VOL. XXXII 2012 ISSN: 0043~2997
PhiUipaldoglw,PhD.,& The Imperatives of Technical Education in the Actualization of
Prof 0yaziw0Aiuede, Ph. D., MNAE Nigeria's Vision 20:2020 -
H. O. Owolabi, Ph. D & Promoting Entrpreneurship Through Curriculum Design: An
Sarah N. Oden, Ph. D Analysis of Selected Undergraduate Courses In University of Cape 12
Coast, Ghana
Prof S. O.Ayodele & Comparative Evaluation of Two University Distance Learning
Junaid, Ikmat Olanrewaju(ph.D) Programmes in South -west Nigeria 20
OloyedeA. Ojo, Ph. D & Development and Validation of the Students' Evaluation of
Folajogun V.Falaye, Ph. D Teaching Effectiveness Scale (Setes-ce) 39
Lazarus, Kelechi Teachers' Perception of Collaborative Instruction for Students With
Uchemadu Ph.D' Learning Disabilities In Inclusive Schools in Ibadan Metropolis,
Nigeria. 48
Akorede, S.F. Ph.D & Predictors of Job Performance Among Secondary School Teachers
Oianiran, Nathaniel In Ibadan Metropolis - 62
Sikiru A. Amoo,Ph. D Lecturers' And Students' Perceptions ofInstructional Effectiveness In
Moshood A. Hambali, DistanceLeaming System For Teacher Preparation: Implication For
Abdussalam, 0Amoo E-Iearning , 80
Tolu Eni-Olorunda, Ph. D Stakesholders' Perception of The Educational Programme for
& Adams Onuka, Ph. D Children wth Intellectual Disability in Ogun And Lagos States,
Nigeria 90
Fadoju, Andrew Oiu, Ph. D Perceived Effects of Spousal Abuse on the Health of School Age
In Boripe Local Government Area of Osun State 102
Eragbai Jerome lsuku, Ph. D Increasing Access and Reducing Operational Unit Cost in Public
& Benedict Oyovwevotu Secondary Schools in Edo Sate, Nigeria. . 114
Emunemu, Ph. D
Olufunmilayo O. Level of Awareness of Hi via ids Pandemic Among Undergraduate
Folaranmi, Ph. D Students of the UniversityofIbadan 129
F. O. Ezeokoli, Ph. D Evaluation of The Level ofImplementation of Nigeria's Language
& G. C. Onyekwere Policy in Primary Schools In Niger State, Nigeria 142
J. Gbenga Adewale, Ph. D Exploratory and Confimatory Factor Analyses of Affective
& Oluwabunmi Ibidiran Behaviour of Secondary School Students in Ekiti State. 157
Oy ew u m i , Abebomi Primary School Teachers' Perception of Their Preparedness
(Ph.D) _ And Practice for Teaching Learners with Special Needs in Inclusive
& Oyedokun, Bolan/e, Classroom in Ibadan, Oyo State 171
Victoria L Iroegbu, Ph. D Effect of Three Strategies of Teaching Reading on Primary School
Pupils' Attitude To English Language 182
Emeahara, E. N.; Oseghale, The Importance Of Libraries In Enhancing Qualitative Education
Osagie & Fagbola, O. O. In Nigeria 191
Ukoh, Edidiong E. Ph.D Globalization and Physics Education: Implications for Pedagogy
in Tertiary Institutions 205
A. A. Amori, Ph. D The Education Officer, Quality Control and the Challenges Of
Modem Educational Administration In Nigeria 215
PUBLISHED BY THE INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN ON BEHALF OF
PARTICIPATING WEST AFRICA UNIVERSITIES AND MINISTERIES OF EDUCATION
UNIVERSITY OF IBADAN LIBRARY
The West African
. Journal Of Education
(WAJE)
VOLUME XXXII
2012
UNIVERSITY OF IBADAN LIBRARY
II
Editorial Board
Chairman Professor M.A Araromi
Editor-in-Chief Dr. J. Gbenga Adewale
Editor Dr. Adams O.U. Onuka
Associate Editors
Dr. Monica N.Odinka
Dr. Serifat . F.Akorede
Editorial Assistants
Dr. Benson A. Adegoke
Dr. Joshua O. Adeleke
Mr. F. O. Adams
Editorial Advisory Board
Professor PAl Obanya, (International Education Strategist), Ibadan, Nigeria.
