ISSN: 0189-7195 The Journal of Advocacy and Rehabilitation in Special Education (JARSE) Volume Fifteen, Number One, December 2016. IBADAN UNIVERSITY LIBRARY Journal of Advocacy and Rehabilitation in Special Education (JARSE) Volume 15, No. 1. Dec., 2016 v Table of Content 1) Developing Positive Attitude Towards Persons with Visual Impairment Obe Emmanuel Olusola 1 2) Bilingual-Bicultural Teaching Approach and Educational Enhancement of Persons with Hearing Impairment in Nigeria Okoro Edna Nnenna Ph.D 5 3) Quality Assurance in the Use of Digital Technologies Available to Teachers, Learners and their Families Famaye, Esther Oluwayemisi and Modupe Tunde 9 4) Towards the Success of Persons with Special Needs: What Teachers Need to Know and Do Nwabueze Josephine N. 15 5) Depression, Test Anxiety and Academic Underachievement among High Ability Students in Ibadan, Oyo State Fakolade, Olufemi Aremu Ph.D 21 6) Current Practices in Speech and Language Pathology: Implication for Developing Countries Jerry Jummai E. and Enupe Rachael Ene 32 7) Effects of Iron Deficiency on Cognitive Functions and Academic Performance of Children with Learning Disabilities in Jos, Plateau State Adebisi, Rufus Olanrewaju & Sauri, Sunday Mbani 39 8) Rehabilitation of Children with Hearing Impairment: The Role of Audiologists Ojogwu, P. N. 49 9) Sexual Harassment of Women with Disabilities in the Federal Capital Territory Abuja Nigeria Nwabueze Josephine Nneka 55 10) Effective Vocational Rehabilitation of Persons with Special Needs: Issues Involved Ajayi, Emmanuel O. 61 11) Self-Employment for Persons with Disabilities Runsewe O. O. 70 12) The Efficacy of the Multi-Sensory Approach and Conventional Method on the Reading of Children with Learning Disabilities in Ibadan North Local Government, Oyo State Ohanele, P. 77 13) Strategies for Coping with Stress of Parents of Children with Disabilities Uji, V.l. & Adaka, T.A. 83 14) Correlates of Job Satisfaction among Teachers of Students with Hearing Impairment in Ibadan, Oyo State, Nigeria Isaiah, O. O., Ph.D 89 15) Teacher Preparation for Global Competitiveness in Special Needs Education Umunna Victor Iroegbu, Mugu Yusufu & Unegbu Justina Ifeoma 97 16) Prevalence and Patterns of Hearing Loss among the Elderly with Cigarette Smoking and Alcohol Experience Ayo Osisanya & Cbenga Akinyemi Akinyode 102 IBADAN UNIVERSITY LIBRARY 89 CORRELATES OF JOB SATISFACTION AMONG TEACHERS OF STUDENTS WITH HEARING IMPAIRMENT IN IBADAN, OYO STATE, NIGERIA BY ISAIAH, O. O., Ph.D. Department of Special Education University of Ibadan, Ibadan +234(0)8060223923 drgbenga2014@gmaii.com Abstract This study investigated the relationship among gender, marital status, self efficacy, incentives and job satisfaction among teachers of students with hearing impairment in Ibadan, Oyo State, Nigeria. This is against the background that teachers commitment and productivity will depend on how satisfied they are in terms of personal, psychological and environmental factors. The sample consisted of 60 secondary school teachers of students with hearing impairment in Ibadan (Male = 31, female = 29). The respondents were selected using purposive sampling technique. Data were collected using Teachers of students with hearing impairment job satisfaction Questionnaire (r- 0.86). Results showed that Gender (r-271) and self efficacy (r=.263) had significant relationship with job satisfaction among teachers of students with hearing impairment. While marital status, incentives and years of teaching experience did not. The independent variables (gender, self efficacy marital status, incentives and years of teaching experience jointly contributed to job satisfaction among teachers of students with hearing impairment (Adj. R2=0.178). This means that 17.8% of the variance in job satisfaction is accounted for by the independent variables. The relative contributions of the independent variables to the dependent variable in order of magnitude showed that: Gender ((3=0.559), self efficacy ((3=0.417), Marital status ((3=0.245) and years of teaching experience (3=0.125). It is recommended that the government should ensure that teachers of students with hearing impairment’s conditions of service are improved, so that they could be job satisfied. This will influence their productivity and performance. Key words: Hearing Impairment, Incentives, Job Satisfaction, Self Efficacy, Introduction Job satisfaction among teachers of students with hearing impairment has been a great concern to researchers over the years. It can lead to behaviours that can be positive to organizational functioning. For example, in the way teachers relate to their students and other colleagues could be strongly influenced by their sense of satisfaction within that school (Chamundeswari, 2013, Spector, 1997). Scholars defined job satisfaction as it appeals to them. For instance, Cooley and Yavanoff (1996) defined job