THE IMPACT OF TEACHERS’ WELFARE PACKAGE ON TEACHERS’ JOB SATISFACTION
Background to the Study
Education is a means of propagating the felt end immediate norms and values of society. It is also a means of sustaining old norms, and values of society. Through education the national aspirations are met. Subsequently, it is the general consensus that no amount of educational reform or progress would rise above the desires for teachers. It is important to note that for any national aspirations to be met in the areas of education, the teacher factor can not be undermined; he teacher is the heart of the educational progress and also the main determinants of the educational system. The general notion that teachers are not properly taken care of by government and private sector have to come to mind. The quest for teachers both graduates and non-graduates cannot be undermined, but unfortunately the increasing distaste for the teaching profession is likely to hinder the progress of educational development. The teachers are usually disregarded, hence they are called all sorts of names. The respect which teachers used to enjoy in he missionary days is no longer there, all these tend to inhibit the profession. The teacher’s welfare packages could be termed as goal-directed behavior. The teacher’s welfare packages are also concerned with the individual’s desires, how they can be accomplished in teacher work situation. Job satisfaction has been subject of several studies in educational organizations. There have been many publications on it. The pioneering eorts of Hoppock (1997) and Houser (1999) research on the nature, causes and correlates of job satisfaction have mushroomed in educational organizations. Much of the studies on the concept are carried out because it is an interesting area. The concept of job satisfaction rests on the assumption that a satisfied worker is invariably an efficient and effective employee. Many studies equate job satisfaction with employee’s attitude.
Job satisfaction is not simply a matter of need fulfillment although a teacher’s needs may be fulfilled; his feelings of satisfaction will depend very much on whether he thinks that he compares favourably with other people in similar jobs, positions or places. The teacher’s perception of his job situation will be directly related to the values which they place on the various aspects of his job and its environment as sources of satisfaction and dissatisfaction.