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JOTER Vol. 1, NQ. 1, June, 2008
Job Motivation and Job Satisfaction among Technical and
Vocational College Teachers in Port Harcourt Local Government
Area of Rivers State
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Puyate, S.T. Abstract The study was carried out mainly to ascertain the relationship between job motivation andjob satisfaction among technical and vocational teachers in the existing vocational and technical colleges in Port Harcourt Local Government Area of Rivers State. The population of the study comprised all serving teachers in these colleges while the sample for the study was (215) teachers randomly sampled from 1075 teachers from four (4) technical and five (5) vocational or comprehensive colleges in the state which represents 20 percent. The main instrument used for the study was a well structured questionnaire while the mean, frequency and Parsons' Product Moment Correlation Co efficient Statistics were used for the analysis of the data. The results indicated that; the level of job motivation among technical and vocational college teachers was very low, the job satisfaction also was low, the level of relationship existing between job motivation and job satisfaction among the teachers is significant to both male andfemale teachers. Based on thefindings, it was recommended that, in order to raise the level of teachers' job motivation andjobsatisfaction, their conditions of service should be improved upon; equal motivational factors should be provided to both male and female teachers and finally, parents of wards should be made to co-operate with teachers on matters affecting the well being or welfare of teachers for the purpose of academic progress.
Introduction Human beings do not work in isolation but work through relating with other persons in the same heads of system. Thus, establishments, schools, private enterprises .have : their roles to play while their subordinates relate to them for the purpose of fulfilling tasks and functions. Management literature supports the view that, task of a school head, principal or supervisor is
to work with his staff in order to achieve set goals or objectives. (Lawler, 1980). The problems of motivation and job satisfaction have ever being matters of great concern to researchers. Herzberg et al (1980), saw no difference in meaning between the two words motivation and satisfaction. Hence, Herzbery (1980), considered these . two words to be dissimilar. Motivation implies a drive
Puyate, S.T., is a Lecturer, Department of Science and Technical Education, Rivers State University of Science and Technology, Nkpolu
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Puyate, S.T.
towards an outcome while satisfaction involves already experienced ou tcome . In making this difference clear, Bogazz (1980), stated that, job satisfaction and dissatisfaction are end-states while job motivation was a force to achieve an end-state. In any educational institution, the principal as the superior officer bears the responsibility of seeking for a good working environment and working conditions for his workers or staff. This is because, the teacher needs to satisfy his psychological, social and personal needs in addition to the institutional needs. According to . Porter (1968), models, need hierarchy models, instrumentality expectancy theory, goal theory and behavioural theory and that the intrinsic - extrinsic theory of , motivation and job satisfaction are used to classify outcomes.
think that their work is likely to lead to desirable organizational rewards Maslow, (1957). The expectancy theory is also called the valence instrumentality expectancy (VIE) value theory. Both the expectancy and goal theories attempt to explain how behaviour is started, sustained and stopped ' at all levels. Their common features are linked with cognitive processes such as expectancy attribution and goal setting. There are possible ways of motivating a teacher for him to realize his expectancy, and derive job satisfaction. These include group reward, individual reward, individual self improvement schemes, social recognition, prestige and compensations etc.
beings are viewed as wanting animals. Thus, Peretomode (1991) pointed out that people do not randomly need or want things but their complex needs are ordered in hierarchy of prepotency. Hence, these needs could range from physiological needs, safety and security needs, ' belongingness and love needs, esteem needs and finally self actualization needs as the highest of needs in human beings.
According to Ahiazu (1984), theories of behaviourism hold on the principle of reinforcement. This according Ahiazu (1984), means that, if a person does something good and is rewarded accordingly, there is the likelihood that, the same performance could be repeated for more expectancies. In the other hand, if the person is ignored or punished, the probability of a repeated performance is very remote. This could be a way of motivating technical teachers for better job satisfaction and consequently better performance towards the achievement of personal and institutional goals.
Besides the above theories, the expectancy and goal theories posit that people work harder when they
Statement of the Problem The level of performance of technical and vocational teachers in respect of
Human
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[ournal of Technologq and Educational Research (196) @ P = 0.05; for trained and t r (1.70) (2.00) @ P =
0.05 for untrained technical teachers, hence accept HOI and reject HAl for untrained technical/vocational teachers; reject HOI, and accept HAl for trained technical/vocational teachers.
Bos
H02: There is no significant level of relationship existing between and job job motivation among
satisfaction technicaljvocational college
teachers in Rivers State.
I
rame Variable
La
xeiauonsmo between Job Motivation and Job Satistacnon Category
Male teacher Female teachers
Number N
96 119
Job Motivation
Job Satisfaction
-
-
Mean ( X ) Score
Mean ( X ) Score
43.20 41.20
40.77 40.63
r(rho)
t,
Critical Value
Remark Significant
0.42 0.20
4.49 2.24
1.98 1.96
Significant
SEX
Source: Field Survey, 2006. From Table 4 indicate the level of relationship (rho) is found to be 0.42 for male and 0.20 for female technical teachers. Since tr(2.24) > (1.96) @ P = 0.05 level for female technical teachers, hence, the null hypothesis (Ho2) is rejected while alternative hypothesis (HA2) is accepted. Thus, there is a significant relationship existing between job motivation and job satisfaction among technical/vocational college teachers in Rivers State of Nigeria. Recommendations Based on the findings of the study, it is hereby recommended that, teachers
in technical and vocational colleges in Rivers State should be promoted regularly; technical/ vocational teachers' conditions of service should be improved.. upon by government; technical teachers should be regularly sent on in-service training, and technical teachers should be recognized and rewarded whenever the need arises. References Towards a Ahiazu, A. 1. (1984). Diagnostic Approach to Motivation, The Nigerian Worker. The Nigerian Journal of
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Journal of Technologu and Educational Research