Professor Jide Owolabi, Kampala International University, Dar-es-Salaam, Tanzania.
Prof. Mawuto Avoke, Pro Vice-Chancellor, University of Education, Winneba, Ghana.
Professor J.F. Joseph Aboagye, University of Cape Coast, Ghana.
Professor I.F. Wirendu,Univer'sity of Ghana. Legon, Accra Campus, Ghana.
Professor Abdul Mansary, University of Serria Leone.
Professor T.W.Yoloye, Institute of Education, University of Ibadan, Nigeria
Professor E. Adenike Emeke, Institute of Education, University oflbadan, Nigeria
Dr. 1.1.Uwadiae, HNO, WAEC, (Nigeria Office), Yaba Lagos, Nigeria
UNIVERSITY OF IBADAN LIBRARY
viii
CONTENTS
1. The Imperatives of Technical Education in the Actualization of
Nigeria's Vision 20:2020 - Phillipa Idogho, Ph D., &
Prof Oyaziwo Aluede, Ph D., MNAE 1
2. Promoting Entrpreneurship Through Curriculum Design: An Analysis
Of Selected Undergraduate Courses In University Of Cape Coast, Ghana
- Dr. H 0. Owolabi & Dr (Mrs) Sarah N. Oden 12
3. Comparative Evaluation of Two University Distance Learning
Programmes in South -west Nigeria - Prof S.0. Ayodele
&Junaid, IkmatOlanrewaju (Ph D) 20
4. Development and Validation of The Students' Evaluation of Teaching
Effectiveness Scale (Setes-ce) OloyedeA. Ojo & Folajogun V Falaye 39
5. Teachers' Perception Of Collaborative Instruction For Students
With Learning Disabilities In Inclusive Schools In Ibadan
Metropolis, Nigeria - Lazarus, Kelechi Uchemadu PhD 48
6. Predictors Of Job Performance Among Secondary School Teachers
InlbadanMetropolis -Akorede, S.F PhD &Olaniran, Nathaniel· 62
7. Lecturers' And Students' Perceptions OfInstructional Effectiveness
In Distance Learning System For Teacher Preparation: Implication
For E-Iearning -Dr. Sikiru A. Amoo, MoshoodA. Hambali,
Abdussalam, 0 Amoo 80
8. Stakesholders' Perception Of The Educational Programme
For Children With Intellectual Disability In OgunAnd Lagos States, Nigeria
- ToluEni-olorunda, PhD &AdamsOnukaPhD 90
9. Perceived Effects Of Spousal Abuse On The Health Of School Age Children
In Boripe Local Government Area Of OsunState - 1),: Fadoju.AndrewOlu 102
10. Increasing Access And Reducing Operational Unit Cost In Public
Secondary Schools In Edo Sate, Nigeria, - Eragbai Jerome Isuku
&Benedict Oyovwevotu Emunemu, 114
"
UNIVERSITY OF IBADAN LIBRARY
WestAfrican Journal of Education
IX
11. Level OfAwareness Of Hiviaids Pandemic Among Undergraduate
. Students Of The University OfIbadan. -Dr. Olufunmilayo 0. Folaranmi 129
12. Evaluation of The Level ofImplementationofNigeria's Language
Policy In Primary Schools In Niger State, Nigeria -F 0. Ezeokoli Ph.D
& G. C. Onyekwere 142
13. Exploratory And Confimatory Factor Analyses OfAffecti ve
Behaviour Of Secondary School Students In Ekiti State.
