quite a high percent of the respondents were within the age groups 31-40 and 41-50 which is 27 (35%) and 26 (34.2%) respectively. Meanwhile, only 8 (10.5%) of the respondents were between the age group 20-30.
Sex Distribution of Respondents
The next personal data of the respondents sought was on the sex of the participants for the study.
50 (65.8%) of the teachers who responded to the questionnaire were males and 26 (34.2%) were females. It is clear that majority of the respondents were males. 50
Years of Teaching Experience
Another important aspect of personal data that the questionnaire included was the teaching experience (s) of the respondents. Table 5 displays the results on years of experience of the teachers.
Table 5
Teacher Years of Teaching
Years of teaching
No
Percent
1-5
9
11.8
6-10
10
13.2
11-15
35
46.1
16-20
12
15.8
26-30
6
7.9
31 and above
4
5.3
Total
76
100.0
Table 5 shows the frequencies of the years of experience respondents have gained in six categories. The largest percentage of teachers 35 (46.1%) had 11-15 years of experience while those with the least years of experience were 31 years and above thus 4 (5.3%).The results shows that the majority of the respondents have been teaching for the period between 11 and 15 and years.
51
Analysis of the Main Data
Research Question One
What factors affect teacher job satisfaction and morale among teachers in the Senior High Schools in the Dangbe West District?
This research question sought to find out the main factors that affect job satisfaction and morale among teachers. Items 5 and 6 on the questionnaire were used to elicit responses from respondents. Tables 6 and 7 presents the analysis on research question one
Table 6
Factors Affecting Teacher Job Satisfaction and Morale
Factors
Response category
D
Total (%)
T (%) T (%)
SA
T (%)
A
T (%)
SD
T (%)
Satisfaction of pay 7(9.2) level 15(19.7)
32(42.1)
Salaries are lower 31(40.8) 30(39.5) than Colleagues salaries in other
Profession
10(5.3)
Stressful job
2(2.6)
11(14.5) 76(100)
-
9(11.8)
18(23.7) 45(59.2)
Extra work done 22(28.9) 45(59.2) without pay
52
22(28.9) 76(100)
5(3.9)
76(100)
76(100)
Factors
Job Security
SA
T (%)
SD
T ( %)
9(11.8)
A
T (%)
Response category
D
T
T (%)
T (%)
18(23.7)
9(11.8) 40(52.6)
Selfish and
11(14.5) 23(30.3) uncompromising Colleagues
15(19.7)
76(100)
27(35.5)
76(100)
3(3.9)
76(100)
Colleagues are friendly 20(26.3) 53(69.7)
-
Colleagues are supportive 14(18.4) 46(60.5)
4(5.3)
12(15.8)
76(100)
Fellow workers are 16(21.1) pleasant 51(67.1)
-
9(11.8)
76(100)
Management is progressive 5(6.6)
17(22.4)
4(5.3)
50(65.8)
76(100)
Top management knows it job
13(17.1) 13(17.1)
3(3.9)
47(61.8)
76(100)
Heads operates efficiently 13(17.1) 42(56.3)
2(2.6)
19(25.0)
Opportunities for advancement 20(26.3) 45(59.2)
-
76(100)
11(14.5)
76(100)
Chance for promotion 15(19.7)
49(64.5) 1(1.3)
11(14.5)
76(100)
Workable and favourable educational policies
24(31.5) 8(10.5)
30(39.5)
76(100)
14(18.4)
Frustrating/demanding 18(23.7) 32(42.1) 3(3.9) job Teaching is paying
12(15.8) 19(25.0)
Effective academic school running
14(18.4)
High motivation
12(15.8)
45(59.2)
22.(28.9)
23 (30.3)
16(21.1)
4(5.3)
15(19.7)
53
29(38.2)
13(17.1)
27(35.5)
76(100)
76(100)
76(100)
76(100
Table 6 Continued
Factors
SA
Discipline levels are high A
SD
Response category
D
T
10(13.2) 38(50.0)
3(3.9)
25(32.9)
76(100)
Co-curricular activities 12(15.8) 40(52.6) are rewarding
6(7.9)
18(23.7)
76(100)
Ranks in service is satisfying 12(15.8) 23(30.3)
15(19.7)
26(34.2) 76(100)
Years in service is rewarding Teach manageable class-size 14(18.4) 18(23.7)
21(27.6)
23(30.3) 76(100)
16(21.1) 34(44.7)
13(17.1)
13(17.1) 76(100)
Availability of teaching 6(7.9) 28(36.8) and learning materials
16(21.1)
26(34.2) 76(100)
Policies of profession 16(21.1) 26(34.2) raises high self-esteem
17(22.4)
17(22.4) 76(100)
Key: SD = strongly disagree; A = Agree; SD = strongly disagree; and
D = disagree; T= total.
With regards to the factors that affects job satisfaction and morale among teachers it is revealed from Table 6 that 31(40.8%) and 30(39.5%) of the teachers strongly agreed that their salaries are lower than their colleagues in other professions while 10(13.2%) and 5(6.5%) strongly disagree/disagreed to that statement. On the issue of colleagues are friendly 20(26.3%) strongly agreed,
53(69.7%) agreed; none strongly disagreed and only 3(3.9%) disagreed. Also on fellow workers are pleasant 16(21.1%) strongly agreed, 51(67.1%) agreed; none strongly disagreed and 9(11.8%) disagreed to that statement. On the issue of opportunities for advancement 20(26.3%) strongly agreed, 45(59.2%) the
54
respondents agreed, none strongly disagreed and 11(14.5%) disagreed. On chance for promotion where as 15(19.7%) and 49(64.5%) strongly agreed and agreed, as low as 1(1.3%) and 11(14.5%) strongly disagreed or disagreed respectively to that factor. Considering the statement that co-curricular activities are rewarding.
12(15.8%) strongly agreed, 40(52.6%) agreed, 6(7.9%) strongly disagreed and
18(23.7%) disagreed.
The study sought to find out the factors that affects job satisfaction and morale among teachers in the Senior High Schools. The research revealed that the major factors which affects teacher job satisfaction and morale which majority of the respondents gave are: teachers having lower salaries than their colleagues in other profession; colleagues are friendly; fellow workers are pleasant; opportunities for advancement; chance for promotion; and co-curricular activities are rewarding. The finding is quite consistent with the views of Langdon (1999) who found out in his studies that the number one reason teachers gave for problems their schools had, is in getting good teacher was low pay.
However, the findings disagree with the assertion of Lloyd (2001) who contended that when teachers don’t feel valued or appreciated; they often start complaining about how little they are paid. Table 7 presents the views of teachers on the adequacy of job satisfaction
55
Table 7
The Adequacy/rate of Job Satisfaction and Morale among Teachers
Adequacy/rate of Job
Satisfaction
Number
Percent
Excellent
2
2.6
Very Good
4
5.3
Good
20
26.3
Fair
42
55.3
Poor
8
10.5
76
100
Total
From Table 7 it is clear that a little over half of the respondents 42(55.3%) described the satisfaction of their job to be just fair; where as only 2(2.6%) indicated that the satisfaction they get from the profession is excellent. The study reveals that more than half of the respondents are not content with the satisfaction they derive from the teaching profession, it is deduced that their morale is low.
Research Question Two
The second research question posed on the study was ‘what are the views of teachers on the attitude and behaviours of heads and students of their school?
The role of the school head in any successful school administration and the achievement of high academic performance cannot be over-emphasized. The type of leadership style and administrative theories he/she adopts directly or indirectly influence the environment of the school. Teachers’ commitments are equally influenced by the heads attitudes, behaviours and level of commitment. Table 8 presents the reactions of respondents and the analysis on research question two
56
Table 8
Views of Teachers about the Attitude and Behaviours of their Heads and
Students
A
T (%)
Response Category
D
SD
T (%)
T (%)
T (%)
Views of Teachers on the attitude of Heads/students
SA
T (%)
Constructive criticism by
Head
10(13.2)
54(71.1) 11(14.5)
1(1.3)
76(100)
Realistic visions of heads
-
45(59.2) 31(41)
-
76(100)
Heads adopting participatory 76(100) management style
Conflict resolution by heads 15(19.7
-
-
-
76(100)
37(48.7) 22(28.9) 2(2.6)
76(100)
Clearly defined duties by heads 1(1.3) 14(18.4)
Good rapport among heads, 3(3.9) 12(15.8) colleagues and students
Students respect teachers
9(11.8) 43(56.6)
Good performances bring joy76(100)
-
8(10.5) 53(69.7)
6(7.9)
5(6.6)
-
76(100)
55.(72.4) 76(100)
19(25.0) 76(100)
-
76(100)
Key: SA = Strongly agree; A = agreed; SD = strongly disagree; and D = disagreed; T= total.
With regards to the views of teachers on the attitude and behaviours of heads and students, it is observed from table 8 that all the respondents 76(100%) unanimously strongly agreed that students good academic performance bring joy and satisfaction to them as well as the statement on heads adopting participatory management style. Other attitudes and behaviours of pupils and teachers which
57
majority of the respondents indicated gives them satisfaction and high morale are: constructive criticisms by heads 10(13.2%) strongly agreed; 54(71.1%) agreed,
11(14.5%) disagreed; 1(1.3%) strongly disagree; 45(59.2%) agreed on the issue of realistic visions of heads and 31(41%) disagreed. Concerning conflict resolution by heads 37(48.7%) agreed to that statement, 15(19.7%) strongly agreed,
22(28.9%) disagreed and 2(2.6%) strongly disagreed; finally where as 43(56.6%) and 9(11.8%) agreed and strongly agreed to the statement that students respect teachers, only 5(6.6%) and 19(25.0%) disagreed and strongly disagreed to that statement. The study sought to examine the views of the respondents on the attitude and behaviours of heads and students with regards to teachers’ job satisfaction and morale. The research revealed that all the teachers in the District are of the opinion that heads adopting participatory management styles and students excellent academic performance bring joy, satisfaction and high morale to them.
Ranking the views of the respondents it could be adduced from the study further that, other attitudes and behaviours of heads and students which affect teacher job satisfaction and morale includes: constructive criticisms by heads; realistic visions of heads; conflicts resolution skills of heads; and students respecting teachers (discipline).
The finding falls in line with Ellis (1984) who cites evidence that supports the use of three organizational policies that motivate teachers and improve morale including participatory management, in-service education and supportive evaluation. 58
It also corroborates Weisberg and Sagie (1999) who provide a list of possible causes for burnout and low morale that includes: poor facilities, overcrowded classrooms, discipline problems, excessive workload, inadequate salaries, lack of both parental and administrative support, and the current level of public security and open criticism facing teacher and public schools. Further, the findings confirm what Sergiovanni and Strarrett (1983) stated that, the head leadership style also determines the school climate, and the manifestation is satisfaction or dissatisfaction.
Research Question Three
What are the perceptions of teachers about how stakeholders view the teaching profession? This research question sought to find out teachers perception of stakeholders view of the teaching profession. It is apparent that the status of teachers in the community is vital to their satisfaction and morale. A community that does not show proper appreciation of its teachers or encourage public respect for them faces serious threat to its standard of education. Table 9 presents teachers perception of stakeholders’ view of the teaching profession respectively
59
Table 9
Perceptions of Teachers about how stakeholders (public) view the teacher profession. Factors
SA
T (%)
Community recognition is high
A
D
T (%)
SD
T (%)
T (%)
T (%)
T (%)
9(11.8)
27(35.5) 29(38.2)
11(14.5)
76(100)
Community respect is high 4(5.3)
19(25.0) 11(14.5)
42(55.3)
76(100)
Community support to the 8(10.5) entire school is good
20(26.3) 23(30.3)
25(32.9)
76(100)
Community motivation 72(94.7) 4(5.3) (PTA incentives, gifts etc)
-
76(100)
Community rapport exist 40(52.6)
7(9.2)
9(11.8)
20(26.3)
76(100)
Stakeholders talk
42(55.3)
positively about teachers
3(3.9)
13(17.1)
18(23.7)
76(100)
54(71.1)
76(100)
13(17.1) 26(34.2)
76(100)
political activities affect teachers negatively
-
4(5.3)
Co-operation of
27(35.5) 10(13.2)
18(23.7)
stakeholders
Public demands and
57(75.0)
expectations from teacher is high and positive
9(11.8)
2(2.6)
8(10.5)
76(100)
Key: SA = Strongly Agreed; A = Agreed; SD = Strongly Disagree; and
D = Disagreed, T= Total.
Table 9 illustrates the responses of the 76 participants with regards to their perception on how the public view the teaching profession. It is observed that the
60
respondents are unanimous in expressing their opinions that communities motivate teachers in the form of Parent Teacher Association (PTA) incentives, giving out gifts among others. A whooping majority of 94.7% strongly agreed to that statement; where as none disagreed.
It can be seen further that 55.3% strongly disagreed, 14.5% disagreed,
25.0% agreed, and 5.3% strongly agreed to the statement that the community respects teachers. Also on high community recognition: 35.5% agreed while
38.2% disagreed as well as 14.5 strongly disagreed to that statement. Whereas
75% and 11.8% strongly agreed and agreed respectively to the issue that public demands and expectations from teacher are high and positive, only an insignificant percentage of 2.6 and 10.5 disagreed or strongly disagreed.
It is discernible and can be concluded from the presentation that majority of the teachers are of the view that the community respect for teachers is not the best and they describe it as low. It is also clear from the study that community recognition for the teacher is low.
It was however revealed from the study further that the community motivates teachers in the form of PTA incentives and other gifts from parents.
Finally, it could be concluded that majority of the teachers have the perception that in spite of all the factors, the public demand and expectations from the teachers is quite high and positive. This implies that so much is demanded from teachers by the public despite the fact that they do not accord them much respect.
The findings confirm what Afful- Broni (2005) contended that in the olden days teaching was accorded the highest respect any profession could ever attract.
61
Teachers occupied very important position in the Ghanaian Society, as secretaries to chiefs and other traditional leaders, and also played various essential roles as clerical services, but now it is not so.
Finally finding is also in line with what Aful-Broni (2004) asserts that it is no secret that teachers have not enjoyed as much esteem as other professions.
Furthermore, he feels people enter not satisfied due to the working conditions and the public mockery or scorning of the teaching profession.
Research Question Four
What are the Ways of Improving Teacher Job Satisfaction and Morale in
Senior High School? It can succinctly be stated that job satisfaction is so critical to teacher commitment and his/her effectiveness. The conditions of service, community support, school administration among other factors create an environment that is predictive of the level of job satisfaction for teachers. It is evident that there are numerous factors that hamper the efficiency and effectiveness of the teacher. In pursuance of these, research question four sought to investigate the ways of improving teacher job satisfaction and morale.
Table 10 presents the responses from the respondents on the perceived ways of improving teacher job satisfaction and morale. It is used to answer research question four accordingly
62
Table 10
Ways of Improving Teacher Job Satisfaction and Morale
Suggestions for Improvement
Number
Improving conditions of service
76
Percent
100
Allowances due to teachers be paid promptly
76
100
Children of teachers should be given scholarships 76
100
Teachers in rural areas should be given special incentives
75
99
Teachers should be given other
73
96
Good motivation for teachers from stakeholders 71
93
Teachers salaries should be increased
68
89
Regular in-service training/capacity building programmes 67
88
Excellent final year students results should attract incentive
62
82
allowances of marking of script lesson note etc.
