Secondary school teachers’ personality traits and job satisfaction
ABSTRACT
This study looked at teacher personality qualities as a predictor of teachers’ job satisfaction in Yenagoa Local Government Area, Bayelsa State. There were four research questions that were answered. The population for the study was drawn from all public senior high schools in Bayelsa State’s Yenagoa Local Government Area. The descriptive survey study design was used to investigate teacher personality qualities as a predictor of teachers’ job satisfaction.
A total of 100 respondents were chosen from four secondary schools in Bayelsa State’s Yenagoa Local Government Area. With the assistance of two (2) trained research assistants, 100 copies of the questionnaire were distributed to respondents. The study’s personal data was evaluated using simple percentages, while the assumption was tested using inferential statistics of standard deviation.
The study found that teachers’ Introvertism is significantly associated to job satisfaction, while teachers’ Extrovertism is strongly related to job satisfaction. The study found a substantial association between teachers’ attitudes and job happiness; the study also found a strong relationship between instructors’ self-concept and job satisfaction.
Based on the study’s findings, the following conclusions were drawn: the study vividly demonstrated that professional qualification of teachers is the major variable influencing students’ performance in mathematics among junior secondary school students in Yenagoa Local Government Area, Bayelsa State, Nigeria. On the basis of the study’s findings, the following recommendations were made: A professional body or association should be empowered to govern entry into the teaching profession and to monitor members’ ethical behavior.
CHAPTER ONE
Introduction
1.1 Study Background
Education is a vital human activity. It enables fashion and model individuals in any society to perform well in their environment. The objective of education, according to Boit, Njoki, and Chang’ach (2021), is to empower citizens to transform their society and remove inequity. Secondary education, in particular, is a crucial sector for national and individual growth. It is critical in developing a country’s human resource base beyond primary education (Achoka & Odebero, 2007).
The teacher is an important knowledge facilitator and plays an important part in nation formation. Teaching is a noble job, and teachers have a great impact on society. A teacher’s teaching acts are intended to inspire confidence in the youth so that they can learn relevant knowledge not only as students but also throughout their lives.
The teacher’s responsibility is thus to show pupils what to study, to challenge them by setting high standards and to critique in order to encourage further satisfaction, to assist in overcoming blind spots, and to evaluate each student’s development in terms of valid objectives. As a result, in order to be effective in their work, teachers must employ a variety of teaching tactics.
The teacher is the central figure in any educational system. Teachers, in fact, constitute a nation’s strength. Teachers’ impact remains strong, and it is difficult to avoid them in the process of teaching and learning. The value of teachers is recognized all throughout the world (Panda & Mohanty, 2013). Good teachers are critical to the efficient operation of the educational system and to the enhancement of the learning process’s quality.
Teachers add perceptual and cognitive performance style qualities to their ways of responding to the world. As a result, a person is more likely to act in a way that makes the best use of his abilities. Similarly, a teacher’s good attitude toward teaching and higher level of aspiration impact his favorable assessment of the environment.
A comprehensive measure of aptitude, topic mastery, teaching approach, and so on should be included in a successful teacher development plan in order to cultivate necessary abilities and attitudes among potential instructors.
Aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, general mental ability, personality, relationships with students, preparation and planning, effectiveness in presenting subject matters, relationships with other staff, self-improvement, and relationships with parents and the community are all factors that influence a teacher’s job satisfaction. Swartz (2011)
Esan (2011) assessed teachers’ performance in four areas of teaching behavior: intellect, personality, teaching approaches, and student engagement. Riaz (2011) assessed instructors’ performance based on characteristics such as demonstrated teaching competency, motivational abilities, teachers’ attitudes toward students, and grading fairness.
Aptitude refers to a potential rather than an achievement. Aptitudes are often used to describe special abilities such as intellectual or athletic abilities.
According to Akiri and Ugborugbo (2011), there is a substantial association between teachers’ educational qualifications and job happiness. Years of experience, educational qualification, skills, economic variables, topic mastery, teaching quality, teachers classroom management, development, and training, according to Esan (2011), have a positive impact on job satisfaction.
According to Etsy’s (2011) study in Ghana, teacher variables that strongly contributed to low job satisfaction were tardiness and absenteeism.
Swartz, White, and Patterson (2011) evaluated teachers’ effectiveness in five teaching functions: instructional presentations, instructional monitoring, instructional feedback, instructional time management, and student behavior management.
Ferris, Bergin, and Wayne (2021) found seven performance characteristics that influence teachers’ work satisfaction. These included preparation and planning, subject matter effectiveness, composure, relationships with students, self-improvement, relationships with other staff, and relationships with parents and the community.
Job satisfaction has been studied for over a decade as one of the most important dependent variables. Job satisfaction entails a set of behaviors that are directly related to the production of services for the company. Employees are responsible for their own job satisfaction. It must be aimed at organizational goals that are pertinent to the job or role (Campbell, 2000).
There is mounting evidence that instructors have the greatest impact on students’ academic progress of any school resource (Barbara, Spyros, & Larry, 2004; Daniel, Lisa, & William, 2007), and that the teacher is the most essential factor influencing student learning (Wright, Horn, & Sanders, 2007). As a result, recent educational research has shown a high relationship between the quality of teachers’ personality attributes and the academic achievement of pupils (Hanushek, 2012; W. Sanders & Rivers, 2006).
A teacher’s personality is frequently scrutinized by his or her students, and it serves as an example and model for the students (Khairul Anuar, 2012). But, do all teachers today have what it takes or the requisite personality traits to be educators? As a result, it is clear that personality traits are important among teachers because different personality traits have varying effects on teaching efforts.