- Dr.J GbengaAdewale & Oluwabunmi Ibidiran 157
14. Primary School Teachers' Perception Of Their Preparedness
And Practice For Teaching Learners With Special Needs In Inclusive
Classroom In Ibadan, Oyo State - Oyewumi, Abebomi (Ph.D)
- Oyedokun, Bolanle 171
15. Effect Of Three Strategies Of Teaching Reading On Primary School
Pupils' Attitude To English Language - Dr. Victoria 1. Iroegbu 182
16. The Importance Of Libraries In Enhancing Qualitative Education In Nigeria
- Emeahara, E. N: Oseghale, Osagie & Fagbola, O. O. 191
17. GlobalizationAnd Physics Education: Implications For Pedagogy
In Tertiary Institutions - Ukoh, Edidiong E. Ph.D 205
18. The Education Officer, Quality Control And The Challenges Of Modern
Educational Administration In Nigeria -Dr. A. A. Amori 215
UNIVERSITY OF IBADAN LIBRARY
PREDICTORS OF JOB PERFORMANCE AMONG SECONDARY
SCHOOL TEACHERS IN IBADAN METROPOLIS
Akorede, S.F., Ph.D
Institute of Education, University of Ibadan
Phone No: +2348023305488
E-mail: docserifat@yahoo.com
and
Olaniran, Nathaniel
Institute of Education, University of Ibadan
Phone No: +2348035169752
Esmail: natholaniran2013@yahoo.com
Abstract
Students/performance in secondary schools in recent time have been below the
expected standard based on the reports of public examination bodies (WAEC
and NECO). Most often time teachers are blamed for this occurrence which
suggests that job performance of teachers has been below the standard. This
study therefore investigated teachers/ characteristics and welfare package as
predictors of job performance among secondary school teachers in Ibadan
Metropolis. The research design used in the study was survey, one hundred
(100) teachers and three hundred (300) students were drawn through multi-
stage sampling techniques from five local governments within Ibadan
metropolis. Four research instruments were used to collect data and four
research questions were raised and answered in this study. The data obtained
were analyzed using multiple regressions and descriptive statistics. The result
show positive relationship between welfare package and teachers' job
performance(R=.851, multiple R square of. 725 with Adjusted R square of
.621). Moreover, the welfare package explains 62% of the variance observed in
teachers/job performance. The observed variance was statistically significant
at F (df =5, 17) = 7.015, p<0.05. Likewise, the findings show positive
relationship between teachers' characteristics and teachers'job performance (
R=.627, a multiple R square of.393 with Adjusted R square of.234 and
teachers' characteristics accounted for 23% of the variance observed in
teachers'job performance. The observed variance was statistically significant
at F (df =6, 23) = 2.479, p>O.05 The eleven components of the welfare package
and teachers' characteristics jointly considered accounted for 73% of the
observed variance in teachers/job performance and statistically significant at
F (df =12, 10) = 5.983, p< 0.05. Based on the findings of the study, it was
observed that there are positive relationships between welfare package,
teachers' characteristics and teachers' job performance. Therefore, when
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Akorede, S.F Ph.D & Olaniran, Nathaniel
63
teachers possess good characteristics (in terms of qualification and teaching
experience) and government increases teachers' welfare package this will
directly enhance job performance among the teachers. It is therefore,
recommended that government should encourage teachers to put in their best
and develop positive attitude towards teaching by improving on the welfare
packagesfor teachers andprompt payment of salary.
Keywords: Welfare package, Teachers' characteristics, Job performance, secondary
schools.
Introduction
Education is the cornerstone of economic growth and social development. It is a principal
means of improving the welfare of individuals. It increases the productive capacities of
societies and country's political, economic, social and cultural institutions. Education is a
paramount tool for any meaningful and worthwhile development in the society and for any
nation to develop; she must first develop her citizens through the provision of functional
education (Araromi & Adeyoju, 1996; Adeyemo, 2000). Education transmits wisdom and
knowledge of the older generation to the younger ones, to help them become functional
members ofthe society.