Teachers views should be considered in curriculum design
62
82
Teaching environment should be improved
34
45
TLM’s and other resources should be
31
41
29
38
29
38
provided / timely
Community to support the teachers to maintain discipline
Provision of accommodation for teachers
63
Table 10 Continued
Suggestions for Improvement
Number
Percent
Management should be open and accountable 27
36
Payment of head teachers responsibility allowances 27
36
Exchange programs for teachers outside the country
20
26
Promotions should be automatic and free from undue delays
19
25
It can be seen from the summary of responses in Table 10 that 10 items were accepted and rated very high as majority – greater than half of them gave their opinions that these factors are possible ways of improving teacher job satisfaction and morale. The following items were however unanimously agreed by all the teachers: improving teachers’ conditions of service 100%; allowances due teachers be paid promptly 100%, and children of teachers should be given scholarships 100%.
Respondents view on other ways of improving teacher job satisfaction and morale include: giving teachers in rural areas special incentives 99%; giving teachers professional allowances for marking of scripts, preparation of lesson notes among others 96%; good motivation for teachers from stakeholders 93%; increment in salaries of teachers 89%; regular in-service training and capacity building programmes for teachers 88%; excellent final year students performance should attract incentives 82%; and finally, teachers view should be considered when designing curriculum 82%.
64
It is gathered from the study that the perceived ways of improving teacher job satisfaction and morale include: improving teacher’s conditions of service; paying promptly allowances for teachers; and giving scholarships to teachers’ children. This implies that majority of the teachers in Senior High Schools in
Dangbe West District shares same opinion. It is revealed also that other areas indicated by majority of the teachers in the District were: giving special incentives to teachers in rural areas; giving teachers professional allowances to cater for marking scripts, preparation of scheme among others; stakeholders motivating teachers; increment in teachers salaries; organizing in-service training regularly for teachers; excellent final year students performance should attract incentives to teachers and considering the views of teachers when designing curriculum for schools. The finding is in line with what Lloyd (2001) reported that when workers don’t feel valued, motivated or appreciated, they often start complaining about how little they are paid
65
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the research study and also presents a summary of the findings of the study as well as conclusions drawn from the findings. Based on the findings and conclusions drawn from the study, recommendations are also made to guide educational practitioners and stakeholders.
Overview of the Study
The study investigated factors affecting job satisfaction and teacher morale in the Senior High schools in the Dangbe West District in the Greater
Accra Region of Ghana. The purpose or focus of the study was to find out specific factors influencing teachers job satisfaction and morale in the Dangbe West
District; views of teachers about the attitude and behaviours of heads and students; the perception of the teachers about how the public view their profession and perceived ways of improving teacher job satisfaction and morale.
In pursuance of these objectives, the descriptive survey design was used for the study. Questionnaire was used as the main instrument for data collection to arrive at an understanding of the phenomenon. The researcher with the help of the dissertation supervisor designed the questionnaire.
The population of the study comprised of the entire teachers in the three
Senior High Schools in the District including the headmasters making a total of
66
118. A sample size of 92 (78%) of the accessible population was selected through the lottery method of the simple random sampling technique for the study.
The researcher personally administered the instruments. The participants were provided with the questionnaires and given two weeks to respond to after which the researcher went back to retrieve them. Those participants who need some explanations were given all necessary assistance to help them respond.
From the pre-test/pilot testing of instrument (done at Akuse S.H.S.) reliability coefficient of 0.769 based on standardized items was obtained using the Cronbach’s
Alpha for the likert scale items. 15 teachers were used for the pilot testing. The data collected were coded, fed into the computer and analyzed using the SPSS computer application software and Microsoft Excel. Basically, description statistics were used for the data analysis. Frequencies and percentages, simple tables and figures were employed to analyze the factors that affect teacher job satisfaction and morale; views of teacher about the attitude and behavior of heads and students, perception of teacher about how the public view the profession and the ways of improving teacher job satisfaction and morale in SHS.
Summary of Key Findings
From the study a number of findings emerged. The main findings of the research revealed were that:
1. The major factors which affect teacher job satisfaction and morale majority of the teachers gave were: teachers having lower salaries than their colleagues in other profession; colleagues are friendly; fellow workers are pleasant and
67
compromising; opportunities for advancement; chance for promotion; and cocurricular activities are rewarding.
2. Majority of the teachers in Senior High Schools in Dangbe West Districts are not satisfied with conditions in the teaching profession.
3. The teachers are of the opinion that when heads adopts participatory management style and students performs academically well (at external exams for instance) give them joy, satisfaction and hence they get high morale.
4. Other attitudes and behaviours of heads and students which have been revealed in the study that affects teacher job satisfaction and morale include: constructive criticism by heads; realistic visions of heads; conflicts resolution skills of heads; and students respecting teachers (discipline).
5. The communities motivate teachers (in the form of PTA incentives and gifts.)
6. Community respect and recognition of teachers is described as low / poor and not the best.
7. In spite of the low community regards and respect for teachers, the public demand and expectations from teachers are quite high.
8. The major ways which was unanimously given or agreed to improve teacher job satisfaction and morale were: improving teachers’ condition of service; allowance for teachers to be paid promptly; and awarding scholarships to children of teachers.
9. Other ways perceived by the teachers in improving teacher job satisfaction and morale include: giving incentives to teachers in rural areas; giving teachers professional allowances (for marking of scripts, preparation of notes
68
among others); motivating teachers; increasing salaries of teachers; providing regular in-service training and capacity building; excellent final year student performance should attract incentives to teachers; and finally, considering the views of the teacher in curriculum design.
Conclusions
On the basis of the findings of the study the following conclusions are drawn. The major factors in Dangbe West District which influence and affect teacher job satisfaction and morale are: teachers having lower salaries than their colleagues with the same qualification in other professions; colleagues are friendly; fellow workers are pleasant; opportunities for promotions and advancement, and the fact that co-curricula activities are rewarding.
It may also be concluded that teachers are of the view that when heads adopt participatory management styles and students perform academically well they get job satisfaction and high morale. The study revealed further that community respect for teachers and recognition of teachers is low and could be described as not the best.
Finally, it could be concluded that some perceived major ways through which teacher job satisfaction and morale could be improved are: improving teachers’ conditions of service; paying allowance that are due teachers promptly, and awarding scholarships to wards of teachers.
Recommendations
In the light of the findings of the study and conclusions drawn, the following recommendations are made:
69
1. Stakeholders and policymakers in education should put in measures such as giving teachers professional allowance, scholarships to their wards, car loans, rent allowances, recommending more teachers for awards yearly, to make teachers satisfied which will lead to their high morale.
2. Community members should interact with the school and offer the necessary support.
3. Salaries should be universal in terms of qualification of all workers.
4. All teachers should be insured, so that in case of any eventualities, they will not look rejected.
5. From time to time curriculum designers should avail questionnaire to teachers to answer, to make up for loop holes and also teachers to make inputs. 6. Fringe benefits should match with other colleagues in different establishments to avoid comparison.
7. Government should set a committee to come out with ways that all teachers in the country irrespective of their numbers to be able to meet their basic needs as Maslow’s hierarchy of needs theory postulate.
8. Salaries should be improved and also motivating teachers for better conditions of service which will promote job satisfaction and morale among teachers in the district.
Earlier on, it has been said that, teachers are arguably the most important groups of professional for our nation’s future and it is very disturbing to find that many of today’s, teachers are dissatisfied with their jobs, although government
70
has put so many measures in place such as best teachers award schemes, acceleration of promotion, salary increment and study leave, through quota system and distance education to mention these few, the researchers therefore believes that the recommendations given would go a long way to improve teacher job satisfaction and morale.
Suggestions for Further Research
Happy people are more satisfied and work effectively than unhappy people. Therefore in agreement with Maslow’s hierarchy of need theory, government and all other stakeholders should see to it that teachers all over the country should be given better working conditions and served with their basic needs and these will prevent teachers running to seek greener pastures or comparing with other colleagues hence leaving the education sector.
Bindu and Sudueeshkumer (2005) postulate that, a satisfied and a happy teacher is very likely to exert him or herself to work with enthusiasm and that stress could be minimized. It is therefore suggested that future researchers can research into curriculum designers and policymaker’s contributions to teacher job satisfaction and morale. This aspect is important because anecdotal evidence shows that teachers’ feel that they are not part of it, and see every curriculum and policies as an imposition on them. The study could not investigate into the role of curriculum designers and policy makers (GES) in contributing to teacher job satisfaction and morale.
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78
APPENDIX A
QUESTIONNAIRE ON FACTORS AFFECTING JOB
SATISFACTION AND TEACHER MORALE IN THE SENIOR HIGH
SCHOOLS IN THE DANGBE WEST DISTRICT
This questionnaire is aimed at obtaining information on the above heading. The purpose is intended to address only educational issues.
Questionnaires to be administered will not probe into personal issues or fault findings. An empirical data basis for determining factors affecting job satisfaction and teacher morale in the senior High Schools in the Dangbe West District would be based on your loyal indulgence in responses. You are kindly requested to respond truthfully and objectively to the items provided, everything will be treated confidentially.
SECTION A: (BIOGRAPHIC DATA)
Instruction: Please tick [√] the appropriate box
1. Teacher Qualification: Diploma
2. Ages
20
-
30
31
-
40
41
-
50
51
-
60
60
-
Above
79
1st Degree
2nd Degree
3. Sex
Male
Female
4. How long have you been teaching?
1
-
5yrs
6
-
10yrs
11
-
15yrs
16
-
20yrs
21
-
25yrs
26
-
30yrs
Above
30yrs
SECTION B
5. WHAT FACTORS AFFECTS JOB SATISFACTION AND MORALE
AMONG TEACHERS IN THE SENIOR HIGH SCHOOL?
Instruction: Please tick [√] the appropriate column
80
Key:
SA = Strongly Agree; A=Agree; D= Disagree and SD= Strongly Disagree.
FACTORS
SA A
D
SD
1. I am satisfied with my pay
2. Salaries lower than those with similar qualification 3. Stressful job
4. Extra work done without pay
5. Job security
6. Selfish and uncompromising colleagues
7. Colleagues are very friendly
8. Colleagues are supportive
9. Fellow workers are pleasant
10. Management is progressive
11. Top management knows its job
12. Heads operates efficiently
13. Available opportunities for advancement
14. Chance for promotion
15. Workable and favorable educational policies
16. Frustrating / demanding Job
17. Teaching is paying
18. Effective academic school running
19. Teacher motivation is high
20. Discipline levels are high
21. Co-curricular activities are rewarding
22. Ranks in service is satisfying
23. Years in service is rewarding
24. Teach manageable class sizes
25. Availability of teaching and learning materials
26. Policies of profession raises high self esteem
81
6. How will you rate job satisfaction and morale among teachers in the S.H.S
a. Excellent
[
]
b. very good
[
]
c. Good
[
]
d. Fair
[
]
e. Poor
[
]
SECTION C
7. WHAT ARE THE VIEWS OF TEACHERS ABOUT THE ATTITUDE
AND BEHAVIORS OF THEIR HEADS AND STUDENTS OF THEIR
SCHOOLS?
Instruction: Please tick [√] the appropriate box
Attitudes and Behavoiurs of Heads and Students about their SA
Teachers
1. Constructive criticisms by heads
2. Realistic visions of heads
3. Heads adopting participatory management styles
4. Conflict resolution by heads
5. Clearly defined duties by heads
6. Good rapport among heads, colleagues and student
7. Students respects teachers
8. Students performance bring joy
82
A
D
SD
SECTION D
9. WHAT ARE THE PERCEPTIONS OF THE TEACHERS ABOUT HOW
STAKEHOLDERS
(COMMUNITY
ADMINISTRATORS
AND
POLICY MAKERS) VIEW THE TEACHING PROFESSION? Instruction: Please tick [√] the appropriate column
Perception of Teachers about How Stakeholders View SA their Profession
1. Community recognition is high
2. Community respect is low
3. Community support to the entire school is good
4. Community motivation (PTA incentives, gifts etc) 5. Community rapport exist
6. Stakeholders talk positively about teachers
7. Political activities within community affect negatively 8. Cooperation of parents in the area of discipline
9. Cooperation of stakeholders
10. Public expectations from teachers are high and positive towards school
83
A
D
SD
SECTION E
10. WHAT ARE THE WAYS OF IMPROVING TEACHER’S JOB
SATISFACTION AND MORALE IN S.H.S?
Please tick box (es) that is applicable:
1. Teachers should be given allowances on marking, car etc.
[
]
2. Community must support teachers in maintaining discipline.
[
]
3. Teachers views should be considered in curriculum designing
[
]
4. Teaching environment should be improved
[
]
5. Provision of accommodation for teachers
[
]
6. TLM’s and other resources should be provided timely
[
]
7. Special incentives should be given to teachers in rural rears
[
]
8. Teachers conditions of service should improved
[
]
9. Allowances due teachers should be paid promptly
[
]
10. Management should be open and accountable
[
]
11. Teachers salaries should be increased
[
]
12. Responsibility allowance for head teachers should be paid
[
]
13. Excellent final year students results should attract incentives
[
]
14. Exchange programs for teachers outside the country
[
]
15. Promotions should be automatic and devoid of delays
[
]
16. Good motivation for teachers from stakeholders
[
]
17. Regular In- services training capacity programmes
[
]
18. Children of teachers be given scholarships
[
]
Thanks, for your wonderful contribution towards the research.
84
85
86
87
88
APPENDIX D
89
References: Afful-Broni, A. (2004). The school as a social unit: The Ghanaian perspective. Afful-Broni, A. (2005). Critical issues for educational leadership in Ghana. Bame, K. N. (1991). Teacher motivation and retention in Ghana. Accra: Ghana University Press. Baughman. K. S. (1996). Increasing teacher job satisfaction: A study of the changing role of the secondary Principal-American secondary education. Becher, R. (1986). Parents and schools. Eric Digest, 26, 137-142. Berry, L. R. (1999). Handle stress before it handles you. The Education Digest. Benjamin, E. (1987).Understanding and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall. Birk, L. (1995). Intervention for ineffective leaders. The Education Digest, 60, 48-51 Bindu, E. M., & Sudueeshkumer, P. K. (2005). Job satisfaction and stress coping skills of primary school teachers Blankstein, A. M. (1996). Effective motivation for optimum perfomance. The Education Digest, 62, 27-30. Briggs, L. D., & Richardson. W. D. (1992). Causes and effects of low morale among secondary teachers Byrne, J. J. (1998). Teacher as hunger artist: Burnout, causes, effects and remedies Campbel, R. F. & Getzel, J. W. (1969). Educational administration as a social process Chaney, S. (2000). Changing roles of teachers. Oxford : Pergamon Press. Comer, J. M., Macheit, K. A., & Langace, R. (1989). Psychometric assessment. Czubaj, C. A. (1996). Maintaining teacher motivation. London: Longman. Davis, J., & Wilson, S. M. (2000). Effects on teacher motivation and job satisfaction and stress DeBruyne, A. D. (2001). Issues of retention and recruitment, teaching and teacher education Eichinger, J. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation Ellis, T. I. (1984). Motivating teachers for excellence. Eric Digest, 29, 10-17 Ellsbery, J Fields, C. D. (1996). A morale dilemma: Black issues in higher education. Eric Digest, 13, 22-27. Fowler, F. J. (1995). Improving survey questions: Design and evaluation. Friedman, L. A. (1993). Burnout in teachers: The concept and its unique core meaning Gay, L. R. (1992). Educational research competencies for analysis and application (3rd ed.) Ghana Education Service (1997). Conditions of service. Accra: G.E.S. GNAT Bulletin (2004). Role of the teacher. Accra: GNAT. Goodlad, J. I. (1984). A place called school. New York: McGraw Hill. Graham, J. B. (1985). Serious about keeping good teachers: Help them reclaim lost teaching time Hart, P., Weaving, A. J., & Conn, M. (2000). Development of the organizational health questionnaire: A measure for assessing teacher morale and Hoy, K. R. & Miskeed, M. A. (1987). Job satisfaction and perfomance. Journal of Educational Research, 45 (2), 22-30. Ivancevich, J. M., Konopaske, R., & Matteson, T. (2005). Organizational behaviour and management Johanson, K. N., Johnson, A. M., & Henniger, M. (1993). Why teachers leave teaching Johnson, W. L., & Johnson, A. M. (1999). World class schools in the 21st century. Jones, G. M., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high stakes testing on teachers and students in North Carolina. Judge, T. A. (1998). Dispositional effects on job and life satisfaction: The role of core evaluation Kerlinger, F. N. (1973). Foundation of behavioral research. New York: Holt Rienehart and Winston. Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities
FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE
IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE
GREATER ACCRA REGION
VICTORIA YEBOAH
2011
UNIVERSITY OF CAPE COAST
FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE
IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE
GREATER ACCRA REGION
BY
VICTORIA YEBOAH
Dissertation Submitted to the Institute for Educational Planning and
Administration of the Faculty of Education, University of Cape Coast, in partial fulfilment of the requirements for award of Master of Education Degree in
Educational Administration
JUNE, 2011
UNIVERSITY OF CAPE COAST
FACTORS AFFECTING JOB SATISFACTION
AND TEACHER MORALE IN SENIOR HIGH SCHOOLS IN THE
DANGBE WEST DISTRICT IN THE GREATER ACCRA REGION
VICTORIA YEBOAH
2011
DECLARATION
Candidate’s Declaration
I hereby declare that this dissertation is the result of my own original research and that no part of it has been presented for another degree in this university or elsewhere.
