Teachers Personality Traits and Their Job Satisfaction in Secondary Schools in Yenagoa Local Government Area of Bayelsa State
CHAPTER ONE
Research Objectives
Specifically, the study will sought to;
- Examine the level of relationship between teachers Self – concept and their job satisfaction in Secondary Schools of Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between teacher’s Attitude and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between Extrovertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
- Examine the level of relationship between teacher’s Introvertism and their job satisfaction in Secondary Schools in Yenagoa L.G.A. Bayelsa State.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Definitions
Personality Traits
According to Julie (2012), personality is defined as enduring patterns of action or behavior. Personality traits are tendencies of individuals to behave in similar ways across settings and situations (Ones, Viswesvaran, & Dilchert, 2005). Furthermore, Ryckman (2004) suggests personality as a dynamic and organized set or characteristics possessed by an individual that uniquely influences his or her behaviors, cognitions and motivations in various situations.
Personality testing are often used at work for the purpose of recruitment, selection, promotion, appraisal as well as in research. With respect to personality traits, the Five-Factor Model (FFM) of personality (Goldberg, 2013) serves as the most widely accepted structure of personality among researchers and scientists. Costa and McCrae (2012) mentioned that the structure of the FFM is based on five broad main factors, which also known as the “Big Five” personality dimensions, as cited by Goldberg (2011). The Big Five personality traits have been preferably models used rather than other models, due to it is able to account for different personality traits without overlapping. The five main dimensions of personality are referred to as Extraversion, Neuroticism, Agreeableness, Conscientiousness and Openness to Experience (Costa & McCrae, 2012; Digman, 2011; Goldberg, 2013). Each dimension of the “Big Five” personality is described as:
Extraversion – talkative, sociable, expressive, outgoing, and enjoy socializing.
Neuroticism – moody, temperamental, anxious, and irritable.
Agreeableness – sensitive, tolerant, affable, kind, trusting, and warm.
Conscientiousness – dependable, reliable, trustworthy, systematic, organized, satisfaction-oriented, punctual, as well as inclination to adhere to company norms, rules, and values.
Openness to Experience – receptivity and openness to change or new ideas, creative, innovation, intellectual, novel experience, curious, and new learning.
Job satisfaction
Job satisfaction may be described as all of the actions that employees participate in while at work (Jex, 2002). Performance, according to James (2015), should be measured in terms of actions rather than results. Employees may identify the simplest approach to accomplish the required results if they are simply focused on outcomes (James, 2015). Job satisfaction, according to some academics, may be defined on a micro level as employees’ behaviors and activities that contribute to the organization’s purpose. (Campbell, 2011; James, 2015).
In addition, job satisfaction refers to the effectiveness of one’s behavior that contributes to objectives of organizational (Motowidlo, 2003). Similarly, Viswesvaran and Ones (2000) support that job satisfaction is based on how resourcefully he or she contribute with behaviors which are in line with the aim of organization. Campbell et al. (2011) added that job satisfaction consists of the observable behaviors that a person do in his or her job that are relevant to the organization’s goal.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Descriptive survey research design was used in order to carry out this study. The basis for adopting this design was to enable the researcher to obtain the opinions of both staff and students of these colleges in relation to teacher personality trait and job satisfaction in teaching.
Descriptive research according to Ndagi (2009) is concerned with the collection of data for the purpose of describing and interpreting existing conditions, prevailing practices, beliefs, attitudes etc. This design enabled the researcher to obtain relevant information in a systematic manner upon which sound judgements and valid conclusion were made.
Population for the Study
The population for this study was made up of 154 teachers and 350 Students in seven secondary school in Yenagoa Local Government Area, Bayelsa, Nigeria. The teacher’s population of 350 was made up of all the SS3 students.
Sample Size and Sampling Procedure
The researcher adopted purposive sampling to select among the population of the subject. In support of this, Jega (2009) stressed that if the population is 500 and above, 250 is enough to establish the existence or none existence of a relationship.
CHAPTER FOUR
PRESENTATION AND ANALYSIS DATA
Demographic data distribution of the respondents.
The above Table distributed teacher respondents by their number of years in teaching, 10 of them representing 13% of their total have between 1 to 5 years teaching experience 12 i.e 16% of them have 6 to 10 years in teaching 20 representing 26% of them teaching years between 11 to 15 while 35 representing 45% of them have teaching experience that spans from 16 years and above. The bulk of response was obtained from teacher respondents with many years of teaching experience.
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Discussion of Major Findings
In order to assess the findings of this study, it is imperative to highlight on the major findings as follows:
- Teacher personality trait to a great extent is a significant factor to job satisfaction in teaching.
- Teacher’s self concept is significantly related to job satisfaction in teaching.
- Teachers‟ attitude is significant to teacher’s overall satisfaction in teaching.
- Teacher’s introvertism are significant factors to job satisfaction in teaching.
The test results for the formulated null hypothesis 1 as shown on table 4.3.3 indicated that there is significant relationship between teachers‟ attitude and job satisfaction. From the table, the calculated P value of .002 is less than 0.05 alpha level of significance at a correlation index of .493 showing significant relationship. Therefore, the null hypothesis was rejected. Teachers‟ attitude enhance proficiency and skills on the job which directly influence the job satisfaction in the subject. Okebukola (2008) shared the same view and maintained that teachers‟ quality in the area of their attitude exert profound influence on teacher’s job satisfaction in a subject.
In table 4.3.4 the correlation test statistics on the formulated null hypothesis 4 indicated that the calculated P value of 0.001 was less than 0.05 alpha level of significance at the correlation index of .434. This revealed that significant relationship exists between the introvertism and job satisfaction in the subject consequently, the null hypothesis was rejected. This implies that the teaching methods adopted by the teacher are capable of influencing teacher’s job satisfaction in the subject. Okebukola (2008) reflected that when teachers have indoor personalities, job satisfaction will be enhanced.
Conclusion
Based on the findings of this study, the researcher can conclude that teacher personality traits like; self concept, attitude, introvertism and extrovertism have significant impacts on their job satisfaction in Yenagoa.
Consideration
With improved job satisfaction, students can pass their WAEC AND NECO SSCE at excellent level. Good results at the final examinations enhance their opportunity for higher education and eventually raise the standard of education in Nigeria.
Recommendations
On the basis of the findings and conclusions of this study, the researcher makes the following recommendations:
- The Federal Government of Nigeria through the Federal Civil Service Commission should adopt recruitment policies that attract most suitably qualified teachers into Federal Government colleges. Less emphasis should be placed on quota system and paper qualifications but adopt the use of realistic competitive examinations and practical assessment to get the best competent teachers recruited into the system.
- Since it was discovered that students achieve more in teaching at secondary school level of education, if the school has adequate number of qualified teachers, it is hereby recommended that recruitment exercise should consider personality traits of intending teachers in order to maintain adequate number of qualified teachers in the school system.
- Recruited teachers at secondary school should be encouraged through improved incentives and attractive pay package to enable them stay long on the job to possess required teaching experiences needed to enhance job satisfaction of students in these colleges.
- Training, workshops and seminar on effective teaching methods should be organised for teachers on regular basis to improve their teaching skills and enhance job satisfaction in the subject.
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