Teaching has been opined as a communication between two or more people who influence
each other by their ideas and learn something inthe process oftheir interaction (Okunogbe,
2005). Teaching is filling the mind of the learner with information and knowledge or facts
for future use. The world book (2002) explained that teaching is helping other people to
learn. It helps people acquire the knowledge they need to become responsible citizens, to
earn a living, and to live a useful and rewarding life. Osokoya (2003) asserted that teaching
is important in any educational system, because the quality of teachers in any educational
system determines to great extent the quality of'the.systern. Recognizing the importance of
teaching by the Federal Government of Nigeria, in the national policy on education, the
government in 2004 stressed that teacher education will continue to be given a major
emphasis in all our educational planning, since no education system can rise above the
quality of its teachers. .
The role teachers' play in education process is so crucial that they should possess certain
basic characteristics to help them function effectively and efficiently in the classroom.
McGregor (1960) cited inAkintayo (2001) argued that, the performance of an individual at
work in an organization is a function of certain characteristics of such an individual, which
includes: gender, year of experience, qualification, attitude and certain effects of the
environment: the nature of his job, motivation and the leadership style of his boss or
administrator. This corroborates Adeniji, (1999) who asserted that, the performance of a
person on a job is considered a function of two different variables. One of these refers to
abilities or skills of the individual to perform the job and the second refers to his motivation
to use this abilities or skills in the actual performance ofthe job.
Gender ofthe teachers has been investigated in relationship withjob performance, Jembola
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WestAfrican Journal of Education
64
(2000) in his study of some teachers' characteristics as predictors of students' achievement
in Mathematics reported that teachers' gender made a specific contribution on their job
performance as it directly or indirectly influence students to learn. Swaffield (1996)
asserted that when teachers take on teaching responsibility contrary to their gender-linked
roles, their teaching effectiveness was observed as being inferior to similar courses taught
by their counterpart who take gender- linked roles. Martin, Kimberly and Smith (1990)
found that there were no significant main effects due to the gender ofteachers in the areas of
classroom management, communication skills, imagination and general efficiency.
Although female teachers were rated higher than their male counterparts in the areas of
organization but no significant interaction effects was discovered between the age and
gender of the teachers in the areas of communication, classroom management, and
imagination. Osafehinti (1995) was of the opinion that the gender of teachers has a great
bearing upon their classroom interaction. According to him, male teachers are noted for
'tolerance and dynamism inthe classroom than their female counterparts.
Researchers are of the opinion that age of the teachers has some relationship either
positively or negatively with teachers' effectiveness. Ojo (2001) in his study of the
influence of personal factors on teachers' job satisfaction and commitment use sample of
one hundred and fifty participants and discovered that age was influential on teaching
performance as people in the age bracket 20-25,years are more dedicated and recorded high
performance at work. Habecker (1981) in his study discovered that teachers' performance
does not necessarily decrease with advanced age.
There are varied opinions on how qualifications and training of teachers affect their
performance. Veenman (1995) revealed from his study that no significant differences were
found in job performance between the teachers with educational background and those
without educational background. Gabriel (2009) reviewed studies on teachers'
characteristics and stated that higher qualification of the teachers was important for
teaching at the secondary school level; in particular for science subjects; teacher training
and qualification have a positive effect on their job performance. He stressed the fact that
more intelligent and knowledgeable teachers produce higher job performance. Darling-
Hammond (2000) reported that teachers' academic qualification is the most consistent
significant predictor of teaching effectiveness as measured by students' achievement in
reading andMathematics.
Experience plays a major role in the effectiveness of any worker in an organization.
Adeyemi (2008) asserted that teaching is a complex and demanding profession that
requires skill inmanagement and fast decision making, patience, empathy, communication
skill, careful planning, stress tolerance, deep subject knowledge and psychological insight.
