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According to Abraham Maslow's theory of motivation, man is a “wanting animal.” This means that as soon as one of the needs is met, another emerges. The procedure is never-ending. It lasts from birth to death. This assertion is undeniably consistent with the economic theory of human desires. Human desires, according to the economist, are limitless.

As a result, the more you satisfy them, the more you notice that others are waiting in line to be satisfied. They observe an increase in wants as civilization progresses. Both assertions imply that he has many desires that he is constantly trying to satisfy.

As a result, the desire to meet these unending needs in order to live a comfortable life drives man to join an organization where he hopes to obtain the means to meet these needs. This is accomplished by increasing employee morale, as measured by “the extent to which an individual's needs are met or satisfied, and the extent to which the individual perceives that satisfaction as stemming from his job situation.”

Keith Davia tracks job satisfaction.

is it favourable or unfavourable?

which employees regard their work

It occurs when there is a match between

Employee job characteristics and desires

It expresses the degree of correlation between

one's expectations and of the job

the benefits that the job provides

In other words, job satisfaction refers to how an employee perceives his or her job in terms of whether or not it meets his or her needs. Essentially, are not just working for the sake of working, but also for organizational goals/objectives and for industrial harmony to prevail.

If employees, including teachers, are satisfied with their , there will be no reason for them not to perform or live up to the expectations of both management and the general public. The level of satisfaction a teacher, or any other worker, gets from his or her job determines his or her performance.

Because job satisfaction involves expectations versus rewards, it relates to a psychological contract that an individual enters into when joining an organization. Each employee's psychological involvement with the organization is specified in the contract. In making the contract, the employees agree to give a certain amount of work and loyalty to the organization in exchange for economic rewards, security, human treatment, and so on. Both parties' adherence to the terms of the contract leads to job satisfaction.

Workers will be dissatisfied if an organization honors only part of the contract as the economic aspect, leaving the others unfulfilled. There are always negative actions where there is prolonged frustration, poor quality of work, lateness, absenteeism, quarrelling with colleagues, disputes with management, and so on.

Because of the government's attitude toward teachers' remuneration, allowances, promotion, provision of working tools, and recognition of their services as builders, the word frustration has almost become endemic within the teaching profession in Nigeria.

The yardstick for measuring teachers in public examinations such as the senior secondary certificate examination (SSCE) drop out rate and rate of indiscipline among youths is frequently used. When these parameters show a negative trend, teachers' heads are called for. The current assumption of a declining standard in our educational system has been blamed on teachers by the government and the general public.

Teachers are blaming the government and the general public. Teachers, for their part, blame the government for failing to create a conducive environment for the teaching-learning process. At this point, the obvious questions are: why are teachers in our public/-owned secondary schools unwilling to work? Second, teachers in private and federally owned schools outperform their counterparts in state/public secondary schools.

It is common knowledge that when teachers from state-owned secondary schools are privately hired by parents to coach their children at home, the children perform better. This emphasizes the fact that their failure to perform is due to their relationship with their employers, not their training.

According to H. Koonts, the situation arose simply because management failed to honor her own side of the psychological contract. No system is bad in and of itself, but the management of its human resources is. He also observed that the primary task of managers is to obtain.

People are encouraged to participate in activities that will help them achieve their goals.

The enterprise's mission and goals Whatever the case may be,

to steer people and activities in the desired direction

requires the best managers' knowledge,

ability, what motivates and leads people to do things

Based on these, one can assume, and with confidence, that teachers will perform credibly well if properly motivated. This includes paying their salaries and other benefits on time and providing them with adequate working conditions. There is no gain in claiming that incentives make people work harder, because remuneration, according to

Armstrong, “is part of the reward system used by an organization to motivate people to join, stay, and work hard and efficiently while they are there.” Thus, school administrators, particularly teachers' employers, must instill in their classrooms the motivating ingredients that will drive teachers to succeed.

Teachers' salaries have been known to be delayed for up to a month or more, and working tools are particularly scarce. As a result, teachers are unlikely to be satisfied with their working conditions.

This has resulted in a massive departure from the profession and a general lack of enthusiasm among young people for picking up a chalk. Indeed, many teachers see their current position as a stepping stone to something better. All of this explains the barrage of strike action and threats issued by teachers across the country.

Many morale-boosting promises were made to teachers in the 1977 National Policy on Education, including:

1. To increase teachers' commitment to the term of their performance

2. Promotion opportunities will be created at all levels of education to allow for professional development.

Despite the good intentions, teachers complain. It is one thing to recommend or propose, but quite another to put into action. This situation of dissatisfaction among teachers prompted the researcher to investigate what causes job dissatisfaction among secondary school teachers in Delta State's Isoko North Local Government Area and how it affects their performance.



Complaints about poor conditions have become common among teachers of all ages and stages. Teachers' problems in Nigeria have always been treated with levity and a dragging approach, owing to our leaders' mistaken belief that teachers cannot pose a formidable threat to corporate policy.

Furthermore, the Nigerian public had inherited from the missionaries, way back in the colonial days, the incorrect belief that teachers were rewarded and secured in heaven, a belief that has continued to shape their perception of the profession.

However, in a materialistic society like ours, this situation can no longer be sustained. As a result, there has been a constant clash between teachers and their employers, resulting in poor teacher performance.

Given the foregoing, this study will seek to investigate the relationship between job satisfaction and teacher performance among secondary school teachers in Delta State's Isoko North Local Government Area. The following questions will be answered in pursuit of this goal.

1. Does the performance of teachers affect the payment of their salaries, which has been delayed?

2. Does it affect their performance when they are denied participation in the school's decision-making process?

3. Does a lack of teaching aids have an impact on teacher performance?

4. Does a teacher's performance suffer as a result of a lack of equipment?



According to M. S. Viteless, every industrial concern is responsible for meeting the three conditions that allow the establishment to progress. These are intended to “increase productivity, promote employee satisfaction and adjustment to work, and reduce industrial strike.” To achieve the cardinal goals of the National Policy of Education, accurate information must be made available through researches of this nature say to the effectiveness of various appeals or incentives which can be used to gain the cooperation of teachers in increasing efficiency and productivity.

This entails determining the various wants and needs of teachers, which necessitates gratification through the work situation. Only through research on the relationship between job satisfaction and worker performance can management and administrations arrive at a balanced and effective program of personal policies and practice that will provide maximum results in the attainment of goals that are important for our educational system, teachers, and nations at large.

Thus, the primary goal of this study is to determine how job satisfaction affects secondary school teachers' performance.


There was a need for this study because the relationship between job satisfaction and teacher performance can only be assessed along specific components such as payment of salaries and allowances, participation in school decision making, and availability of teaching aids, equipment, and facilities. However, both assertions imply that man has numerous desires that he is constantly trying to satisfy.


The null hypotheses listed below will be thoroughly tested.

1. There is no significant relationship between the payment of their salaries and allowances.

2. There is no statistically significant relationship between teacher performance and participation in school decision-making.

3. There is no significant relationship between teacher performance and a lack of teaching aids.

4. There is no significant relationship between teacher performance and a lack of facilities such as chairs, laboratory equipment, adequate classrooms, and so on.


The study is intended to cover all post-primary schools in Delta State's Isoko North Local Government Area. The government operates fifteen secondary schools. Seven of these arte are in Olomu town, with the others in Isoko, Ijere, Umotu, Ahgalope, and Unukpo.



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