Candidate’s Signature………………………………….. Date:……………………
Name: Victoria Yeboah
Supervisor’s Declaration
I hereby declare that the preparation and presentation of the dissertation were supervised in accordance with the guidelines on supervision of dissertation work laid down by the University of Cape Coast.
Supervisor’s Signature……………………………….. Date:……..……………
Name: Dr. Rosemary Bosu
ii
ABSTRACT
The study investigated job satisfaction and teacher morale in Senior High
Schools in the Dangbe West District Dodowa. It covered factors that affect teacher job satisfaction and morale; views of teachers about the attitude and behaviours of heads and teachers; perceptions of teachers about how the public view the teaching profession; and ways of improving teacher job satisfaction and morale. A total of 92 teachers in three (3) Senior High Schools in the District were randomly selected for the study. The descriptive survey research design was employed. A set of questionnaires with reliability coefficient of 0.769, using
Cronbach’s Alpha formula after pilot testing, was used. Findings from the study revealed that the major factors which affect teacher job satisfaction and morale were that: teachers receive lower salaries than their colleagues with same qualification in other professions; fellow workers are friendly and pleasant; opportunities for promotions and the fact that co-curricular activities are rewarding. Also, the teachers are of the view that heads adoption of participatory management styles and good performance of students give them satisfaction and high morale. It is revealed from the study also that community respect for teachers is low. It is recommended that teachers should be given professional allowances, and their conditions of service should be improved.
iii
ACKNOWLEDGEMENTS
The completion of this dissertation would not have been possible without the unflinching support and encouragement of many special people to whom I extend my sincerest gratitude.
I wish to express my deepest appreciation to my supervisor and lecturer,
Dr. Rosemary Bosu of Institute for Educational Planning and Administration
(IEPA), University of Cape Coast, for all the time she spent reading through my script and also for the necessary commitments and suggestions she offered me with friendly gesture. She was always there to offer me proper advice and direction. Her constructive criticisms and understanding have been very much appreciated. I shall forever remain grateful to her for her dedication.
Other lecturers and individuals who have been specifically very helpful to me are not left out. They showed special interest in my research and thereby, gave me the necessary information and help I needed from their outfit. Among them are: Dr. Y.A. Ankomah of IEPA, UCC; Mr. Emmanuel K. Aboagye, Dodowa;
Director of Education, GES, Dodowa; Mr. Oklu, GES, Dodowa; Ms. Dzifa
Gbetanu of Newtown D/A Basic “A” School-Dodowa and a dear one to me Mr.
Okyere Kusi. Lastly, I acknowledge and appreciate enormously the contribution of all teachers and heads of the Senior High Schools in Dangbe West District.
iv
DEDICATION
This work is dedicated to my entire family for their moral and financial support.
v
TABLE OF CONTENTS
CONTENTS
PAGE
DECLARATION
ii
ABSTRACT
iii
ACKNOWLEDGEMENTS
iv
DEDICATION
v
LIST OF TABLES
xi
LIST OF FIGURES
xii
CHAPTER
ONE INTRODUCTION
1
Background to the Study
1
Statement of the Problem
5
Purpose of the Study
7
Research Question
7
Significance of the Study
7
Delimitation
8
Limitations
8
Organization of the Study
9
TWO REVIEW OF RELATED LITERATURE
10
Job Satisfaction
10
Teacher Morale
15
Job Performance
24
v i
Page
Historical development and Theories
30
Theories of Job Satisfaction
32
Conditions of Service
34
Specialized Body of Knowledge
35
Code of Ethics
35
Summary of Review of Literature
39
THREE METHODOLOGY
41
Research design
Population
42
Sample and Sampling Procedure
42
Research Instrument
44
Pilot-testing of Instrument
44
Data Collection Procedures
46
Data Analysis
46
RESULTS AND DISCUSSION
49
Socio-demographic characteristics of respondents
49
Analysis of main data- factors that affects teacher job satisfaction
52
Adequacy of job satisfaction
FOUR
41
56
Views of teachers on the attitude and behaviours of heads of students
57
Perceptions of teachers about how the public view the teaching Profession
60 vii Page
Ways of improving teacher job satisfaction and morale
FIVE
63
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
66
Overview of the Study
66
Summary of key Findings
67
Conclusions
69
Recommendations
69
Suggestions for further Research
71
REFERENCES
72
APPENDICES
77
A: Research Questionnaire
79
B: Result of Reliability test
85
C: Letter of introduction
88
D: Map of Dangbe West District-Dodowa.
89
viii
LIST OF TABLES
Table
Page
1
Population of Teachers
42
2
Sample Size
43
3
Qualifications of Teachers
49
4
Age of Respondents
50
5
Teacher years of Teaching
51
6
Factors affecting teachers job Satisfaction and Morale
52
7
Adequacy of job Satisfaction
56
8
Views of teachers on the attitude and salaries of heads and
Students
9
57
Perceptions of teachers about how the public view the
Teaching Profession.
60
10 Ways of improving teacher job satisfaction and Morale
ix
63
LIST OF FIGURES
FIGURE
1
Page
Satisfaction-performance Relationship
x
25
CHAPTER ONE
INTRODUCTION
Background to the Study
Education has been one of the important institutions in all societies from the dawn of human history. It has played an invaluable role in moving countries forward for which Ghana is not an exception. The achievement of any organization is closely knit to the quality of the human resource as well as the conditions of service. Teachers are indeed the hub and the pivot on which the world of education revolve and are entrusted with the physical, mental and moral upbringing of students in all educational institutions in Ghana.
Teaching is not an irrelevant and a paper shuffling kind of a job but rather, it has meanings, worth and value. It gives one the opportunity to touch a young and impressionable life and make it better. Teachers seem to have rare privileges but vigorous responsibility effecting changes in the lives of children for nation building. It is the basic nature of the job to guide academic learning, help a puzzled and frustrated child to finally crack the phonic code or discover pattern and meaning. Teachers help children struggling for self-esteem and for the discovery of who they are and what they can become. Teachers become important part of this sometimes painfully and sometimes joyfully for growth and selfdiscovery job. In America, as revealed by Langdon (1999), public education is in the limelight; it is also currently drawing both state and national attention.
1
Teachers’ perceptions about what goes on in school often differ from the public perception. “Teachers” viewpoints are shaped by first hand experience, in
American’s classrooms, while public opinions are formed from the limited, often negative, information doled out in newspapers and repeated as television sound bites. Teachers consistently view public education in a more positive light than that of the public.
White (2000) said that public school teachers do, however, feel pressured as a result of public scrutiny when topic like accountability and testing for schools are currently attracting so much attention. In addition, the role of teachers in the classroom has shifted; therefore, they are required to wear many hats during the course of the school day. Furthermore, White says that teachers continue to be responsible for more, as they are asked to fill roles that were once taken care of at home and elsewhere in the community. Teaching in today’s schools can be rewarding, but it can also be filled with stress, frustration and there is little time to take care of oneself. He indicated further that, teachers are not only teaching specific content and mentoring in the love of learning, but functioning as front line social workers. These increase expectations, along with the negative public perception of schools, has contributed to an erosion of teacher morale. A positive attitude creates an environment that is more conducive to learning and has a positive effect on students’ performance.
Perie and Baker (1997) focused on factors contributing to overall job satisfaction for teachers; they identified administrative support and leadership, student behavior, positive school atmosphere and teacher autonomy as some
2
factors that contribute to job satisfaction. Striving to create an atmosphere where teachers have a positive mental and emotional attitude about their jobs is in the best interest of everyone.
In Asia, Bindu and Sudueeshkumer (2005) also view job satisfaction as a favorable or unfavorable subjective feeling with which employees view their work. It can be deduced from the discussion that job satisfaction describes how content an individual is with his/her job. A finding from Ivancevich, Konopaske and Matteson (2005) talks about job satisfaction as an attitude people have about their jobs. It also results from their perception of their job and the degree to which there is a good fit between the individual and the organization.
A revelation by Johansen, Johnson and Henniger (1993) on “why teachers leave teaching” were due to these facts by Metropolitan life survey, as lack of support from the school administration, teaching has become boring, less satisfying, need or want to earn more, don’t feel prepared to teach students with different ethnic and cultural background and student social problem makes teaching too difficult. The survey conducted by the Metropolitan Life Insurance
Company indicated further that, a fairly consistent percentage of teachers were dissatisfied with some aspect of teaching whilst the 1991 survey found that fewer respondents are considering other careers. This same survey goes on to report that more respect for the profession, greater involvement in the decision-making process and better pay would have the greatest impact on those considering leaving education.
3
In the same vain Bindu and Sudheeshkumar (2005) also talk about physical condition and social nature that affect job satisfaction and productivity, they said that nowadays, there is a general feeling that the teachers do not have satisfaction in their jobs and that there seem to be a growing discontentment towards their jobs, as a result of which standards of education are falling. To them, although different plans and programmes have been, implemented to improve their jobs yet teachers are dissatisfied. To support this, Hoy and Miskeed
(1987) stated that job satisfaction is viewed as a decisive factor as to the general efficiency of an organization. In addition they stated that, job satisfaction is a critical factor influencing the processes and achievement of a school as of any organization. They said it has to do with the perceived relationship between what one want from one’s job and what one perceive it is offering. Furthermore, they are of the view that it also concerns what an organization requires of its employees and what the employees are seeking from the organization.
Teachers are the means by which individuals unlock their potentials and realize their dreams to build a better world. Education has been proven to help bridge the societal gap, transforming the hitherto downtrodden into competent professional and decision makers on when an entire community may eventually depend on (G.N.A.T., 2004).
Afful-Broni (2004) has this revelation that it is no secret that teachers have not enjoyed as much esteem as other recognized professions. To him, a number of people see the teaching profession as a last resort and only join after all other avenues are blocked. This brings about the numerous reported cases of
4
indiscipline and other forms of misconduct among some teachers. Furthermore, he feels people enter not satisfied due to the working conditions and public mockery or scorning of the teaching. In reality it seems teachers are especially vulnerable to feelings and frustration during certain periods, some find their situations so intolerable that they feel like leaving, and others depression and dropping out, and the importance placed on indiscipline. This has led to a recent issue of a school in
Dodowa, where an uncle entered a class, dragged a student out to beat him up for, confronting a niece.
This uncle never gave any respect to the teachers around, and when they prevented him from achieving his purpose, turned to fight the teachers. This halted classes, and even affected final year students who were writing their final mock examination. According to the teachers who were around, they felt humiliated, based on the uncle’s attitude towards them, by not regarding authority. This feedback from the issue supports what Afful-Broni (2004) reveal as scorning of the profession and mockery. The teachers complained of insecurity.
Finally, this study is undertaken to bridge gap by giving teachers in the
Dangbe West District the chance to express their emotions, feelings, and attitude regarding to job satisfaction and morale through the adoption of quantitative methods. It will also focus on exploring factors that might affect the job satisfaction and morale in the District.
Statement of the Problem
Teachers in public schools in Ghana are trained and paid by the government of Ghana. The Ghana National Association of Teachers (GNAT) and
5
the National Association of Graduate Teachers (NAGRAT) who are the welfare associations of teachers, have some time now been negotiating on increased salaries and better conditions of work for teachers, which at times are accompanied by threats of strike actions when things seems bleak. Previous studies concerning job satisfaction have identified certain factors as influencing job satisfaction, recognition for achievement, work itself, achievements and responsibility and advancement (Hertzberg, Mausner, and Snyderman, 1959), and others as dissatisfaction, are policies and working conditions. In this light, it seems like the broad area of teacher satisfaction is an important component in career since they are to effect changes in the lives of students for nation building by helping students to finally crack the phonic code or discover pattern and meaning in what once seemed lifeless.
Bame (1991) conducted a research on job satisfaction in industrial and educational organization and stated that, the level of satisfaction in teaching depends upon teacher’s expectation and whether or not they were fulfilled. The government of Ghana has taken certain measures such as best teacher award scheme, acceleration of promotion, salary increment, study leave (although there are quotas) and distance education, but interactions with some teachers seem to suggest that teachers still do not talk positively about their job.
NAGRAT (2009) threatened to go on strike in Ghana and their grievances were about reductions in responsibility and car maintenance allowances, exclusion of some teachers from promotion interviews and agitation for salary increase. Some pertinent questions one may ask are: Why are teachers in the
6
Dangbe West District still not talking positively about their jobs in spite of all that government has done? What are they dissatisfied about? What factors are contributing to their dissatisfaction? In view of all this, it is pertinent to have an in depth investigation in order to answer these similar questions.
Purpose of the Study/Objectives
The main purpose of this study is to investigate the specific factors that affect job satisfaction and morale within the teaching profession.
Research Questions
The following research questions were raised to guide the research process:
1. What factors affect job satisfaction and morale among teachers in the Senior High School in the Dangbe West District?
2. What are the views of teachers about the attitude and behaviours of their heads and students of their schools?
3. What are the perceptions of teachers about how stakeholders
(community, administration and policy makers) view the teaching profession? 4. What are possible ways of improving teacher job satisfaction and morale in the Senior High School in the Dangbe West District?
Significance of the Study
This study is essential, and the findings shall contribute to the body of literature on job satisfaction and teacher morale in the country, and shall also reveal the level of teachers’ satisfaction and morale. The study could also be of significance to the Ghana National Association of Teachers (GNAT) and National
7
Association of Graduate Teachers (NAGRAT) since the research report would give them a fair view of teachers’ job satisfaction or dissatisfaction and consequently guide them to negotiate on behalf of teachers.
The findings of the study shall also be of significance to school administrators in recognizing the effective way of motivating teachers internally.
It would also in the final analysis awaken stakeholders and policy makers to effectively improve the lives of teachers to an appreciable level.