One cannot acquire a high level of expertise within only a few years of practical teaching
experience. Therefore, the more experienced the teacher is the better performance that can
be expected of him/her. Moreover, Hanushek (1995) cited in Afolabi (2011) discovered
that teachers' experience has a more positive relationship with teachers' productivity. He
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Akorede, S.F Ph.D & Olaniran, Nathaniel
65
was of the opinion that fresh graduates are not recommended to handle some sensitive
subjects and classes, as many fresh graduates still struggle between practice and theory in
their teaching career. He concluded his argument that teachers need experience over the
year to put in practice many teaching skills that will enhance smooth teaching-learning
process. World book (2002) explained teacher characteristics to be, the qualities that are
typical and easy to recognize that make them different from other profession and operate
effectively in their profession.
Welfare package contain those psychological processes that cause arousal, direction and
persistence of voluntary actions that are goal directed and enhance higherjob performance.
Durosaro (2000) was of the opinion that welfare package is a drive or an encouragement
within a typical human organization. In other words, it is an important tool in any
organization, since it is a means of making workers gear their efforts towards the
achievement of organization goals and objectives. Likewise it encourages an individual
worker to contribute productive action towards the realization of organization goals. He
assumes that if the incentive is high there is tendency that workers productivity will be
'higher,
Therefore, to enhance employees' job performance the various element of human resource
management must be co-ordinated into a unified programme aimed at making job easier
and encouraging for the workers. Zweig (2005) stated that good salary have some strong
relationship with workers' productivity as the satisfaction enjoy from the salary propel an
employee to be more productive. He described allowances as other incentives apart from
salary received by the worker which could be in terms of housing, seminar, car allowances
as well as special gratuity given to individual employee for making valuable suggestions or
support for the progress ofthe organization. .
Teachers are instrumental to the success of any educational programme (F.R.N, 2004).
Their indispensable role should attract meaningful welfare package attached to the
profession by the government. However, it is discouraging that the society today looks
down on teachers. Teachers' socio-economic status appears to have continued to fall at an
increasing rate despite all the promises of various governments to improve their lot. For
government to improve the teachers' job performance there are some basic things that must
be put in place; among such include regular in-service-training, provision of modem
facilities, teaching aids, promotion and prompt payment of salaries (The Vanguard, 2010).
This view was corroborated by Adesuyi (1981), who established that there is significant
relationship between welfare package and workers job performance, as the benefit
positively motivate the workers to work hard. Ajibade (1994) found that good
remuneration not only attracts teachers but also retains them and makes them perform more
effectively and efficiently. Salami (1999) pointed to the fact that the teachers nowadays
lack job satisfaction. According to him, teachers are leaving the teaching profession
because of poor salary, intolerable condition of service and low prospects among other
reasons.
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WestAfrican Journal oj Education
66
In a study conducted by Adaralegbe (1974), it was found that teachers have frustratingly
left the teaching profession for the private sector or further studies because of poor
remuneration. Wayne (2000) asserted that wages arid salaries are factors that encourage
workers to perform their job well, that wages and salaries that are sufficient and timely paid
as well as awards for responsibility, achievement and excellent service will propel a worker
to work hard. Adelabu (2005) asserted that teachers and other school workers tend to
remain contented and reasonably encouraged as long as salaries, incentives are paid
promptly and promotion granted regularly. Taylor (1947) cited in Adeniji (1999) in his
scientific management theory, recognized money as the most important factor in propelling
workers to achieve greater productivity. Ubom (2002) stated that in Nigeria prompt
payment of salaries induced greater commitment to teaching and that school heads often
complained about teachers not willing to work because of delay in payment of salaries and
other allowances.
Salary determines the status of workers; employees who earn higher salary feel satisfied
and perform their job well compared to their counterparts who are low income earners.
Broad (1994) cited in Wayne (2000) assumed that tangible allowance, adequate salary,
timely promotion, staff training and rewards are the prime factors that induce workers to
perform their job well. Oguntola {2006) viewed promotion as an aspect of encouragement
to workers. He examined it from the angle of behaviour ism as a way of rewarding people
for their efforts and services and it boosts morale and encourages workers to work hard, as
well increases productivity and effectiveness. He was of the opinion that lack of it could
lead to low staff morale which may result into frustration and premature retirement.