satisfaction as an effective response to one’s job as a whole or to particular facets of it. Individuals who have a favourable attitude towards their job are more highly motivated to remain in that position. This implies that job satisfaction is a key factor in teachers’ retention. Many factors are capable of influencing job satisfaction among teachers of students with hearing impairment. In view of this, Chapman and Lowther (1982) stated that there are four variables that influence job satisfaction among teachers. They include - teacher’s personal characteristics, skills and abilities, the criteria a teacher uses to judge his or her professional success and accomplishments. The teachers of students with hearing impairment, like other category of teachers, expect their work environment to be favourable in terms of prompt payment of salary and other allowances, as well as availability of assistive technological devices that will assist them in the process of teaching and learning. Flammond (2003) reported there is little research on the attrition of teachers of students IBADAN UNIVERSITY LIBRARY Journal of Advocacy and Rehabilitation in Special Education (JARSE) Volume 15, No. 1. Dec., 2016 90 with hearing impairment. Most teachers have similar reasons to leave their position, such as, low salaries, unfavourable working conditions, inadequate preparation or lack of administrative support. Furthermore, Made (2016) reported strong correlation between job satisfaction and productivity among teachers of students with hearing impairment. Job satisfaction reflects how well a job provides fulfillment of a need or want, or how well it serves as a source or means of enjoyment. When teachers declare that they are job satisfied, it is an indication of the degree to which they like their job. It is suffice to say that job satisfaction is the psychological disposition of people towards their job. This view is supported by Jimoh and Etadon (2011). According to them, Job satisfaction means the enjoyment that a worker derives from doing a particular unit of job. When a worker derives satisfaction in his job, he will not be in rush to leave for another job. Factors such as gender, marital status, self-efficacy, incentives and years of teaching experience are likely to influence job satisfaction of teachers of students with hearing impairment. It is generally believed that teaching job is mostly dominated by women. In view of this, there was evidence that female teachers are likely to stay longer and be job satisfied in teaching profession. Whereas, male employees tend to change from teaching to other jobs in order to derive satisfaction for various reasons such as poor working conditions, lack of incentives or motivation and poor administrative structure (Ayara, 2016). Marital status of an individual could have a way of influencing his or her job satisfaction. However, there are not enough studies to draw any conclusion about the influence of marital status on job satisfaction, but limited research conducted in this area consistently indicates that married employees are more satisfied with their jobs than their single counterparts (Anderson, 2009). The self-efficacy of an individual is an important factor in his or her job performance. This will in no small way influence job satisfaction. Teachers with high self-efficacy are likely to demonstrate job satisfaction than their counterparts with low self-efficacy. In view of this, Jones and Malone (2006) found relationship between teachers’ self-efficacy beliefs and job satisfaction. Incentives, such as promotion, salary and allowances are more likely to influence job satisfaction among teachers of students with hearing impairment. Michael (2012) reported that teachers’ salary is an important factor that contributes to their job satisfaction. He further stressed that promotional opportunities are equally important with respect to teachers’ job satisfaction. In the same vein, Okumbe (1998) suggested that job satisfaction is influenced when teachers perceive equitable pay compared to their input. When workers feel that they are inequitably remunerated, dissatisfaction sets in. The larger the reward the more the job satisfaction of a worker. Years of teaching experience may influence teachers’ job satisfaction. Although, experienced teachers may actually become less satisfied later with their jobs. Further, Hatti (2009) differentiated between experienced and expert teachers. He suggested that experience alone is not enough to determine job satisfaction and performance. Statement of the Problem It is a common knowledge to observe that most teachers of students with hearing impairment do not derive satisfaction from their job as a result of poor working conditions such as, lack of incentives and organizational support. Hence, there is poor retention of teachers in teaching profession. Apart from this, teaching profession