Delimitation
Job satisfaction seems to be a multidimensional factor, since many factors account for it so also morale is seen as a broad component which does not comprise only of a unitary concept, but is viewed as a construct comprising an array of dimensions. Recognition, interpersonal relationship, opportunities for professional advancement, remuneration and benefits, work environment and student performance, is the scope of the study. The setting was limited to public school teachers in Senior High Schools in the Dangbe West District of the Greater
Accra Region.
Limitations
Few limitations occurred during the distribution of questionnaires, although precautions were taken to avoid errors. Dangbe West District has a very broad demarcation, journeying to the two other Senior High Schools in Asutuare and Ningo were not very simple journeys, in a day. Time played a major role here, because when researcher got to Asutuari, lot of the teachers were busy teaching at the different compounds, therefore was not able to get teachers in a
8
group to talk to them, but rather had to leave it at the administration, in the care of the assistant headmistress to distribute the questionnaire since going there was not easy. Furthermore, due to the nature of the instruments used to gather data that is the use of only close ended items on the questionnaire, an opportunity to collect additional information from respondents was not possible. All these were very likely to affect whatever conclusions might be drawn from the study.
Organization of the Study
The study is divided into five chapters. The first chapter looked at the introduction which includes: the background of the study; statement of the problem; purpose or objectives of the study; research questions; significance of the study; delimitation; limitation and organization of the study. Chapter Two of the study constitutes the review of literature and theoretical perspective.
Further, Chapter Three comprises the methodology which covers the design; population; sample and sampling technique; research instrument and analysis. Chapter Four looked at the data analysis and presentation of data. The final chapter that is Chapter Five includes the summary, conclusion and recommendations. It also brought out the findings of the study and suggestions arising from the study.
9
CHAPTER TWO
LITERATURE REVIEW
This chapter presents the literature review on the topic, both theoretical and empirical on teacher attitudes as they relate to job satisfaction, teacher morale, job performance, historical development and theories and conditions of service. Job Satisfaction
Job satisfaction can be defined in so many ways or explained by different authors. From the different authors, job satisfaction is an attitude people have about their jobs, by Ivancevich, Konopaske, Matteson (2005). In another, Mankoe
(2002) defines it as a collection of attitudes which workers have about their jobs.
It is the feelings or ‘affective response’ someone experiences in a job role. Some researchers argue that it is possible to capture the level of job satisfaction with one question. Others suggest we can have strong negative feelings about one aspect of our job (e.g. pay) but feel positive about other facets of it (e.g. colleagues).
Contentment (or lack of it) arising out of interplay of employee’s positive and negative feelings toward his or her work.
Further, job satisfaction is a term used to describe how content an individual is with his/her job. The happier people are within their job, the more satisfied they are to be job satisfaction is not the same as motivation, although it is clearly linked. Job design aims to enhance job satisfaction and performance;
10
methods include job rotation, job enlargement and job enrichment. Other influences on satisfaction include the management style and culture, employee involvement, empowerment and autonomous work groups. Job satisfaction is a very important attribute which is frequently measured by organizations. It is a relatively recent term since in previous centuries the jobs available to a particular person were often predetermined by their parent’s occupation.
In every institution or organization, the feel of pressure is felt, however public school teachers do feel pressure as a result of public scrutiny when topics like accountability and testing for schools are currently attracting so much attention. According to White (2000), practically the roles of teachers in the classroom are many. Teachers during the day have a lot to do such as: teaching, being loco parentis (parent substitutes), taking roles that were once taken care of at home and elsewhere in the community. White (2000) mentioned further that, teaching in today’s schools can be rewarding, but it can also be filled with stress, frustration and little time to take care of oneself, furthermore, teachers are not only teaching specific content and mentoring in love of learning, but functioning as frontline social workers.
These increased expectations, along with the negative public perception of schools, have contributed to erosion teacher morale. In Dangbe West District, anecdotal evidence is that there is a negative public perception about most public schools, because of poor results in the District. Teachers’ attitudes concerning their jobs are important, and a positive attitude creates an environment that is
11
more conducive to learning and can have a positive effect on students’ performance. Some factors determine the satisfaction or dissatisfaction among teachers and according to Perie and Baker (1997) factors such as administrative support and leadership, student behaviours, positive school atmosphere and teacher autonomy are reported as factors contributing to overall job satisfaction.
A way forward, is striving to create an atmosphere where teachers have a positive mental and emotional attitude about their jobs, is in the best interest of everyone.
School culture is also an important issue to be looked at. In a research by
DeBruyne (2001), it is revealed that a positive and healthy school culture translates into increased teacher job satisfaction and productivity. Furthermore, he feels that school culture is a concept that comes from the corporate workplace in hopes that it would improve productivity in schools, just as a positive climate or work environment does in the workplace.
School culture includes the values and beliefs, traditions and myths, as the members of the school community understand them, this culture often than not affects what people within the school community think, how they act, Stolp
(1994). Since the impact school culture has on teacher attitudes and morale, Hart,
Weaving and Conn (2000) created an instrument to access organizational factors relating to school culture, eleven of such factors were identified as appraisal and recognition, curriculum co-ordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth,
12
professional interaction, role clarity, student or pupils orientation and supportive leadership. In addition, there are other more factors that can contribute to job satisfaction or dissatisfaction. Herzeberg, Mausner and Snyderman (1959) identified fourteen factors as achievement, recognition, interpersonal relations, responsibility, advancement, salary, job security, personal life, status, working conditions, policy and administration, supervision and work itself. They believe these factors to be universal in the workplace which go to support the eleven factors identified by Hart, Weaving and Conn (2000).
Simmons (1970) found three factors as achievement in the job, the work itself and recognition. He is of the view that achievements in teaching contributed mostly to satisfaction and recognition from heads were determined to be a significant part of the factors. Looking at Graham (1985) he feels working conditions, class size, assistant, help from parents and some days off were also factors. So Litt and Turk (1985) identify stress as a source of dissatisfaction that in furtherance causes the teacher to leave teaching.
A significant finding from Wright (1985) showed that perceived esteem was the variable most highly correlated with the intention to quit teaching. The research related to the variable “esteem” as (recognition, praise, status, and highregard) was based on Maslow’s hierarchy. For esteem to be well established was based on groups such as students, parents, and the community and school administrators. 13
Finally, studies by the following authors Goodlad (1984), Lipsitz (1984),
Sergiovanni and Strarrett (1983) and Wright (1985) clearly indicate that, head leadership style also determined the school climate, and the manifestation is satisfaction or dissatisfaction.
Johnson and Johnson (1999) reveal intrinsic
(internal) factors are related to what an employee actually does (a person’s relationship to the job itself). Furthermore, he said strong contributors to job satisfaction include
having
individual
responsibility,
challenging
work,
opportunities for achievement and advancement, and achievement of the goal of performing a task effectively, which finally result in self-confidence. Satisfaction often comes as a result of daily activities, or interactions with students, which affirm that learning is taking place, leading to extrinsic factor.
In concluding for this section, job satisfaction is critical to teacher commitment and school effectiveness, and actions by school administrators create an environment that are highly predictive of the level of job satisfaction for the teaching staff (Shann 1998). Teacher satisfaction is a pivotal link in the chain of education reform and influences job performance, attrition, and ultimately student performance. This is to say that job satisfaction could be regarded as a very important issue within the educational context, especially for school teachers, because their roles are many and time consuming both in and out of school.
Therefore it is necessary they feel satisfaction and harmony in carrying out their duties to ensure effectiveness in delivering their roles.
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Teacher Morale
Simply, morale can be explained as a level of well being that individuals or groups experience in reference to their work. Morale is a feeling or state of mind, a mental or emotional attitude centered about one’s work. According to
Johnsrud cited in Fields (1996) defines it as a level of well being that individuals or groups experience in reference to their work. In addition Evans (1992) has described morale as the extent to which an individual’s needs are satisfied and how that individual perceives the satisfaction relates to his total job satisfaction.
He further explains that while morale and satisfaction are connected, they are not the same. Furthermore he is of the view that while it is possible to have high morale when you are dissatisfied with your job situation, but are working to improve it, high levels of morale are depended on achieving high levels of job satisfaction. Fields (1996) argue that morale is built with job satisfaction, commitment, enthusiasm, and a sense of common purpose.
If a healthy school environment exists and teacher morale is high, then teachers feel good about each other and, at the same time, feel a sense of accomplishment from their jobs, finding by Hoy and Miskel cited in Lumsden
(1998). Teacher morale is important and that it helps to create an environment that is conductive to learning. White (2000) has revealed that many teachers have experienced problems with morale in many schools today. That one possible cause for this problem is that education is an institution that is in transition considering the current level of attention afforded by public education in this country. Also, according to Briggs and Richardson (1992), change can be
15
threatening as it is usually direct conflict with the most stabilizing characteristics of habit, status, tradition and experience. They further indicate that low teacher morale may be the direct result of sweeping changes, while change is inevitable, it should be evolutionary rather than revolutionary. Teachers, who probably suffer the greatest anxiety, are not the ones that initiated the change, but will be the ones most affected by it.
An expectation placed on teachers, seems to be growing exponentially and is another possible cause for morale problems. An expectation of teachers to perform many duties in order to meet the need of students that may have little to do with teaching the curriculum is quite high. These extra duties often lead to the feelings of frustration for teachers, or a feeling of being overwhelmed as they attempt to do it all.
A school does not operate in a vacuum; rather it is part of society and so must deal with the same social problems that exist throughout the country. There are problems such as single parenting, or both parents working not being responsible, the child or ward taking care of him or herself. Less time is spent on student or pupil’s work and that there is either lack of parental commitment or low parental involvement in school.
To some parents, Parent Teachers Association is less of importance or does not have any kind of attachment. Schools create or draw programs to address various problems, yet parent find it difficult attending, thus making it difficult.
Anecdotal evidence according to Richardson (1992) is that, schools have assumed many of the roles that have traditionally belonged to parents. Furthermore, he said
16
that ironically, the public schools themselves created the situation whereby they have become almost solely responsible for educating young people, thus when societal problems found their way into the schools, the schools enthusiastically accepted the challenge of managing those problems within existing school framework. But public schools are not designed to address many of the complex problems that have now become their role.
As public schools increase in their level of responsibility, it is discovered that you cannot please everyone, and in the process of attempting to do so, have lowered or in some instances cost parental and public support. In some rural settings as in the case of Dangbe West, parents do not actually place much emphasis on education; they do not take active role in the education of their children. While some parents in the private concern themselves about their children’s performance in the private schools, little is seen in the public schools either basic or senior high school.
A study by Shann (1998) revealed that parent-teacher relationships were rated by teachers on par with student’s achievement, administrative support, and curriculum in the schools in terms of importance, while teacher satisfaction with this item ranked near the bottom. She gave example as a typical teachers’ response from her interviews: when I have parental support, it works, thus the problem is parents who do not support their kids going to school, apparently, and schools need to find creative ways to reach out to parents in order to foster their participation in the education process. Schools tend to benefit from parents that are involved not only from improved student performance but as Becher (1986)
17
researched, it was found out also that, involved parents tend to have more positive attitude about school and school personnel than uninvolved parents.
Ellis (1984) cites evidence that supports the use of three organizational policies that motivate teachers and improve morale including participatory management, in-service education, and supportive evaluation. These are generally considered to be intrinsic factors one of which participatory management is referred to as shared decision-making or intrinsic empowerment that involves giving teachers a voice in how their job will be performed.
Furthermore, Davis and Wilson (2000) are of the view that intrinsic empowerment should not be associated with giving blanket authority for managing the operation of the school district; it should instead be likened to the ability to perform your job with confidence, and to help decide the way the job will be accomplished. An organization become successful when there is involvement in decision-making by the people who will be responsible for implementation of those decisions seems not only reasonable, but also responsible. In addition, they found out that participation in this way can produce positive results, and that found a significant positive correlation between both teachers and schools with higher participation in decision-making and teacher morale. Allowing employees a sense of control and competence on the job can increase their motivation and productivity. Other positive outcomes include: fostering relationships, greater flexibility and co-operation, and helping to boost ones self-esteem.
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In the earlier writing on job satisfaction “stress” was mention. Job stress is frequently associated with teacher morale, while teaching can be a challenging and satisfying career can also be a major source of stress. Stress can simply be describes as a person’s reaction to unsettling experiences, both good and bad.
There are several causes for stress, and that people experience stress day in and day out depending on the experience or circumstances. Teachers all experience stress in varying degrees and it varies on how individuals deal with stress.
Benjamin (1987) states that, stress is a necessary and unavailable of daily living-necessary because without some stress we would be listless and apathetic creatures, and unavailable because it relates to any external event, be it pleasurable or anxiety producing. Severe stress has been correlated with coronary disease, respiratory
problems,
backaches,
high
blood
pressure,
other
psychosomatic illness, to the extent that for most people stress is a loaded term that connotes unhealthy or harmful conditions, i.e. a disease or illness. In truth, however stress can also motivate and achieve far more than they thought themselves capable of doing. In a study finding by Long (1995), he identified three important concepts in the workplace to understand the relationship between work and mental and physical health first stress is an interaction between individuals and any source of demand (stressor) within their environment.
Another is, a stressor is the object or event that the individual perceives to be disruptive. Thus stress results from the perception that the demands exceed one’s capacity to cope. The interpretation or appraisal of stress is considered an intermediate step in the relationship between a given stressor and the individuals’
19
response to it. Thirdly, according to Long (1995) appraisals are determined by values, goals, individual commitment, personal resources (eg. Income, family, self-esteem), and coping strategies that employees bring to the situation.
Locus of control as seen by Czubaj (1996) is tied to the level of stress which results from that teacher’s experience. Stress results from the interaction of employee control and demands of the job. A behavior of an individual determines the event of one’s life and go to control one’s own destiny. She further point out to the fact that there are two different types of control that is the internal and external. Teachers believed to have internal locus of control feel they can impact or have control over situation than those believe to have external locus of control.
They believe that events that happen are beyond their ability to control. In real sense those who are believed to have internal locus of control are able to deal more successfully with stress than those who are of the opposite.
A research by Benjamin (1987) and Berry (1999) explain that to deal with stress depends on the personality types. A type ‘A’ personality for example, is more subject to stress than a type ‘B’ personality, who is always busy and finds happiness only in a busy schedule. If teachers who experience a great deal of stress are less effective, what can schools do to help staff members control the level of stress on the job? Furthermore, what can teachers do to control their own level of stress? Well, making sure that one is well organized and prepared for each day would prevent many potential problems. Setting realistic goals for oneself and realizing one’s limitations would also control stress levels. Stress in
20
its highest level or elevated levels of stress can ultimately result in burnout, which falls at the opposite end of spectrum from job satisfaction.
Eichinger (2000 p. 400) describes burnout as a “syndrome of emotional exhaustion and cynicism that often occurs among individuals who work with people”. Therefore is a descriptor used for teachers who are severely stressed up.
Burnout is a distinctive kind of job related stress that inhibits the person’s capacity to function effectively because the bodies’ resources for resisting stress have become exhausted.
Teachers alongside other helping or human service occupations are particularly prone to burnout. Unfortunately, it often happens to some of the most able committed people in the profession. Also Maslach and Leiter (1999) reveal that burnout is a serious problem in today’s workplace, in an era of decreasing enrollment and limited funding, where public schools are under the microscope and threatened to be held accountable for what seems to be an ever increasing level of expectation. Teachers are feeling insecure, undervalued and stressed which burn out can be the result. According to Trant, Larson and Feimer (2000), when employees become cynical, alienated, and inflexible the performance of the entire organization is threatened and the result of having unhappy employees is undesirable because burned out employees perform their jobs at a bare minimum level as opposed to putting forth their best efforts as supported by Maslach and
Leiter (1999).