In response to previous meta-analyses (Hurtz & Donovan, 2000), the current study is being conducted to explore the influence of personality factors on job satisfaction among public secondary school teachers in Pasir Gudang. The primary goal of this study is to determine whether respondents’ personalities are congruent with their jobs, which determines how they behave or perform as educators.
1.2 Statement of the Problem
Working as a schoolteacher is a difficult job (Constantinos, 2007), especially when teachers lack the necessary personality attributes to be great educators (Fontana & Abouserie, 2013). Students today confront a variety of obstacles that prohibit them from being successful students, one of which is insufficient lecturers (Spencer, 2009).
It is stated that teachers who lack the necessary attributes as teachers will have a poor level of personal accomplishment and will be unable to offer effective instruction (Francisco, Eva Maria, & Miguel, 2005).
Failure of instructors to demonstrate their professionalism will also contribute to the crisis of the teaching profession (Chee, 2008). Thus, personality is important in providing effective teaching (Zuhaili, 2009), and it is important to identify instructors’ personality features since teachers have a big impact on their job happiness and student satisfaction (Douglas & Tim, 2010).
In recent years, measuring work-related personality traits has become an increasingly important role of human resources in the employee selection process (Levy, 2011). According to Levy (2011), the area of personnel evaluation has evolved from focusing solely on job-related knowledge, skills, and abilities (KSAs) to include other personal qualities, notably personality traits.
This is done because a person’s chances of success in their field are increased when their personality traits fit the needs of that specific job (Naemah, 2007). Previously, some school principals would select instructors based on characteristics that matched the school’s needs. Peterson (2009)
The teaching staff is the most important aspect of every educational institution. One of the objectives of teacher education is to produce highly motivated, conscientious, and effective teachers for all levels of education.
However, today’s teacher is likely to lack sufficient professional training, which may have a detrimental impact on his or her employment. When the Universal Basic Education (UBE) program was implemented, teacher trainees and auxiliary instructors were chosen at random from among market women, housewives, petty traders, and disgruntled job seekers.
As a result, many unsuitable persons were discovered in teaching and teacher training institutes who had no core ability, interest, or calling for teaching. As a result, even with the best preparation, such unmotivated persons are unlikely to become better teachers. As a result, teacher training colleges produced ill-trained and ill-equipped teachers who were forced to teach in schools.
Poor student job satisfaction in Nigeria has been connected to poor teacher performance in terms of completing teaching tasks, a negative attitude toward work, and poor teaching habits (Ofoegbu, 2004). Other aspects that may contribute to instructors’ job satisfaction include the students’ relationship with the teacher, as well as the teachers’ teaching experience and qualifications
. The current conditions would undoubtedly have an impact on instructional quality in public schools, which may translate to either high or bad work satisfaction, attitude, and values among secondary school pupils.
The finding encouraged the researcher to investigate the relationship between teacher variables including as qualifications, experience, economic status, and manner of instruction as correlates to job satisfaction in secondary schools in Yenagoa Local Government Area, Bayelsa state.
1.3 Research Issues
What is the amount of association between teachers’ self-concept and job happiness in Yenagoa L.G.A. Bayelsa State secondary schools?
What is the amount of association between teachers’ attitudes and job satisfaction in Yenagoa L.G.A., Bayelsa State?
What is the relationship between extrovertism and work satisfaction in secondary schools in Yenagoa LGA, Bayelsa State?
What is the amount of link between introversion and job satisfaction among secondary school teachers in Yenagoa L.G.A., Bayelsa State?
1.4 Objectives of Research
The study will specifically seek to;
Examine the level of association between teachers’ self-concept and job happiness in Yenagoa L.G.A., Bayelsa State secondary schools.
Examine the amount of association between teachers’ attitudes and job satisfaction in Yenagoa L.G.A., Bayelsa State.
Investigate the association between extrovertism and work satisfaction in secondary schools in Yenagoa L.G.A., Bayelsa State.
Examine the level of link between teachers’ introversion and job satisfaction in Yenagoa L.G.A., Bayelsa State.
H0: There is no substantial association between teachers’ attitudes and job satisfaction.
H0: There is no statistically significant association between teacher introversion and job happiness.
The Study’s Importance
This study will be extremely important to many people.
To begin, it will be extremely beneficial to instructors by carefully enumerating the aspects that contribute to their job satisfaction while performing their jobs. The research will assist teachers to identify ways to be more goal-oriented in their tasks.
It will be critical for the student whose goal of study is to help address the facing difficulties of low job satisfaction. The study will also encourage students to pay closer attention to their studies.
It will be extremely beneficial to parents who have not contributed their fair share to the growth of our educational system and have contributed to its deterioration.
Finally, it will be critical for all stakeholders and policymakers who have worked tirelessly to ensure that our educational system does not collapse in the end.
1.7 The Study’s Scope
This is an attempt to identify teacher personality qualities as predictors of job satisfaction in teachers. This study’s variable scope will include the teacher’s self-concept, teachers’ attitude, teachers’ extrovertism, and teachers’ introversion. The study included 100 instructors from five public secondary schools in Bayelsa State’s Yenagoa Local Government Area.
1.8 The Study’s Organization
In general, this research is divided into five parts. Chapter One dealt with the proposal for identifying and describing difficulties, as well as establishing the study’s objectives. The second chapter focused on literature review, the third on materials acquisition and technique, and the fourth on generated results and comments. Lastly, Chapter Five incorporated conclusions and recommendations.
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Secondary school teachers’ personality traits and job satisfaction