THE RELATIONSHIP BETWEEN WELFARE PACKAGES AND JOB PERFORMANCE OF ENGLISH LANGUAGE TEACHERS IN PUBLIC SECONDARY SCHOOLS IN EDUCATION
ABSTRACT
This study looked into the welfare packages and job performance of English teachers in public secondary schools in Lagos State’s Education District II.
The study’s participants were 150 teachers chosen at random from 15 public secondary schools in the chosen area. To collect data, a questionnaire titled “Welfare Packages and Teachers’ Job Performance Descriptive Questionnaire (PLBTJPQ)” was used.
The collected data was analyzed using the Pearson Product Moment Correlation Coefficient to test the hypotheses at the 0.05 level of significance. According to the study’s findings, there is a significant relationship between teaching facilities, a conducive work environment,
sponsored training programs, regular salary payment, free health care services, and teachers’ job performance. Based on these findings, it was proposed, among other things, that teachers’ welfare services be given top priority in order to improve teachers’ job performance.
CHAPTER ONE
INTRODUCTION
The Study’s Background
Motivation, or the desire to do the job, is recognized as an important factor in teacher attitudes toward work. According to Imam (2006), one major goal of educational management today is to effectively utilize teachers in schools to achieve educational goals.
This implies that there is a focus on teacher performance and schools that are results-oriented. As a result, Imam (2003) was emphatic about the importance of effective human resource management strategies aimed at a positive attitude toward work and effective performance.
It is in the best interests of Nigeria’s elementary and secondary public schools to provide a high-quality education to all students.
To do so, an adequate supply of competent individuals willing and able to serve as teachers is required. A school, for example, requires teachers to work willingly toward the achievement of organizational goals. Willingness to work, on the other hand, is determined by how well individual teachers’ needs are met (Isa, 2007).
Teachers at all levels of education play a critical role in the overall development of any nation due to their influence on the educational system. Education is the key to any country’s civilization and modernization. However, through the performance of their primary functions in the schools, teachers hold the key to this door.
Nyerere (1967) emphasized this point when he stated that “it is the teachers, more than any other single group of people, who determine the attitudes of society and shape the ideas and aspirations of the nation.”
As a result, the quality of any educational system is heavily reliant on the quality of teachers in terms of incentive or welfare services, which is expected to result in a competent and dedicated workforce. Corroborating this, Ejiogu (1990) stated that a major goal of personnel management in any organization is to produce satisfied employees who will remain happy on the job and contribute their best efforts to achieving the organization’s objectives with the least amount of effort.
Staff welfare services in education are a situation in which a combination of relevant factors and variables lead to the satisfaction of the needs of individuals as well as the collective body of secondary school teaching and non-teaching staff. The provision of those basic needs also necessitates a reasonable level of commitment. Among these employee welfare services are:
– monetary compensation and advancement;
– medical services that are free or subsidized;
– official housing or housing loans;
– regular salary raises and payments; and
– transportation for free or at a reduced cost, or a vehicle loan
Furthermore, the well-being of teachers should be a top priority in any forward-thinking educational program. According to the National Policy on Education (F.G.N., 2004), “no education system can rise above the quality of its teachers.” In order to improve compliance with this provision, this policy went on to state that the purpose of teacher education should be:
a. to develop highly motivated, conscientious, and effective classroom teachers for all levels of our educational system; and
b. to increase teachers’ dedication to the teaching profession.
Following the formulation of these objectives, the National Policy on Education recommends methods and means for achieving these goals. A cursory glance through the suggested steps reveals a master plan for improving an effective and
efficient teaching force through adequate motivation and the provision of basic human needs. Motivational factors/variables play a role in meeting human needs because they are thought to lead to job satisfaction, a positive attitude, and, as a result, increased worker productivity.
Because education plays a major role in the transformation of any society, and teachers are the tool for achieving this, it is essential and imperative that the issue of teacher welfare packages be investigated in order to determine the impact of its provision or otherwise on the attitude and performance of teachers.