Several studies by Friedman (1993), Lumsden (1998), Byrne (1998) and
Eichinger (2000) reveal symptoms of burnout that are similar, such as erosion of
21
idealism, increased depression and frustration, depersonalization or negative feelings toward student and staff, cynicism, and detachment from the people they work with. All these symptoms are not displayed at all times but appear in varying degrees.
A research conducted by Briggs and Richardson (1992) revealed that, many teachers are resigning and leaving their position, some after only a few years of teaching, and attrition as a result of burnout and retirement is “decimating the ranks” of some of the best and most experienced teachers. Burnout is a complex problem, as one single cause cannot be identified, thus teachers all reach to stress differently and thus may actually be a variety of causes or combination of circumstances that eventually push them over the edge or quitting as revealed by
Briggs and Richardson (1992). Furthermore Weisberg and Sagie (1999) have provided a list of possible causes for burnout that includes: poor facilities, overcrowded classrooms, discipline problems, excessive workload, inadequate salaries, lack of both parental and administrative support, and the current level of public security and open criticism facing teacher and public schools.
In further explanation, many teachers with more than just a few years of experience who are burned out and think about quitting or doing something else feel as though they are trapped in their (jobs and thus remain there, because the possibility of finding another appropriate job or moving to another teaching position simply will not bring the same level of compensation. Looking at the negative impact that burned out teachers have on the school environment, like poor attitude, reduced or diminished quality of instruction, and preoccupation
22
with prospect of leaving the profession. A question one can ask is, what can be done to prevent burnout in the lives of teachers?
Maslach and Leiter (1999) in their research concluded that burnout is not a people problem but is tied to the workplace and when workplace shows no compassion and demands superhuman effort, employees get burned out. Also, they stated that, our research point to six key areas for any employee’s happiness; a manageable workload, sense of control, the opportunity for rewards, a feeling of the community, faith in fairness of the workplace and shared values.
When these are in place, you’ll feel buoyed, not burned, by your job, and if you’re already whistling while you work, these guidelines will help keep it that way.
Suggestions discussed for reducing stress parallel those designed to improve the schools culture and raised the morale of the staff, including things like: shared decision-making, rewards and recognitions for performance, opportunity for professional growth, supportive leadership, and increased parental support. According to Czubaj (1996), when teachers are motivated not only do the students do better in school, but they became motivated about the process of learning, repeating a positive cycle. When teachers are provided with what they need to remain inspired and enthusiastic in the classroom, students as well as teachers will be the beneficiaries.
In addition high levels of morale also tend to motivate, stimulate, encourage, and energize staff members to do a better job (Evans 1992). Indication by EIlis (1984) is that, administrators would “boost morale” and would motivate
23
teachers more using intrinsic rewards rather than extrinsic rewards. Langdon
(1999) in his studies revealed that the number one reason teachers gave for problems their schools had, is in getting good teachers was low pay. According to
Lloyd (2001) when people don’t feel valued or appreciated, they often start complaining about how little they are paid.
In conclusion, it is apparent that teachers, like any other group do not necessarily fit into a mold, and are motivated by a variety of factors or needs, therefore administrators should listen carefully to teachers, both individually or as a group, to determine what the present needs are within their own school setting and avoid what Briggs and Richardson (1992) earlier said that many teachers leave teaching is due to burnout.
Job Performance
Job
performance
strides
everywhere.
According
to
Ivancevich,
Konopaske, and Matteson (2005) one of the most widely debated and controversial issue in the study of job satisfaction is its relationship to job performance or effectiveness. They came out with the three general views of the relationship advanced on satisfaction and job performance. They illustrated this in a diagram, as Satisfaction Performance. Figure 1 presents the illustration:
24
Figure1. Diagram of Satisfaction-Performance Relationships: three views
Job satisfaction
Causes
Job performance
“The satisfied worker is more productive.
Job performance
Causes
Job satisfaction
“The more productive worker is satisfied”.
Perceived Equity
Job performance
Rewards
Job satisfaction
(Ivancevich, Konopaske, and Matteson, 2005).
In their explanation the first two views have mixed, but have generally weak, research support. To them most studies dealing with the performance satisfaction relationship have found low association between performance and satisfaction. The evidence to them is rather convincing that a satisfied employee is not necessarily a high performer. Therefore managerial attempts to make everyone satisfied will not necessarily yield high levels of productivity. Like-wise, the assumption to them that a high performance employee is likely to be satisfied is not well supported. With the third view, they suggested that satisfaction and performance are related only under certain conditions and that a number of factors, such as employee participation, have been suggested as affecting the relationship. 25
However, most attention has focused on rewards as influencing the relationship. To them the general view suggested that the rewards one receives as a consequence of good performance, and the degree to which these performance are perceived as reasonable or equitable, affect both the extent to which satisfaction results from performance and the extent to which performance is affected by satisfaction. The meaning to this is that if an employee is rewarded for good performance and if the reward is deemed fair by the employee, job satisfaction will increase (or remain high). This turn will have a positive on performance, leading to additional rewards and continued high levels of job satisfaction. They concluded by revealing that absenteeism and turnover, for example, have been frequently associated with satisfaction, although the relationship is not a strong one. Increasing job performance and employee productivity will continue to be a major management focus in the 21st Century.
Narrowing issues to education, there is a perception that our nations’ public school system is somehow substandard. Public school is suffering from an erosion public support and school districts throughout the country have been expected to raise standards across the curriculum in order to better prepare students for our technological society. The classroom instruction organization and teaching of students in schools have been called into question. We often find our selves caught up in the blame game, as described by McGraw (1998): The parents ask principal, “Where did you go wrong”? The principal asks the teacher “where did you go wrong? The teacher asks the student, “Where did you go wrong”?
Finally the students failing, floundering, or just not performing at potential – faces
26
them all and asks, “Where did you all go wrong”? The buck passed through the educational system s fast as the type over improving our schools is passed through the political arena and the media (p.10).
Chaney (2000) posits that a tremendous amount of time, energy, and resource have been expended in recent years in order to revise and align local curriculum with the state mandated standards, which are often so vague and general, that particular measurable outcomes are hard to pinpoint. According to
Chaney (2000), in America there is public outcry for more accountability in our schools with politicians and taxpayers conceived about somehow measuring the value for monies spent. The push has been toward more testing as a measure of what has been accomplished in the classroom. Both schools and teachers could be compared with one another in order to determine overall performance, as if the frequently made assertion that little healthy competition would be good for public schools. Standardized test score has been used to measure performance and even the number of students who enter the university from particular schools.
Blankstein (1996) indicated that a preoccupation with grades, that schools are pressured to use quantitative tools, such as standardized test score, to measure performance, but that grade and test scores do not reflect the quality of instruction” (p.29). In addition, he feels no one disputes that teachers should be expected to perform their job at a competent level and in a professional manner, and that some level of accountability would be appropriate and required.
27
Hewitt, cited in Birk (1995), stated that “Nothing is worse than bad teachers, academically, socially, and emotionally the students fall behind” (p, 51).
There has been an issue that people think that teachers need to be held accountable for results and go so far as to suggest that remuneration should be laid to results (Schrage, 1995). However, measuring a teachers’ or a schools’ performance based solely on standardized test results has some inherent flaws.
Teachers often claim that unlike industry, they cannot control the quality of the raw materials may not meet quality control standards. Also curriculum suddenly becomes driven by the test and teachers spend more and more time “teaching the test” Views, have been, are kids learning something, the response should be,
“are they really, and at what cost?” How valuable are the results when students are coached for the test, or have in some cases have practiced the test using commercially prepared materials? Then one must consider situations where teachers receive financial incentives that are directly tied to student achievement on those tests. The question then becomes: what has been left out of the curriculum as a result of making room for testing and for test preparation?
Ellsbery (1999) has suggested the following sample question as he has asked in conducting school audits: “what is taught in the school that is valuable and important, is valuable enough to last a lifetime”? (p.15) He further explained that typical responses by parents, teachers and students to that question did not start with contents, subject but rather with discussion of what he called the
“hidden curriculum” to him these were life lessons involving things like respect
28
for yourself and others, and accountability for choices made. Further, it becomes difficult for schools to provide time for, and justification of time spent on character education, critical thinking, and creative things when so much emphasis is placed on test result. Jones, Hardin, Chapman, Yarbrough, and Davis (1999) have raised concerns that teachers lose their abilities to be creative planners and thinks when they teach only what someone else has prescribed and that prescription involves only one answer and that it takes control of the teaching and learning process out of the hands of teachers and places which is firmly in the hands of legislators and policy makers.
Blankstein (1996) asserts that many schools embrace the old business philosophy that people are basically lazy and those employees need to be pressured to meet standard for product specifications and production quotas. In further explanation he said that an extrinsic system where employees are encourage to compete for merit pay and promotions that are then doled out to the
“winners” a system that often leads to frustration and fails to effectively motivate for optimum performance. In agreement Johnson and Johnson (1999) indicated that if administrators viewed teachers as “lazy and untrustworthy”, they were apt to engage in micromanagement where jobs are clearly defined and heavily supervised, often resulting into reduced motivation and productivity.
Furthermore, McGraw (1998) asserts that teachers are not interested in to avoiding accountability or assessment of job performance. Teachers are merely concerned that job performance evaluated in terms of what they control and actually do, on the job and in the classroom. Irresponsible performance in the
29
classroom on the part of any teacher ultimately has a negative impact on the rest of the staff. In furtherance, administrators should follow procedures and “weed out” incompetent teachers. The following researchers: Baughman(1996); Stolp
(1994); Perie and Baker (1997); Shann (1998); and Davis and Wilson (2000), indicated a positive relationship between job satisfaction and performance, that assembling and maintaining a high quality teaching staff is the foundation of any successful educational system. Finally, they also indicated that having a staff that is satisfied with teaching as a career would be important because it is associated with both teacher effectiveness and ultimately student’s achievement. Also, creating a climate that foster open communication provides a trusting atmosphere and is optimally functional. Baughman (1996) posits that positive work environment often translate into positive attitudes and reduces levels of stress.
Historical Development and Theories
Another search proves that one of the biggest prelude to the study of job satisfaction was the Hawthorne Studies, and these studies was between 19241933, which is primarily credited to Elton Mayo of the Harvard Business School, who sought to find the effects of various conditions on workers productivity.
These studies ultimately revealed that novel changes in work conditions temporarily increase productivity, called the Hawthorne Effect: These finally, through finding, provided strong evidence that people work for purposes other than pay, which has paved the way for researchers to investigate other factors in job satisfaction ( Campbel & Getzel, 1969 ).
30
In addition during the first half of the 20th century, job satisfaction was viewed as a continuum. Certain factors, if present contributed to job satisfaction and if absent, contributed to dissatisfaction or vice-versa. Hertzberg, Mausner and
Snyderman (1959) developed the Two-factor theory of job satisfaction or the motivation–Hygiene Theory. Hertzberg et. al. (1959) concluded that there were certain condition of employment that, if present acted as job satisfiers
(motivators) and other conditions that acted as job dissatisfies (hygiene factors).
Further they revealed “fourteen factors as contributing to job satisfaction or dissatisfaction. These
factors
identified
are,
achievement,
recognition,
interpersonal relations, responsibility, advancement, salary security, personal life, status, working conditions, policy and administration, supervision and the work it self. He believes these factors listed above are in the workplace.
In Ghana, Busia (1964) identified the problem of providing teachers for the large numbers of new schools that were needed, was made more difficult because many trained teachers were leaving the teaching professional to go to jobs that were better paid in higher prestige. He stated further in his writing that a nation that does not show proper appreciation of its teachers or encourage public respects for them faces a serious threat to its standards and quality of life.
Furthermore, he postulated that African government needs to pay serious attention to the status of the teacher in the society, and governments have to give adequate practical expression of their recognition of their role.
Afful- Broni (2005) reports that in the olden days teaching was accorded the highest respect any profession could ever attract. Teachers occupied very
31
important position in the Ghanaian society, as secretaries to chiefs and other traditional leaders, and also played various essential role as clerical services, but now it is not so.
Finally, a survey by Litt and Turk (1985) about high school teachers, showed how stress and dissatisfaction induced teachers to leave the teaching profession. The result suggested that the role teachers perceived for themselves and the school climate, particularly the relationship with administrators, may be extremely important in predicting job stress.
Theories of Job Satisfaction (Affect Theory)
Locke (1976) in his Range of Affect theory is arguably the most famous job satisfaction model. The main premise of this theory is that satisfaction is determined by a discrepancy between what one has in job. The theory states how much one values a given facet of work (example, the degree of autonomy in a position) moderates how satisfied or dissatisfied one becomes when expectations are or are not.
He further revealed that when a person values a particular facet of a job, his satisfaction is more greatly impacted both positively (when expectations are met) and negatively when expectations are not met), compared to one who doesn’t value that facet. He illustrated, that if employee A, values autonomy in the workplace and employee B is indifferent about autonomy, then employee A would be more satisfied in a position that offers a high degree of autonomy and has less satisfied in a position with little or no autonomy compared to employee
32
B. This theory also states that too much of a particular facet will produce stronger feelings of dissatisfaction, the more a worker values that facet.
Dispositional Theory
Under the core self-evaluations model, proposed by Judge (1998), argued that the four core self-evaluations that determine one’s disposition towards job satisfaction are: self-esteem, general self-efficacy, locus of control, and neuroticism. The model, states that higher levels of self-esteem (the value one places on himself) and general self-efficacy (the belief in one’s own competence) lead to higher work satisfaction. Having, an internal locus of control (believing one has control over his or her own life, as opposed to outside forces having control) leads to higher job satisfaction. He concluded that, lower levels of neuroticism lead to higher job satisfaction.
Two-Factor Theory (Motivator – Hygiene Theory)
Theoretically, Herzberg, Mausner and Snyderman’s (1959) Two factor theory also (known as motivator hygiene theory) attempts to explain satisfaction and motivation in the workplace. The theory states that satisfaction and dissatisfaction are driven by different factors as motivation and hygiene factors, respectively. Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction. These motivating factors are considered to be intrinsic to the job, or the work carried out, and this include aspect of the working environment such as pay, company/organizational policies, supervisory practices and other working conditions.
33
In summary is to say that, theories prove that certain conditions can either lead to job satisfaction or dissatisfaction. Values and locus of control are also an issue that leads to satisfaction or dissatisfaction in work places.
Conditions of Service
One significant function of every profession is to seek for improved conditions of service for its members. Afful-Broni (2005) noted that as the Ghana
Education Service Council has printed booklet on conditions of services and code of professional conduct, its effort must be commended since it demonstrates a commitment of administration on the welfare of teachers. The booklet makes provision for the following or guidelines on entering the services, probation period, confirmation, promotion, salaries and increments of salaries, sick leave and others. Greater portion of Ghana National Association of Teachers (GNAT), activities has been spent in fighting for better working conditions of services for teachers. It is now evident that teachers have slightly better working conditions of service in terms of salaries, rest allowance, annual leave and others. He revealed that conditions of service have been codified and made available by G.E.S to teachers since August 1977. Furthermore, Afful-Broni (2005) concluded that as human institution we must admit that due to human weakness and inefficiency on the party of some officials in the district, regional or national offices, things look much favorable on paper than in real life. Other factors to be reviewed are: specialized body of knowledge, code of ethics, professional associations, freedom to practice the profession and status before the public.
34
Specialized Body of Knowledge
Afful–Broni (2004) posits that every profession has a special body of knowledge, but this cannot be said to be true of teaching services, since the major set back in this area is the large number of untrained staff in the teaching field and many claiming to be knowledgeable in many spheres. Furthermore, the presence of pupil’s teachers in the services also reduces its strong claim to professionalism.
