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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
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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
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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
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ii
DECLARATION
Candidates 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.
Candidates Signature.. Date:
Name: Victoria Yeboah
Supervisors 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.
Supervisors Signature.. Date:..
Name: Dr. Rosemary Bosu
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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
Cronbachs 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.
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iv
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.
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DEDICATION
This work is dedicated to my entire family for their moral and financial support.
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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
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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 41
Population 42
Sample and Sampling Procedure 42
Research Instrument 44
Pilot-testing of Instrument 44
Data Collection Procedures 46
Data Analysis 46
FOUR 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 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
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Page
Ways of improving teacher job satisfaction and morale 63
FIVE 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
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LIST OF TABLES
Table Page
1 Population of Teachers 422 Sample Size 433 Qualifications of Teachers 494 Age of Respondents 505 Teacher years of Teaching 516 Factors affecting teachers job Satisfaction and Morale 527
Adequacy of job Satisfaction 56
8 Views of teachers on the attitude and salaries of heads andStudents 57
9 Perceptions of teachers about how the public view theTeaching Profession. 60
10 Ways of improving teacher job satisfaction and Morale 63
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LIST OF FIGURES
FIGURE Page
1 Satisfaction-performance Relationship 25
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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 self-
discovery 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
Americans 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 todays 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
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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, dont 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.
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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 ones 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
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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 uncles 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
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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 teachers 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
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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 inthe Senior High School in the Dangbe West District?
2. What are the views of teachers about the attitude and behaviours oftheir 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 andmorale 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
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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
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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 employees 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 parents 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 todays 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
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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,
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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 high-
regard) was based on Maslows hierarchy. For esteem to be well established was
based on groups such as students, parents, and the community and school
administrators.
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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 persons
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 ones 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 individuals 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 pupils 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
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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
childrens 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 students 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)
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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 persons 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
ones capacity to cope. The interpretation or appraisal of stress is considered an
intermediate step in the relationship between a given stressor and the individuals
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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 teachers experience. Stress results from the interaction of
employee control and demands of the job. A behavior of an individual determines
the event of ones life and go to control ones 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 ones limitations would also control stress levels. Stress in
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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 persons
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 todays 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
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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
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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 employees 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, youll feel buoyed, not burned, by your job, and if youre
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
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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 dont 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:
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Figure1. Diagram of Satisfaction-Performance Relationships: three views
CausesJob satisfaction Job performance
The satisfied worker is more productive.
CausesJob performance Job satisfaction
The more productive worker is satisfied.
Job performance Rewards Job satisfaction
Perceived Equity
(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.
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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
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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.
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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
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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
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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 students 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 1924-
1933, 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 ).
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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
motivationHygiene 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
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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
doesnt 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
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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 ones 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 ones 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 Snydermans (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.
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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.
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Specialized Body of Knowledge
AffulBroni (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 pupils 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 persons 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
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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 self-
governing 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.
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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 PTAs 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,
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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 childs 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).
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Finally in the news report, theres 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 decision-
making.
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
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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
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(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
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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.
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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
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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