The purpose of this research is to look into the welfare packages and performance of English teachers in public secondary schools in Educational District II of Lagos State.
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Statement of the Issue
Some schools are considered better than others in all school systems around the world. In fact, based on such a decision, parents will often go to great lengths to enroll their children in one school rather than another. Student achievement,
particularly general performance in public examinations, is one yardstick for making this determination. Furthermore, among some education experts and scholars, opinions about schools are narrowed down to teachers’ attitudes toward teaching and eventual performance. Some have blamed this on inadequate teacher welfare packages.
Despite the obvious leadership roles teachers play in the classroom to achieve educational goals, teacher motivation has not always received adequate attention in our educational system. The International Labour Organization (ILO) lamented that the situation of teachers in the Sub-Saharan region (including Nigeria) had deteriorated to an intolerable level.
According to observations, the societal image of the teacher has rendered the noble profession unappealing and deemed insufficient for meeting economic, social, and psychological needs. As a result, the question is whether ill-treatment and neglect of teachers will not breed dissatisfaction and impede classroom effectiveness, efficiency, and productivity. The study will investigate the impact of welfare services on teachers’ attitudes toward work and job performance on this basis.
The Study’s Purpose
The primary goal of this research is to investigate the impact of welfare packages on the job performance of English teachers. However, the study will specifically:
1. investigate whether adequate provision of teaching facilities affects teachers’ job performance;
2. investigate the impact of a positive work environment on teachers’ job performance;
3. investigate the impact of regular salary payment on teacher job performance;
4. assess the extent to which training program sponsorship will influence teacher job performance;
5. investigate the impact of free health care on teacher performance.
Research Issues
The following questions are designed to guide the research.
1. Will adequate teaching facilities affect teachers’ job performance?
2. Would a pleasant work environment affect teachers’ job performance?
3. Does regular salary payment affect teachers’ job performance?
4. How much influence would sponsorship of training programs have on teacher job performance?
5. How would the availability of free health care services affect teachers’ job performance?
1.5 Hypotheses for Research
The following hypotheses are proposed to guide the research.
1. There is no statistically significant link between teaching facilities and teacher job performance.
2. There is no statistically significant relationship between a favorable work environment and teacher job performance.
3. Salary payments are not significantly related to teacher job performance.
4. Training program sponsorship has no significant impact on teacher job performance.
5. There is no statistically significant relationship between the availability of free health care services and teacher job performance.
The Study’s Importance
There is no doubt that the findings of this study would be extremely beneficial to various stakeholders in education, given that no nation can rise above the quality of its teachers. The findings, for example, would be useful to government agencies. The government’s understanding of the importance of adequate provision and regular administration of welfare packages would improve.
It would also benefit educational administrators and policymakers who require empirical data to get the most out of teachers; it could also provide a direction for motivating teachers in the secondary education system through knowledge of job satisfaction and dissatisfaction variables that could be tapped to improve teachers’ attitude toward work and job performance.
Furthermore, other education stakeholders such as parents, philanthropists, Non-Governmental Organizations (NGOs), Alumni Associations, international bodies, and corporate bodies, among others, would be encouraged to contribute their fair share to the welfare of teachers, which could take the form of material or financial assistance.
The Study’s Scope
The study is limited to a few public secondary schools in Lagos State’s Education District II. English teachers are the intended participants. The study focuses primarily on the impact of teaching facilities, a conducive work environment, regular salary payment, sponsorship of training programs, and free health care services on teachers’ performance.
Term Definitions
Welfare Packages – These are tangible materials provided to teachers as job rewards and motivation. These include monetary compensation (salaries and allowances, subsidized medical services, loan schemes), teaching facilities, regular salary payment, and on-the-job training, among other things.
Teachers’ Attitude – This refers to an individual teacher’s judgemental ability and disposition based on personal values, psyche, and emotional reactions to external events and the behavior of others.
Job performance refers to the process of performing a task to the best of one’s ability in order to achieve the stated goals.
Teachers’ Job Satisfaction – this refers to a teacher’s ability to derive satisfaction and exhibit positive or high morale on the job.
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