Also it could be seen that lack of effective supervisor is in public schools in
Ghana and many of the untrained teachers perform below average.
Afful-Broni (2004) further said that, due to knowledge exploration through the internet, higher news and print media and globalization, a good number of the educated population have similar knowledge if not better than that of teachers. The trend is however changing because now the basic qualifications for pupil teachers are now G.C.E ordinary level or S.S.S.C.E. The four (4) years certificate ‘A’ course is now rapped, with Education now offered to diploma degree and postgraduate levels, but a lot still remains to be done.
Code of Ethics and Professional Associations
Teachers of the Ghana Education Service are governed by a code of conduct and discipline embodied in a document called ‘The Code of Professional
Conduct’. It is the moral principles that control or influence a person’s behavior, profession, business or medical ethics. M.O.E., (1994) explains a code of ethics as a point of reference for discipline among the members of a profession and between members and their clients. The essence of the code of ethics is to guarantee responsibility on the part of the profession to its client (and these are
35
children, students and the general public). In addition they are of the view that code of ethics prescribes the proper professional conduct of teachers. Members are either commended or reprimanded in terms of having a code. This document is meant to inspire public confidence in teachers to whom is entrusted the physical, mental and moral upbringing of students in all educational institutions in
Ghana.
Previously there was no uniform code of ethics for teachers, but in 1945 the Central Advisory Committee on education advocated the use of common code for the teaching profession. Later in 1970, the Ministry of Education acting in consultation with the Ghana National Association of Teacher formulated a code of ethics which was to guide the conduct of teachers in the pursuit of their work.
Every profession must have a vibrant and active all embracing selfgoverning organization, which links all the members’ together under one umbrella. Afful-Broni (2004) is of the view that as a profession, it goes without saying that the membership must have a culture of never ending zeal to be upgraded to meet the challenges and progress of the ever-changing world and
GNAT seems to be that kind of body, and has accomplished quite a bit. The authors believes that a major handicap is the needless unofficial classifications and cliques which demarcate graduate teachers from non-graduate teachers, but rather look for way of unity, these cliques seem to be increasing, thus weaken the value and potentials that professional association could have offered the teaching field. 36
Further Amissah, et al is of the view that instead of coming together as a group, teachers are divided along the lives of their qualifications. A secondary school teacher enjoys a higher recognition than a primary school teacher.
Freedom to Practice the Profession and Status before the Public
Afful-Broni (2004) is of the view that every profession enjoys some measure of autonomy. Members of a profession usually have certain privileges of being able to practice within the guidelines of service and the code of ethics, examples are Lawyers, Architects and Medical offices have private practice.
Teachers also enjoy some professional freedom, although it is often times under scrutiny of the headmasters or head teachers, the PTA’s Past Students
Associations and School Boards. The teacher also find himself under many professional constraints, these include directives, instructions and schemes of syllabuses from either the Ministry of Education or the School Board.
Afful-Broni (2005) has the strong view that it is no secret that teachers have enjoyed as much esteem as other recognized profession. He further said that naturally, part of the reasons for the lack of respect stems from some of the point already raised; namely a high percentage of untrained members, the comparatively low salary, the fact that it is for a good number, a last resort and the sizable number of reported cases of alleged sexual or other forms of misconduct among some teachers.
These days, teachers’ working conditions have deteriorated leading to poor-quality teaching and ill-prepared students. Now most Ghanaians hate the profession because it is low paying and conditions of service are very deplorable,
37
rather generally a number of people who go into teaching do so, only when they fail to meet cherished dreams of pursuing other profession like some profession that are cleaned to be selfless. Teachers are often told their rewards are in heaven, but not on earth, and specifically in Ghana, a number of teachers remain very miserable (Afful-Broni, 2005). Most teachers took to drinking due to the frustration they encounter as a result of the delays in the payment of their salaries.
They subsequently got addicted to alcohol and eventually died from excessive drinking. It was reported further that, in some years ago, in the Ghanaian society, parents’ showered gifts and contacted teachers for advice on social and political issues; they played the role of effective opinion leaders. He laments that now it is not so for them, rather these days, teachers have been pushed off their former position of glory, their conditions of services keep deteriorating and with them come poor quality teaching, which in turn churns out students who are barely able to read and write: he continued by saying that most teachers especially in the basic and secondary levels, now supplement their homes by engaging in petty trading sometimes to the neglect of their students, and some schools, they operate a welfare system by pooling, resources together and helping each other(Mensah,
2006).
It was succinctly stated that, no teacher dares punish a pupil now for fear that the child’s parents will come to attack you physically on the school premises or in town. Further even the educated ones, after rebuke, threaten and demoralize teachers when their children are corrected in school (Mensah, 2006).
38
Finally in the news report, there’s a saying in the local parlance that when one marries a teacher, the only benefit that one could get from such marriage is, literally speaking, a piece of chalk-a point that buttress the widely-held view that teachers are in bed with poverty. Perhaps this perception could be changed if the government commits itself to creating opportunities for teachers in the country; this is the only way they can help keep the body and soul of teacher together.
Summary
To sum up, the researcher is of the view that teachers have not been accorded the respect due them, and this has resulted into people demeaning the profession. No one wants to work with low salaries or people not respecting them.
From the literature reviewed, it could be concluded that teachers mostly were dissatisfied about the jobs, and factors that contributed to the dissatisfaction included, low salaries, poor working conditions, status before the public work itself, and how administrators or heads treated or involved them in decisionmaking.
A number of theories and empirical studies have been reviewed under this chapter to give credibility to the study. Some of the theories includes: the
Hawthorne effect, dispositional theory; affect theory and the two-factor theory.
These theories proved that certain conditions can either lead to job satisfaction or dissatisfaction. Job satisfaction therefore describes how content an individual is with his/her job.
It is evident from the review that job satisfaction is critical to teacher commitment and his /her effectiveness. Actions by school administrations create
39
an environment that is predictive of the level of job satisfaction for teachers.
Morale on the other hand, has been explained in the review as a level of well being that individuals or groups experience in reference to their work. It follows that, if a healthy school exist then consequently teacher morale is high which will eventually create environment that is conducive for learning.
Factors reviewed to help improve teacher job satisfaction or dissatisfaction includes: achievement, recognition, interpersonal relations, responsibility, recognition, interpersonal relation, responsibility, advancement, salary security, personal life, status, working conditions, policy and administration effective supervision and the work itself. The topics discussed in the literature were related to the study since the aim of the study was to find out teacher job satisfaction and morale in Senior High Schools.
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CHAPTER THREE
METHODOLOGY
This chapter outlines the methods that were used to achieve the purpose of the research on the factors affecting job satisfaction and teacher morale in the
Senior High School in the Dangbe West District. It covers the following: description of the research design, the population, sample and sampling procedures, Research instrument, pilot testing, data collection procedure and data analysis. Research Design
This study is the descriptive survey type. This design is adopted from researchers known as Comer, Macheit and Langace (1989), who worked on a similar research on job satisfaction of industrial salespersons that used a model much like the one they had proposed for the present study. This very design best served the purpose of the study as it helped to collect data to describe the state of job satisfaction among teachers in a systematic manner. It is appropriate to collect data from a naturally occurring environment (schools) with the questionnaire in order to describe, the factors that affect job satisfaction and morale among teachers, views of teachers about the attitude of their heads and students, and the perceptions of teachers on how others view the profession.
Descriptive research, thus, involves collecting data to test hypothesis or answer research question concerning the current status of the subject of the study
41
(Gay, 1992). The survey involved the formulation of research questions and using questionnaire to seek answers to the question.
Population
The target population of this study is made up of teachers in the three
Senior High Schools in the Danbge West District. The study looks at the three
Senior High Schools in three towns, namely, Dodowa, Ningo and Asutuari. In all one hundred and eighteen teachers (comprising male and females) makes up the total population. Table 1 shows the population of teachers involved in the study
Table 1
Population of Teachers in Senior High School
Town
School
No. of Teachers
Dodowa
Ghanata Senior High School
63
Ningo
Ningo Senior High School
23
Asutuari
Osudoku S H S
32
Total
118
Sample and Sampling Procedure
Actually, it was not possible to get the whole population of 118 teachers responding to the questionnaire. Krejcie and Morgan (1970) offered an easier table for estimating sample size and based on the table 92 teachers was sampled out of the total population of 118. All the three Senior High Schools were
42
purposively selected and a sample size of 92 teachers 78% from the three schools was selected using the simple random sampling technique. The simple random sampling technique was appropriate because the population of study (teachers) were similar in characteristics of interest.
The sample was arrived at using the random numbers method. A sampling frame was obtained from a list of all teachers provided by each school; these was numbered and ordered accordingly. A list of random numbers that contained all numbers included in the sampling frame was then used. Numbers were then picked from the tables randomly and registered, the name in the sampling frame corresponding to the numbers. The process continued until the required number of
92 was achieved in all the schools. Table 2 shows the sample size of the study
Table 2
Sample size
__________________________________________________________________
Name of school sample percent
__________________________________________________________________
Ghanata SHS-Dodowa
45
74.4
Ningo SHS-Ningo
23
100
Osudoku SHS
24
75
_________________________________________________________________
Total
92
__________________________________________________________________
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Research Instrument
The instrument used for data collection was a set of questionnaires. The questionnaire consisted of items, which was divided into five (5) main sections:
A, B, C, D and E.
Section A contains information on demographic characteristics (Bio-data) of the respondents which include: Teachers qualification, age, sex and teaching experience. Section B sought data on factors that affect job satisfaction and morale among teachers in SHS. Section C focused on the views of teachers about the attitude and behaviours of their heads and students of their schools. Section D dealt with the perceptions of the teachers about how stakeholder views the teaching profession. Finally, section E considered the ways of improving teacher job satisfaction and morale in SHS.
The revised four point Likert rating scale of Strongly Agreed (SA), Agree
(A), Strongly Disagree (SD) and Disagree (D) was adopted for the study. All items were considered of approximately equal “attitude value” to which participants responded with degree, or intensity of satisfaction and disaffection
(Fowler, 1995; Kerlinger, 1973; Nworgue, 1991).
Pilot Testing of Instrument
The need to determine the appropriateness of the instrument occasioned a pre-testing that took place at Akuse in a different district. Akuse Senior High was selected for the pre-testing. In all, fifteen teachers including the headmaster were selected to respond to the questionnaires.
44
Akuse SHS was selected for the pre-testing because of proximity and some identifiable characteristics of interest and similarities. All the schools averagely are on the same scale and are all situated in semi-urban areas. It is upon these similarities between the target population in study area and Akuse in a different district outside the area of the study that Akuse Senior High located in
Akuse was selected for the pre-testing.
Simple random sampling was employed for the selection of the fifteen teachers. The headmaster was however purposively selected. The purpose for the pre-test was to arrive at the suitability of the questionnaire and also to aid in refining it if found unsuitable. The pre-testing also sought to provide an insight into the strategies of the field work to the researcher. It also gave the investigator an idea about the allotted time to complete the final questionnaire.
The statistical package for social sciences (SPSS) was used by the researcher to analyse the responses of the respondent. The result of all the item analysis indicated that they were reliable and measured the same things. Internal consistencies in the variables obtained were very high and reliability of responses was good.Thus, the reliability coefficient of 0.769 was obtained using Cronbach
Alpha formula based on standardized items (refer to appendix for details of the reliability test).
On the basis of the pre-test result however, the researcher was able to make necessary revisions and corrected errors in the items for final field work. In essence, the reliability of the research instrument was established before it was finally used.
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Data Collection Procedure
The questionnaire was administered by the researcher. The researcher explained the purpose of the study to the teachers. They were made to understand that all information being provided would be treated with confidentiality and used for the purpose of research only.
It took the researcher two weeks to administer and collect the questionnaire, due to the geographical location of the area; after it was personally delivered to the respondents. The researcher personally introduced herself to the heads of the various schools ahead of the scheduled time who later arranged for teachers to be met.
Adequate time was spent with the respondents as they went through and answered the questions and those who needed help in terms of clarifications, interpretation and writing were assisted accordingly. A total of 92 copies of the questionnaire were administered but only 79 were returned. Out of this only 76 were completely filled. Thus a total of 76 copies of the questionnaire duly completed which represent 83% of the total number administered were collected and utilized for the purpose of the study.
Data Analysis Procedure
In relation to the related research questions and the items displayed in the questionnaire, descriptive statistics was used to analyse the questions. The results were presented in percentages, and tables to display the data. Tables with frequencies and percentages were used to ensure that the issues were made clear
46
to give visual impression on values without necessarily reading long sentences and also to help in the discussion and interpretation of the data collected. This was used extensively for items 1-4 of the questions (thus to analyze the biodata of the respondents). Concerning sections B, C and D of the questionnaire, after the data collection, a series of activities were carried out. First the data was coded and excel computer software was employed to do the analysis accordingly. The appropriate numbers for each datum was placed in the appropriate data file for the analysis. Summaries of all responses under each item on the factors that affects teacher job satisfaction; views of teachers about the attitude and behaviors of their heads and students, and on the perceptions of the teacher about how stakeholders view the profession, were then given, thus illustrating the percentage that strongly agreed, agreed, disagreed or strongly disagreed.
The evaluation criteria were then used to make value judgment. A summary of the findings were then given in written form and by suing descriptive statistics. The criteria below were adopted if 40% or more of the teachers averagely rate strongly disagree/disagree = Not acceptable factor. If less than 50
% of the respondents averagely rate strongly agree/agree = weak. If 50 – 59% of the teachers averagely rate strongly agree/agree = satisfactory. If 60-69 % of the teachers averagely rate strongly agree/agree = good. If 70 – 79% of the respondents averagely rate strongly agree/agree = very Good. Finally, If 80-100%
47
of the teachers averagely rate strongly agreed/agree = excellent. This implied that that item was highly accepted.
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CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents and analyses the data collected for the study.
Discussions of the findings are also presented. The analysis is done on the basis of the biographic data of respondent and research questions. The sample of the study was 92. Thus a total of 76 copies of the questionnaire duly completed which represent 83% of the total number administered were collected and analyzed accordingly. Table 3 presents the qualification of teachers
Table 3
Qualification of Teachers
Teachers qualification
No
Percent
Diploma
3
3.9
1st degree
69
90.8
2nd degree
4
5.3
Total
76
100.00
Table 3 shows the representation of the respondents according to qualification. 69 (90.8%) were 1st Degree holders, 4 (5.3%) 2nd Degree holders
49
and 3 (3.9%) were Diplomates respectively. This implies that majority of the respondent were 1st degree holders. Table 4 presents the age of respondents
Table 4
Age of Respondents
Age groups
No
Percent
20-30
8
10.5
31-40
27
35.5
41-40
26
34.2
51-60
15
19.7
Total
76
100.0
From Table 4 it can be seen that quite a high percent of the respondents were within the age groups 31-40 and 41-50 which is 27 (35%) and 26 (34.2%) respectively. Meanwhile, only 8 (10.5%) of the respondents were between the age group 20-30.
Sex Distribution of Respondents
The next personal data of the respondents sought was on the sex of the participants for the study.
50 (65.8%) of the teachers who responded to the questionnaire were males and 26 (34.2%) were females. It is clear that majority of the respondents were males. 50
Years of Teaching Experience
Another important aspect of personal data that the questionnaire included was the teaching experience (s) of the respondents. Table 5 displays the results on years of experience of the teachers.