is not attractive to younger generation, due to the poor working conditions experienced by teachers. Many studies have been conducted to examine the factors that are responsible for poor or lack of job satisfaction among teachers. However, poor job satisfaction still persists among teachers of students with hearing impairment. This study therefore, examined some correlates of job satisfaction among teachers of students with hearing impairment in Ibadan. Research Questions Answers were provided to the following research Questions:- (i) What is the relationship among gender, marital status, self efficacy, incentives, years of experience and job satisfaction among teachers of students with hearing impairment in Ibadan? (ii) What is the composite contribution of the independent variables to the dependent variable? (iii) What is the relative contribution of the independent variables to the dependent variable? IBADAN UNIVERSITY LIBRARY Correlates of Job Satisfaction among Teachers of Students with Hearing Impairment in Ibadan, Oyo 91 State, Nigeria - Isaiah, O. O., Ph.D Methodology Research Design The study adopted descriptive survey research design of correlational type. The researcher examined the relationship among gender, marital status, self efficacy, incentives and job satisfaction among teachers of students with hearing impairment in Ibadan, Oyo state, Nigeria. Population The population of the study consisted of all the teachers of students with hearing impairment in Ibadan. Sample and Sampling Technique A total 60 teachers of students with hearing impairment participated in the study. The participants were selected from four secondary schools in Ibadan using purposive sampling Technique. Instrumentation The instrument used for collecting data for this study was a self developed questionnaire tagged Teachers of students with hearing impairment Job satisfaction Questionnaire (TSHIJSQ). The instrument has two sections. Sections A and B. Section A contained items on the biodata of the participants. While section B contained items on Job satisfaction, self efficacy and incentives. The instrument was pilot tested using Cronbach Alpha and it yield 0.86 reliability coefficient. This showed that the instrument was reliable. Procedure for Data Collection Preliminary visits were paid to the schools used for the study in order to take permission from the authorities of the schools. Some of the teachers of the schools were trained and used as research assistants. The Questionnaires were administered on the participants by the researcher with the help of the research assistants. Method of Data Analysis The data collected were analyzed using descriptive statistics of frequency count and percentage and inferential statistics of Pearson product moment correlation (PPMC), for finding out the relationship among the variables and multiple regression analysis. Results The results are discussed with respect to the demographic characteristics of the respondents and answers to the research questions. Demographic characteristics of Respondents Table 1: Frequency Distribution of Respondents by Age Age group Frequency Percentage Below 25 years 3 5.0 26 to 30years 10 16.7 31 to 35years 11 18.3 36 to 40years 14 23.3 41 to 45 years 12 20.0 46 to 50years 3 5.0 51 years and above 7 11.7 Total 60 100.0% Table 1 reveals the frequency distribution according to age range of the respondents. The result showed that respondents with age-range of 36 - 40 years were 14 (23.3%,), age range of 41 to 45 IBADAN UNIVERSITY LIBRARY Journal of Advocacy and Rehabilitation in Special Education (JARSE) Volume 15, No. 1. Dec., 2016 92 years were 12 (20.0%), age range of 31 to 35years were 11 (18.3%), age range of 26 to 30 years were 10 (16.7%,), age range of 51 years and above were 7 (11.7%), age range of 46 to 50years were 3 (5.0%) and age range of below 25 were 3(5.0%),. This showed that respondents with age range of 36 to 40 years and above have the highest percentage. Table 2: Frequency Distribution of Respondents by Gender Gender Frequency Percentage Male 31 51.7 Female 29 48.3 Total 60 100.0 Table 2 revealed that 31 representing 51.7% of the respondents were male, while 29 of them or 48.3% of the respondents were female. However, it implied that majority of the respondents were male. Table 3: Frequency Distribution of Respondents by Marital Status Marital Status Frequency Percentage Married 43 71.7 Single 17 28.3 Total 60 100.0 Table 3 revealed that 43 representing 71.7% of the respondents were married, while 17 of them or 28.3% of the respondents were single. However, it implied that majority of the respondents were married. Table 4: Frequency Distribution of Respondents by Years of Teaching Experience Years of Teaching Experience Frequency Percentage 1 to 5yrs 14 23.3 6 to 10yrs 19 31.7 11 to 15yrs 15 25.0 16 to 20yrs 9 15.0 Over 20yrs 3 5.0 Total 60 100.0% Table 4 revealed the