Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Omotayo AWODIJI
University of Johannesburg
Humanities Education Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Modelling Motivational Techniques with Teachers' Job satisfaction in Private Secondary Schools Omotayo AWODIJI; Josiah Owolabi; Abbas Rizvi Riffat; Paul Kobina Effrim
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i1.752

Abstract

Human needs have generally been accepted as one of the essential components of institutional success. Private schools have surpassed public schools in Nigeria at all levels in terms of numbers and performance outcomes, yet their teachers' job satisfaction has been an issue of concern. This study, therefore, modeled the perceived motivational techniques adopted and their relationship with teachers' job satisfaction. The non-experimental survey design was adopted. Two hundred and fifty participants were randomly selected from a population of 700. The researcher-designed questionnaires called motivational techniques, and teachers' job satisfaction scales were used for data collection. Factor analysis was carried out to estimate construct validity, while Cronbach Alpha was used to ascertain the instruments’ internal consistency (r=0.842 & r=0.958). Results showed that income, promotion, working conditions, and recognition influence private teachers' job satisfaction. Also, income significantly relates to job satisfaction. For practice, private school administrators should design policies using the model to promote teachers' satisfaction, thus facilitating the better performance of students and teachers.
Co-Authors Abbas Rizvi Riffat Josiah Owolabi Paul Kobina Effrim