Table 5
Teacher Years of Teaching
Years of teaching
No
Percent
1-5
9
11.8
6-10
10
13.2
11-15
35
46.1
16-20
12
15.8
26-30
6
7.9
31 and above
4
5.3
Total
76
100.0
Table 5 shows the frequencies of the years of experience respondents have gained in six categories. The largest percentage of teachers 35 (46.1%) had 11-15 years of experience while those with the least years of experience were 31 years and above thus 4 (5.3%).The results shows that the majority of the respondents have been teaching for the period between 11 and 15 and years.
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Analysis of the Main Data
Research Question One
What factors affect teacher job satisfaction and morale among teachers in the Senior High Schools in the Dangbe West District?
This research question sought to find out the main factors that affect job satisfaction and morale among teachers. Items 5 and 6 on the questionnaire were used to elicit responses from respondents. Tables 6 and 7 presents the analysis on research question one
Table 6
Factors Affecting Teacher Job Satisfaction and Morale
Factors
Response category
D
Total (%)
T (%) T (%)
SA
T (%)
A
T (%)
SD
T (%)
Satisfaction of pay 7(9.2) level 15(19.7)
32(42.1)
Salaries are lower 31(40.8) 30(39.5) than Colleagues salaries in other
Profession
10(5.3)
Stressful job
2(2.6)
11(14.5) 76(100)
-
9(11.8)
18(23.7) 45(59.2)
Extra work done 22(28.9) 45(59.2) without pay
52
22(28.9) 76(100)
5(3.9)
76(100)
76(100)
Factors
Job Security
SA
T (%)
SD
T ( %)
9(11.8)
A
T (%)
Response category
D
T
T (%)
T (%)
18(23.7)
9(11.8) 40(52.6)
Selfish and
11(14.5) 23(30.3) uncompromising Colleagues
15(19.7)
76(100)
27(35.5)
76(100)
3(3.9)
76(100)
Colleagues are friendly 20(26.3) 53(69.7)
-
Colleagues are supportive 14(18.4) 46(60.5)
4(5.3)
12(15.8)
76(100)
Fellow workers are 16(21.1) pleasant 51(67.1)
-
9(11.8)
76(100)
Management is progressive 5(6.6)
17(22.4)
4(5.3)
50(65.8)
76(100)
Top management knows it job
13(17.1) 13(17.1)
3(3.9)
47(61.8)
76(100)
Heads operates efficiently 13(17.1) 42(56.3)
2(2.6)
19(25.0)
Opportunities for advancement 20(26.3) 45(59.2)
-
76(100)
11(14.5)
76(100)
Chance for promotion 15(19.7)
49(64.5) 1(1.3)
11(14.5)
76(100)
Workable and favourable educational policies
24(31.5) 8(10.5)
30(39.5)
76(100)
14(18.4)
Frustrating/demanding 18(23.7) 32(42.1) 3(3.9) job Teaching is paying
12(15.8) 19(25.0)
Effective academic school running
14(18.4)
High motivation
12(15.8)
45(59.2)
22.(28.9)
23 (30.3)
16(21.1)
4(5.3)
15(19.7)
53
29(38.2)
13(17.1)
27(35.5)
76(100)
76(100)
76(100)
76(100
Table 6 Continued
Factors
SA
Discipline levels are high A
SD
Response category
D
T
10(13.2) 38(50.0)
3(3.9)
25(32.9)
76(100)
Co-curricular activities 12(15.8) 40(52.6) are rewarding
6(7.9)
18(23.7)
76(100)
Ranks in service is satisfying 12(15.8) 23(30.3)
15(19.7)
26(34.2) 76(100)
Years in service is rewarding Teach manageable class-size 14(18.4) 18(23.7)
21(27.6)
23(30.3) 76(100)
16(21.1) 34(44.7)
13(17.1)
13(17.1) 76(100)
Availability of teaching 6(7.9) 28(36.8) and learning materials
16(21.1)
26(34.2) 76(100)
Policies of profession 16(21.1) 26(34.2) raises high self-esteem
17(22.4)
17(22.4) 76(100)
Key: SD = strongly disagree; A = Agree; SD = strongly disagree; and
D = disagree; T= total.
With regards to the factors that affects job satisfaction and morale among teachers it is revealed from Table 6 that 31(40.8%) and 30(39.5%) of the teachers strongly agreed that their salaries are lower than their colleagues in other professions while 10(13.2%) and 5(6.5%) strongly disagree/disagreed to that statement. On the issue of colleagues are friendly 20(26.3%) strongly agreed,
53(69.7%) agreed; none strongly disagreed and only 3(3.9%) disagreed. Also on fellow workers are pleasant 16(21.1%) strongly agreed, 51(67.1%) agreed; none strongly disagreed and 9(11.8%) disagreed to that statement. On the issue of opportunities for advancement 20(26.3%) strongly agreed, 45(59.2%) the
54
respondents agreed, none strongly disagreed and 11(14.5%) disagreed. On chance for promotion where as 15(19.7%) and 49(64.5%) strongly agreed and agreed, as low as 1(1.3%) and 11(14.5%) strongly disagreed or disagreed respectively to that factor. Considering the statement that co-curricular activities are rewarding.
12(15.8%) strongly agreed, 40(52.6%) agreed, 6(7.9%) strongly disagreed and
18(23.7%) disagreed.
The study sought to find out the factors that affects job satisfaction and morale among teachers in the Senior High Schools. The research revealed that the major factors which affects teacher job satisfaction and morale which majority of the respondents gave are: teachers having lower salaries than their colleagues in other profession; colleagues are friendly; fellow workers are pleasant; opportunities for advancement; chance for promotion; and co-curricular activities are rewarding. The finding is quite consistent with the views of Langdon (1999) who found out in his studies that the number one reason teachers gave for problems their schools had, is in getting good teacher was low pay.
However, the findings disagree with the assertion of Lloyd (2001) who contended that when teachers don’t feel valued or appreciated; they often start complaining about how little they are paid. Table 7 presents the views of teachers on the adequacy of job satisfaction
55
Table 7
The Adequacy/rate of Job Satisfaction and Morale among Teachers
Adequacy/rate of Job
Satisfaction
Number
Percent
Excellent
2
2.6
Very Good
4
5.3
Good
20
26.3
Fair
42
55.3
Poor
8
10.5
76
100
Total
From Table 7 it is clear that a little over half of the respondents 42(55.3%) described the satisfaction of their job to be just fair; where as only 2(2.6%) indicated that the satisfaction they get from the profession is excellent. The study reveals that more than half of the respondents are not content with the satisfaction they derive from the teaching profession, it is deduced that their morale is low.
Research Question Two
The second research question posed on the study was ‘what are the views of teachers on the attitude and behaviours of heads and students of their school?
The role of the school head in any successful school administration and the achievement of high academic performance cannot be over-emphasized. The type of leadership style and administrative theories he/she adopts directly or indirectly influence the environment of the school. Teachers’ commitments are equally influenced by the heads attitudes, behaviours and level of commitment. Table 8 presents the reactions of respondents and the analysis on research question two
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Table 8
Views of Teachers about the Attitude and Behaviours of their Heads and
Students
A
T (%)
Response Category
D
SD
T (%)
T (%)
T (%)
Views of Teachers on the attitude of Heads/students
SA
T (%)
Constructive criticism by
Head
10(13.2)
54(71.1) 11(14.5)
1(1.3)
76(100)
Realistic visions of heads
-
45(59.2) 31(41)
-
76(100)
Heads adopting participatory 76(100) management style
Conflict resolution by heads 15(19.7
-
-
-
76(100)
37(48.7) 22(28.9) 2(2.6)
76(100)
Clearly defined duties by heads 1(1.3) 14(18.4)
Good rapport among heads, 3(3.9) 12(15.8) colleagues and students
Students respect teachers
9(11.8) 43(56.6)
Good performances bring joy76(100)
-
8(10.5) 53(69.7)
6(7.9)
5(6.6)
-
76(100)
55.(72.4) 76(100)
19(25.0) 76(100)
-
76(100)
Key: SA = Strongly agree; A = agreed; SD = strongly disagree; and D = disagreed; T= total.
With regards to the views of teachers on the attitude and behaviours of heads and students, it is observed from table 8 that all the respondents 76(100%) unanimously strongly agreed that students good academic performance bring joy and satisfaction to them as well as the statement on heads adopting participatory management style. Other attitudes and behaviours of pupils and teachers which
57
majority of the respondents indicated gives them satisfaction and high morale are: constructive criticisms by heads 10(13.2%) strongly agreed; 54(71.1%) agreed,
11(14.5%) disagreed; 1(1.3%) strongly disagree; 45(59.2%) agreed on the issue of realistic visions of heads and 31(41%) disagreed. Concerning conflict resolution by heads 37(48.7%) agreed to that statement, 15(19.7%) strongly agreed,
22(28.9%) disagreed and 2(2.6%) strongly disagreed; finally where as 43(56.6%) and 9(11.8%) agreed and strongly agreed to the statement that students respect teachers, only 5(6.6%) and 19(25.0%) disagreed and strongly disagreed to that statement. The study sought to examine the views of the respondents on the attitude and behaviours of heads and students with regards to teachers’ job satisfaction and morale. The research revealed that all the teachers in the District are of the opinion that heads adopting participatory management styles and students excellent academic performance bring joy, satisfaction and high morale to them.
Ranking the views of the respondents it could be adduced from the study further that, other attitudes and behaviours of heads and students which affect teacher job satisfaction and morale includes: constructive criticisms by heads; realistic visions of heads; conflicts resolution skills of heads; and students respecting teachers (discipline).
The finding falls in line with Ellis (1984) who cites evidence that supports the use of three organizational policies that motivate teachers and improve morale including participatory management, in-service education and supportive evaluation. 58
It also corroborates Weisberg and Sagie (1999) who provide a list of possible causes for burnout and low morale that includes: poor facilities, overcrowded classrooms, discipline problems, excessive workload, inadequate salaries, lack of both parental and administrative support, and the current level of public security and open criticism facing teacher and public schools. Further, the findings confirm what Sergiovanni and Strarrett (1983) stated that, the head leadership style also determines the school climate, and the manifestation is satisfaction or dissatisfaction.
Research Question Three
What are the perceptions of teachers about how stakeholders view the teaching profession? This research question sought to find out teachers perception of stakeholders view of the teaching profession. It is apparent that the status of teachers in the community is vital to their satisfaction and morale. A community that does not show proper appreciation of its teachers or encourage public respect for them faces serious threat to its standard of education. Table 9 presents teachers perception of stakeholders’ view of the teaching profession respectively
59
Table 9
Perceptions of Teachers about how stakeholders (public) view the teacher profession. Factors
SA
T (%)
Community recognition is high
A
D
T (%)
SD
T (%)
T (%)
T (%)
T (%)
9(11.8)
27(35.5) 29(38.2)
11(14.5)
76(100)
Community respect is high 4(5.3)
19(25.0) 11(14.5)
42(55.3)
76(100)
Community support to the 8(10.5) entire school is good
20(26.3) 23(30.3)
25(32.9)
76(100)
Community motivation 72(94.7) 4(5.3) (PTA incentives, gifts etc)
-
76(100)
Community rapport exist 40(52.6)
7(9.2)
9(11.8)
20(26.3)
76(100)
Stakeholders talk
42(55.3)
positively about teachers
3(3.9)
13(17.1)
18(23.7)
76(100)
54(71.1)
76(100)
13(17.1) 26(34.2)
76(100)
political activities affect teachers negatively
-
4(5.3)
Co-operation of
27(35.5) 10(13.2)
18(23.7)
stakeholders
Public demands and
57(75.0)
expectations from teacher is high and positive
9(11.8)
2(2.6)
8(10.5)
76(100)
Key: SA = Strongly Agreed; A = Agreed; SD = Strongly Disagree; and
D = Disagreed, T= Total.
Table 9 illustrates the responses of the 76 participants with regards to their perception on how the public view the teaching profession. It is observed that the
60
respondents are unanimous in expressing their opinions that communities motivate teachers in the form of Parent Teacher Association (PTA) incentives, giving out gifts among others. A whooping majority of 94.7% strongly agreed to that statement; where as none disagreed.
It can be seen further that 55.3% strongly disagreed, 14.5% disagreed,
25.0% agreed, and 5.3% strongly agreed to the statement that the community respects teachers. Also on high community recognition: 35.5% agreed while
38.2% disagreed as well as 14.5 strongly disagreed to that statement. Whereas
75% and 11.8% strongly agreed and agreed respectively to the issue that public demands and expectations from teacher are high and positive, only an insignificant percentage of 2.6 and 10.5 disagreed or strongly disagreed.
It is discernible and can be concluded from the presentation that majority of the teachers are of the view that the community respect for teachers is not the best and they describe it as low. It is also clear from the study that community recognition for the teacher is low.
It was however revealed from the study further that the community motivates teachers in the form of PTA incentives and other gifts from parents.
Finally, it could be concluded that majority of the teachers have the perception that in spite of all the factors, the public demand and expectations from the teachers is quite high and positive. This implies that so much is demanded from teachers by the public despite the fact that they do not accord them much respect.
The findings confirm what Afful- Broni (2005) contended that in the olden days teaching was accorded the highest respect any profession could ever attract.
61
Teachers occupied very important position in the Ghanaian Society, as secretaries to chiefs and other traditional leaders, and also played various essential roles as clerical services, but now it is not so.
Finally finding is also in line with what Aful-Broni (2004) asserts that it is no secret that teachers have not enjoyed as much esteem as other professions.
Furthermore, he feels people enter not satisfied due to the working conditions and the public mockery or scorning of the teaching profession.
Research Question Four
What are the Ways of Improving Teacher Job Satisfaction and Morale in
Senior High School? It can succinctly be stated that job satisfaction is so critical to teacher commitment and his/her effectiveness. The conditions of service, community support, school administration among other factors create an environment that is predictive of the level of job satisfaction for teachers. It is evident that there are numerous factors that hamper the efficiency and effectiveness of the teacher. In pursuance of these, research question four sought to investigate the ways of improving teacher job satisfaction and morale.
Table 10 presents the responses from the respondents on the perceived ways of improving teacher job satisfaction and morale. It is used to answer research question four accordingly
62
Table 10
Ways of Improving Teacher Job Satisfaction and Morale
Suggestions for Improvement
Number
Improving conditions of service
76
Percent
100
Allowances due to teachers be paid promptly
76
100
Children of teachers should be given scholarships 76
100
Teachers in rural areas should be given special incentives
75
99
Teachers should be given other
73
96
Good motivation for teachers from stakeholders 71
93
Teachers salaries should be increased
68
89
Regular in-service training/capacity building programmes 67
88
Excellent final year students results should attract incentive
62
82
allowances of marking of script lesson note etc.
Teachers views should be considered in curriculum design
62
82
Teaching environment should be improved
34
45
TLM’s and other resources should be
31
41
29
38
29
38
provided / timely
Community to support the teachers to maintain discipline
Provision of accommodation for teachers
63
Table 10 Continued
Suggestions for Improvement
Number
Percent
Management should be open and accountable 27
36
Payment of head teachers responsibility allowances 27
36
Exchange programs for teachers outside the country
20
26
Promotions should be automatic and free from undue delays
19
25
It can be seen from the summary of responses in Table 10 that 10 items were accepted and rated very high as majority – greater than half of them gave their opinions that these factors are possible ways of improving teacher job satisfaction and morale. The following items were however unanimously agreed by all the teachers: improving teachers’ conditions of service 100%; allowances due teachers be paid promptly 100%, and children of teachers should be given scholarships 100%.