frequency distribution according to years of teaching experience of respondents. The result showed that respondents with years range of 6 to 10 years of teaching experience were 19 (31.7%,), those with 11 to 15 years of teaching experience were 15 (25.0%), 1 to 5 years of teaching experience were 14 (23.3%), 16 to 20 years of teaching experience were 9 (15.0%), and over 20 years teaching experience were 3(5.0%). This showed that respondents who have highest years of teaching experience were those between 6 to 10 years Table 5: Frequency Distribution of Respondents by Highest educational Qualification Highest educational Qualification Frequency Percentage NCE 19 31.7 B.Ed 6 10.0 B.A(Ed) 19 31.7 B.Sc(Ed) 4 6.7 M.Ed 9 15.0 Ph.D 3 5.0 Total 60 100.0% Table 5 revealed the frequency distribution according to highest educational qualification of respondents. The result showed that 18 (12.0%) of the respondents have B.A(Ed), and NCE respectively, while 9 (15.0%) of the total respondents have Master Degree in Education and 6 (10.0%) of the total respondents have B.Ed, 4 (6.7%,) of the respondents have B.Sc (Ed), while 3 IBADAN UNIVERSITY LIBRARY Correlates of Job Satisfaction among Teachers of Students with Hearing Impairment in Ibadan, Oyo 93 State, Nigeria - Isaiah, O. O., Ph.D (5.0%) of the total respondents have Ph.D. This showed that respondents with B.A (Ed) have the highest percentage. Research Questions RQ1:- What is the relationship among gender, marital status, self efficacy, incentives, years of teaching experience and Job satisfaction among teachers of students with hearing impairment in Ibadan? Table 6: Correlation between Gender, marital status, self efficacy, Incentives, years of teaching Variables Mean S.D N Df r P Remark Job Satisfaction 19.60 2.80 - - - Gender 1.48 0.50 60 54 .271* 0.036 S Marital Status 1.28 0.45 .016 0.904 NS Self Efficacy 8.90 3.04 .263* .042 S Incentives 12.80 2.96 .060 .651 NS Years of teaching Experience 2.47 1.15 .009 .943 NS Correlation Significant at 0.05 level. Table 6 revealed that there were significant relationship among gender, self efficacy and Job satisfaction among teachers of students with hearing impairment in Ibadan. While there was no relationship among marital status, incentives, years of teaching experience and Job satisfaction among teachers of students with hearing impairment. That is, Job satisfaction has correlation with Gender (r=0.271, P < 0.05), and self efficacy (r=0.263, P < 0.05), since P was lesser than 0.05 level of significance, while Job satisfaction has no correlation with marital status, incentives and years of teaching experience, since P was greater than 0.05 level of significance. RQ2:- What is the composite contributions of the independent variables to the dependent variables? Table 7: Summary of Regression Analysis of the combined prediction of effect Gender, marital status, self efficacy, Incentives, years of teaching experience and Job satisfaction among teachers of students with hearing impairment in Ibadan_________ R Square Adjusted R Square Std. Error of the Estimate 0.498 0.248 0.178 2.54321 SUMMARY REGRESSION ANOVA Sum of quares df. Mean Square F P Remark Regression 115.134 5 23.027 3.560 .007 Significant. Residual 349.266 54 6.468 Total 464.400 59 Table 7 showed that there composite contribution of gender, marital status, self efficacy, incentives, years of teaching experience to Job satisfaction among teachers of students with hearing impairment in Ibadan. The table also shows a coefficient of multiple correlations (R) of 0.498 and a multiple R square of 0.248. This means that 17.8% (Adj. R2=0.178) of the variance in the Job satisfaction is accounted for by the independent variables, when taken together. The significance of the composite contribution was tested at p<0.05 using the F- ratio at the degree of freedom (df = 5/54). The table also shows that the analysis of variance for the regression yielded a F-ratio of 3.560 (significant at 0.05 level). RQ3: What is the relative contributions of the independent variables to the dependent variables? IBADAN UNIVERSITY LIBRARY Journal of Advocacy and Rehabilitation in Special Education (JARSE) Volume 15, No. 1. Dec., 2016 94 Table 8: Relative contribution of the independent variables to the dependent variables (Test Variable Unstandardized Standardized Coefficients Coefficients Model ( P ) Std. Error Beta t Sig. Constant 19.103 2.811 - 6.796 .000 Gender 3.110 .880 .559 3.533 .001 Marital status 1.514 1.146 .245 1.321 .192 Self efficacy .407 .129 .442 3.146 .003 Incentives .395 .156 .417 2.530 .014 Years of Teaching experience .303 .424 .125 .715 .478 Table 8 revealed the relative contribution of the independent variables to the dependent variable, expressed as beta weights. Using the standardized regression coefficient to determine the relative contribution of the independent variables to the dependent variable, the relative