Respondents view on other ways of improving teacher job satisfaction and morale include: giving teachers in rural areas special incentives 99%; giving teachers professional allowances for marking of scripts, preparation of lesson notes among others 96%; good motivation for teachers from stakeholders 93%; increment in salaries of teachers 89%; regular in-service training and capacity building programmes for teachers 88%; excellent final year students performance should attract incentives 82%; and finally, teachers view should be considered when designing curriculum 82%.
64
It is gathered from the study that the perceived ways of improving teacher job satisfaction and morale include: improving teacher’s conditions of service; paying promptly allowances for teachers; and giving scholarships to teachers’ children. This implies that majority of the teachers in Senior High Schools in
Dangbe West District shares same opinion. It is revealed also that other areas indicated by majority of the teachers in the District were: giving special incentives to teachers in rural areas; giving teachers professional allowances to cater for marking scripts, preparation of scheme among others; stakeholders motivating teachers; increment in teachers salaries; organizing in-service training regularly for teachers; excellent final year students performance should attract incentives to teachers and considering the views of teachers when designing curriculum for schools. The finding is in line with what Lloyd (2001) reported that when workers don’t feel valued, motivated or appreciated, they often start complaining about how little they are paid
65
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the research study and also presents a summary of the findings of the study as well as conclusions drawn from the findings. Based on the findings and conclusions drawn from the study, recommendations are also made to guide educational practitioners and stakeholders.
Overview of the Study
The study investigated factors affecting job satisfaction and teacher morale in the Senior High schools in the Dangbe West District in the Greater
Accra Region of Ghana. The purpose or focus of the study was to find out specific factors influencing teachers job satisfaction and morale in the Dangbe West
District; views of teachers about the attitude and behaviours of heads and students; the perception of the teachers about how the public view their profession and perceived ways of improving teacher job satisfaction and morale.
In pursuance of these objectives, the descriptive survey design was used for the study. Questionnaire was used as the main instrument for data collection to arrive at an understanding of the phenomenon. The researcher with the help of the dissertation supervisor designed the questionnaire.
The population of the study comprised of the entire teachers in the three
Senior High Schools in the District including the headmasters making a total of
66
118. A sample size of 92 (78%) of the accessible population was selected through the lottery method of the simple random sampling technique for the study.
The researcher personally administered the instruments. The participants were provided with the questionnaires and given two weeks to respond to after which the researcher went back to retrieve them. Those participants who need some explanations were given all necessary assistance to help them respond.
From the pre-test/pilot testing of instrument (done at Akuse S.H.S.) reliability coefficient of 0.769 based on standardized items was obtained using the Cronbach’s
Alpha for the likert scale items. 15 teachers were used for the pilot testing. The data collected were coded, fed into the computer and analyzed using the SPSS computer application software and Microsoft Excel. Basically, description statistics were used for the data analysis. Frequencies and percentages, simple tables and figures were employed to analyze the factors that affect teacher job satisfaction and morale; views of teacher about the attitude and behavior of heads and students, perception of teacher about how the public view the profession and the ways of improving teacher job satisfaction and morale in SHS.
Summary of Key Findings
From the study a number of findings emerged. The main findings of the research revealed were that:
1. The major factors which affect teacher job satisfaction and morale majority of the teachers gave were: teachers having lower salaries than their colleagues in other profession; colleagues are friendly; fellow workers are pleasant and
67
compromising; opportunities for advancement; chance for promotion; and cocurricular activities are rewarding.
2. Majority of the teachers in Senior High Schools in Dangbe West Districts are not satisfied with conditions in the teaching profession.
3. The teachers are of the opinion that when heads adopts participatory management style and students performs academically well (at external exams for instance) give them joy, satisfaction and hence they get high morale.
4. Other attitudes and behaviours of heads and students which have been revealed in the study that affects teacher job satisfaction and morale include: constructive criticism by heads; realistic visions of heads; conflicts resolution skills of heads; and students respecting teachers (discipline).
5. The communities motivate teachers (in the form of PTA incentives and gifts.)
6. Community respect and recognition of teachers is described as low / poor and not the best.
7. In spite of the low community regards and respect for teachers, the public demand and expectations from teachers are quite high.
8. The major ways which was unanimously given or agreed to improve teacher job satisfaction and morale were: improving teachers’ condition of service; allowance for teachers to be paid promptly; and awarding scholarships to children of teachers.
9. Other ways perceived by the teachers in improving teacher job satisfaction and morale include: giving incentives to teachers in rural areas; giving teachers professional allowances (for marking of scripts, preparation of notes
68
among others); motivating teachers; increasing salaries of teachers; providing regular in-service training and capacity building; excellent final year student performance should attract incentives to teachers; and finally, considering the views of the teacher in curriculum design.
Conclusions
On the basis of the findings of the study the following conclusions are drawn. The major factors in Dangbe West District which influence and affect teacher job satisfaction and morale are: teachers having lower salaries than their colleagues with the same qualification in other professions; colleagues are friendly; fellow workers are pleasant; opportunities for promotions and advancement, and the fact that co-curricula activities are rewarding.
It may also be concluded that teachers are of the view that when heads adopt participatory management styles and students perform academically well they get job satisfaction and high morale. The study revealed further that community respect for teachers and recognition of teachers is low and could be described as not the best.
Finally, it could be concluded that some perceived major ways through which teacher job satisfaction and morale could be improved are: improving teachers’ conditions of service; paying allowance that are due teachers promptly, and awarding scholarships to wards of teachers.
Recommendations
In the light of the findings of the study and conclusions drawn, the following recommendations are made:
69
1. Stakeholders and policymakers in education should put in measures such as giving teachers professional allowance, scholarships to their wards, car loans, rent allowances, recommending more teachers for awards yearly, to make teachers satisfied which will lead to their high morale.
2. Community members should interact with the school and offer the necessary support.
3. Salaries should be universal in terms of qualification of all workers.
4. All teachers should be insured, so that in case of any eventualities, they will not look rejected.
5. From time to time curriculum designers should avail questionnaire to teachers to answer, to make up for loop holes and also teachers to make inputs. 6. Fringe benefits should match with other colleagues in different establishments to avoid comparison.
7. Government should set a committee to come out with ways that all teachers in the country irrespective of their numbers to be able to meet their basic needs as Maslow’s hierarchy of needs theory postulate.
8. Salaries should be improved and also motivating teachers for better conditions of service which will promote job satisfaction and morale among teachers in the district.
Earlier on, it has been said that, teachers are arguably the most important groups of professional for our nation’s future and it is very disturbing to find that many of today’s, teachers are dissatisfied with their jobs, although government
70
has put so many measures in place such as best teachers award schemes, acceleration of promotion, salary increment and study leave, through quota system and distance education to mention these few, the researchers therefore believes that the recommendations given would go a long way to improve teacher job satisfaction and morale.
Suggestions for Further Research
Happy people are more satisfied and work effectively than unhappy people. Therefore in agreement with Maslow’s hierarchy of need theory, government and all other stakeholders should see to it that teachers all over the country should be given better working conditions and served with their basic needs and these will prevent teachers running to seek greener pastures or comparing with other colleagues hence leaving the education sector.
Bindu and Sudueeshkumer (2005) postulate that, a satisfied and a happy teacher is very likely to exert him or herself to work with enthusiasm and that stress could be minimized. It is therefore suggested that future researchers can research into curriculum designers and policymaker’s contributions to teacher job satisfaction and morale. This aspect is important because anecdotal evidence shows that teachers’ feel that they are not part of it, and see every curriculum and policies as an imposition on them. The study could not investigate into the role of curriculum designers and policy makers (GES) in contributing to teacher job satisfaction and morale.
71
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APPENDIX A
QUESTIONNAIRE ON FACTORS AFFECTING JOB
SATISFACTION AND TEACHER MORALE IN THE SENIOR HIGH
SCHOOLS IN THE DANGBE WEST DISTRICT
This questionnaire is aimed at obtaining information on the above heading. The purpose is intended to address only educational issues.
Questionnaires to be administered will not probe into personal issues or fault findings. An empirical data basis for determining factors affecting job satisfaction and teacher morale in the senior High Schools in the Dangbe West District would be based on your loyal indulgence in responses. You are kindly requested to respond truthfully and objectively to the items provided, everything will be treated confidentially.
SECTION A: (BIOGRAPHIC DATA)
Instruction: Please tick [√] the appropriate box
1. Teacher Qualification: Diploma
2. Ages
20
-
30
31
-
40
41
-
50
51
-
60
60
-
Above
79
1st Degree
2nd Degree
3. Sex
Male
Female
4. How long have you been teaching?
1
-
5yrs
6
-
10yrs
11
-
15yrs
16
-
20yrs
21
-
25yrs
26
-
30yrs
Above
30yrs
SECTION B
5. WHAT FACTORS AFFECTS JOB SATISFACTION AND MORALE
AMONG TEACHERS IN THE SENIOR HIGH SCHOOL?
Instruction: Please tick [√] the appropriate column
80
Key:
SA = Strongly Agree; A=Agree; D= Disagree and SD= Strongly Disagree.
FACTORS
SA A
D
SD
1. I am satisfied with my pay
2. Salaries lower than those with similar qualification 3. Stressful job
4. Extra work done without pay
5. Job security
6. Selfish and uncompromising colleagues
7. Colleagues are very friendly
8. Colleagues are supportive
9. Fellow workers are pleasant
10. Management is progressive
11. Top management knows its job
12. Heads operates efficiently
13. Available opportunities for advancement
14. Chance for promotion
15. Workable and favorable educational policies
16. Frustrating / demanding Job
17. Teaching is paying
18. Effective academic school running
19. Teacher motivation is high
20. Discipline levels are high
21. Co-curricular activities are rewarding
22. Ranks in service is satisfying
23. Years in service is rewarding
24. Teach manageable class sizes
25. Availability of teaching and learning materials
26. Policies of profession raises high self esteem
81
6. How will you rate job satisfaction and morale among teachers in the S.H.S
a. Excellent
[
]
b. very good
[
]
c. Good
[
]
d. Fair
[
]
e. Poor
[
]
SECTION C
7. WHAT ARE THE VIEWS OF TEACHERS ABOUT THE ATTITUDE
AND BEHAVIORS OF THEIR HEADS AND STUDENTS OF THEIR
SCHOOLS?
Instruction: Please tick [√] the appropriate box
Attitudes and Behavoiurs of Heads and Students about their SA
Teachers
1. Constructive criticisms by heads
2. Realistic visions of heads
3. Heads adopting participatory management styles
4. Conflict resolution by heads
5. Clearly defined duties by heads
6. Good rapport among heads, colleagues and student
7. Students respects teachers
8. Students performance bring joy
82
A
D
SD
SECTION D
9. WHAT ARE THE PERCEPTIONS OF THE TEACHERS ABOUT HOW
STAKEHOLDERS
(COMMUNITY
ADMINISTRATORS
AND
POLICY MAKERS) VIEW THE TEACHING PROFESSION? Instruction: Please tick [√] the appropriate column
Perception of Teachers about How Stakeholders View SA their Profession
1. Community recognition is high
2. Community respect is low
3. Community support to the entire school is good
4. Community motivation (PTA incentives, gifts etc) 5. Community rapport exist
6. Stakeholders talk positively about teachers
7. Political activities within community affect negatively 8. Cooperation of parents in the area of discipline
9. Cooperation of stakeholders
10. Public expectations from teachers are high and positive towards school
83
A
D
SD
SECTION E
10. WHAT ARE THE WAYS OF IMPROVING TEACHER’S JOB
SATISFACTION AND MORALE IN S.H.S?
Please tick box (es) that is applicable:
1. Teachers should be given allowances on marking, car etc.
[
]
2. Community must support teachers in maintaining discipline.
[
]
3. Teachers views should be considered in curriculum designing
[
]
4. Teaching environment should be improved
[
]
5. Provision of accommodation for teachers
[
]
6. TLM’s and other resources should be provided timely
[
]
7. Special incentives should be given to teachers in rural rears
[
]
8. Teachers conditions of service should improved
[
]
9. Allowances due teachers should be paid promptly
[
]
10. Management should be open and accountable
[
]
11. Teachers salaries should be increased
[
]
12. Responsibility allowance for head teachers should be paid
[
]
13. Excellent final year students results should attract incentives
[
]
14. Exchange programs for teachers outside the country
[
]
15. Promotions should be automatic and devoid of delays
[
]
16. Good motivation for teachers from stakeholders
[
]
17. Regular In- services training capacity programmes
[
]
18. Children of teachers be given scholarships
[
]
Thanks, for your wonderful contribution towards the research.
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APPENDIX D
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References: Afful-Broni, A. (2004). The school as a social unit: The Ghanaian perspective. Afful-Broni, A. (2005). Critical issues for educational leadership in Ghana. Bame, K. N. (1991). Teacher motivation and retention in Ghana. Accra: Ghana University Press. Baughman. K. S. (1996). Increasing teacher job satisfaction: A study of the changing role of the secondary Principal-American secondary education. Becher, R. (1986). Parents and schools. Eric Digest, 26, 137-142. Berry, L. R. (1999). Handle stress before it handles you. The Education Digest. Benjamin, E. (1987).Understanding and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall. Birk, L. (1995). Intervention for ineffective leaders. The Education Digest, 60, 48-51 Bindu, E. M., & Sudueeshkumer, P. K. (2005). Job satisfaction and stress coping skills of primary school teachers Blankstein, A. M. (1996). Effective motivation for optimum perfomance. The Education Digest, 62, 27-30. Briggs, L. D., & Richardson. W. D. (1992). Causes and effects of low morale among secondary teachers Byrne, J. J. (1998). Teacher as hunger artist: Burnout, causes, effects and remedies Campbel, R. F. & Getzel, J. W. (1969). Educational administration as a social process Chaney, S. (2000). Changing roles of teachers. Oxford : Pergamon Press. Comer, J. M., Macheit, K. A., & Langace, R. (1989). Psychometric assessment. Czubaj, C. A. (1996). Maintaining teacher motivation. London: Longman. Davis, J., & Wilson, S. M. (2000). Effects on teacher motivation and job satisfaction and stress DeBruyne, A. D. (2001). Issues of retention and recruitment, teaching and teacher education Eichinger, J. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation Ellis, T. I. (1984). Motivating teachers for excellence. Eric Digest, 29, 10-17 Ellsbery, J Fields, C. D. (1996). A morale dilemma: Black issues in higher education. Eric Digest, 13, 22-27. Fowler, F. J. (1995). Improving survey questions: Design and evaluation. Friedman, L. A. (1993). Burnout in teachers: The concept and its unique core meaning Gay, L. R. (1992). Educational research competencies for analysis and application (3rd ed.) Ghana Education Service (1997). Conditions of service. Accra: G.E.S. GNAT Bulletin (2004). Role of the teacher. Accra: GNAT. Goodlad, J. I. (1984). A place called school. New York: McGraw Hill. Graham, J. B. (1985). Serious about keeping good teachers: Help them reclaim lost teaching time Hart, P., Weaving, A. J., & Conn, M. (2000). Development of the organizational health questionnaire: A measure for assessing teacher morale and Hoy, K. R. & Miskeed, M. A. (1987). Job satisfaction and perfomance. Journal of Educational Research, 45 (2), 22-30. Ivancevich, J. M., Konopaske, R., & Matteson, T. (2005). Organizational behaviour and management Johanson, K. N., Johnson, A. M., & Henniger, M. (1993). Why teachers leave teaching Johnson, W. L., & Johnson, A. M. (1999). World class schools in the 21st century. Jones, G. M., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high stakes testing on teachers and students in North Carolina. Judge, T. A. (1998). Dispositional effects on job and life satisfaction: The role of core evaluation Kerlinger, F. N. (1973). Foundation of behavioral research. New York: Holt Rienehart and Winston. Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities
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