contributions of the independent variables to the dependent variables are: Gender ((3 =0.559, t= 3.533, p < 0.05) indicates most potent contributor to the prediction, follow by Self efficacy ((3 = 0.442, t= 3.146, p < 0.05) and Incentives (P = 0.417, t= 2.530, p < 0.05). It implies that there is significant relative contribution of gender, self efficacy and incentives to Job satisfaction among teachers of students with hearing impairment in Ibadan. Discussion of Findings Research question One The first research question examined the relationship among gender, marital status, self efficacy, incentives, years of teaching experience and job satisfaction among teachers of students with hearing impairment in Ibadan. The finding of the study revealed that there was significant relationship among gender, self efficacy and job satisfaction among teachers of students with hearing impairment. While there was no significant relationship among marital status, incentives, years of teaching experience and job satisfaction among teachers of students with hearing impairment. Adeoye (2010) corroborates the finding of this study. He reported significant relationship among gender, self- efficacy and job satisfaction among some employees with hearing impairment. Also, Ayara (2014) did not find significant relationship between marital status, years of working experience and incentives. This is in line with this study. Andrew (2012) did not find significant relationship between incentives and job satisfaction among some factory workers. The finding corroborates the finding of the present study. It implies that incentives may not necessarily be only factor that can determine job satisfaction among teachers of students with hearing impairment. Research Question Two What is the composite contribution of the independent variables to the dependent variable. The finding of the study should that all the independent variables predicted job satisfaction of teachers of students with hearing impairment when put together. This result is in line with Adegbola (2015). Who reported that psychosocial variables such as year of experience, marital status incentives, age and gender predicted job satisfaction among selected teachers in a study. Further, Ikeje, Okorie and Nwagbara (2013) reported that incentives marital, age, years experience, self efficacy motivation and personal factors contributed significantly to job satisfaction among secondary school teachers. Research Question Three What is the relative contribution of the independent variables to the dependent variable? The findings of the study showed that the independent variables had relative contributions to the dependent variables. This is in line with Madus, Zhao and Rubin (2008) and Judge, Bono and Locke IBADAN UNIVERSITY LIBRARY Correlates of Job Satisfaction among Teachers of Students with Hearing Impairment in Ibadan, Oyo 95 State, Nigeria - Isaiah, O. O., Ph.D (2000). They reported that personal, social and psychological variables such as, years of working experience and incentives contributed significantly to teacher’s job satisfaction. Conclusion This study showed clearly that only two of the independent variables, gender and self efficacy had significant relationship with job satisfaction among teachers of students with hearing impairment, while all the variables had composite and relative contributions to job satisfaction of teachers of students with hearing impairment. Therefore, it is suffice to say that these variables (gender, marital status, self efficacy, incentives and years of teaching experience) are important factors that influenced job satisfaction among teachers of students with hearing impairment, especially, gender and self efficacy. Recommendations The following are recommended based on the findings of this study:- 1. Teachers of students with hearing impairment should be well renumerated. This means that their salary and other allowances should be paid as at when due. 2. The teachers of students with hearing impairment should be made to attend seminars, workshops and conferences like their counterparts in other professions in order to improve their professional competence. 3. Teachers of students with hearing impairment should be made to consult counselling psychologists from time to time in order to resolve any personal or inter-personal conflict that is capable of affecting the jobs negatively. 4. Incentives such as leave bonus, car and housing loans should be given to teachers of students with hearing impairment from time in order to boost their job satisfaction. 5. Generally, the conditions of service of teachers should be improved by the government. This will not only improve their job satisfaction but it will also create the interest of younger generation in teaching profession. References Adeoye, A.O., Akoma, L. and Binugo, B.O. (2014). 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