Fagbemiye (1981) expressed the view that the maj or factor contributing to teacher attrition,
inefficiency and a fall in the standard of education is the poor image of teachers which has
to do with their neglect by government. .
Furthermore, it has been observed that a worker who is adequately motivated is a better
performer at job than his counterpart who is not. Also, one cannot get the best out of a
worker through coercion but ability to understand individual's needs and what could
motivate such workers, are the two important things that could make the workers perform
better (Akinola, 1995). Udoji commission in 1972 made the most significant impact on
teachers' status and welfare in Nigeria. The major achievement of the commission was that
it harmonized the public sector salaries by bringing all public sector workers under one
unified salary scheme and also ensured that teachers enjoyed comparable salary status with
other key public sector workers. The commission succeeded in re-grading the existing
categories of teachers into nine levels, but it failed to harmonize the salaries and other
conditions of service of teachers in respect with the rest public service professions, which
has remained a source ofmajor dissatisfaction among teachers. Various administration had
promised the Nigerian teachers several welfare packages which consist of periodic
workshop and seminar allowance, car loan, leave bonus, housing loan, health care services,
salary etc. as at when due. But most ofthese have turn out to be empty promises.
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Akorede, S.F Ph.D & Olaniran, Nathaniel
67
Over the years, anum ber of researchers have been interested in the assessment of the
performance of the workers on their job although quite a number of them are yet to reach a
consensus on an adequate criterion of what leads to good or bad performance on the job or
task. Friend-Lander (1980) cited in Akinola (1995) explained good performance as that
behaviour which a particular organization condones and probably rewards. He argued
further that all organization has specific goals to achieve and staff must be motivated
towards this end, that without motivation, performance of staff wi 11be adversely affected.
Leeds and Stainton (1972) cited in Okunogbe (2005), described the concept of job
performance as a person's ability, the quality of his tools and materials, the nature of the
work environment, job efficiency/ managerial co-ordination of the efforts of the work
force all assist the effective performance of a task and also depends on the worker's
motivation and morale. Past researches, have observed that teachers' job performance
does not meet the society's expectation.
It is pertinent to state that students' performances in secondary schools in recent time have
been below standard based on the results of public examinations conducted by WAEC and
NECO. Most often time teachers are blamed for the poor performances, which suggest
that job performance of teachers have been below standard. Commitment to teaching, a
hall mark of a good teacher has dwindled as majority of teachers engaged in other
economic activities for survival. This often time leads to lateness or absence in school and
classes. The implications ofthese for job performances are grave. However, teachers have
often attributed woeful performances of students in final examinations and poor job
performance to poor welfare packages provided by government. Several studies had
researched into some aspects ofteachers' welfare and its implication for job performance,
but it seems only few had attempted to investigate the relationship between job
performance, welfare packages and teachers' characteristics. Therefore, this study
investigated the relationship between welfare package, teachers' characteristics and job
performance among public secondary school teachers.
Research questions
Based on the stated problem, this study provided answers to the following questions.
1. What is the relationship between teachers' welfare package and their job
performance? .
2. What is the relationship between teachers' characteristics and their job performance?
3. To what extent do welfare package and teachers' characteristics variables combine to
predictteachers'job performance?
4. What are the relative contributions of the components of welfare package and
teachers' characteristics on teachers' job performance?
Methodology
Research design
The study used survey design; this research type was chosen because the researcher does
not have control over the variables as their manipulation had already occurred.
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WestAfrican Journal of Education
68
Sampling procedure and sample
Multi stage sampling procedure was adopted in this study. First, Ibadan metropolis has five
local Government areas; two schools were selected from each ofthese local governments,
making ten (10) schools. From each of these schools, ten (10) teachers were selected for the
study using simple random sampling technique making 100 in all. For the assessment of
teachers in terms of their job performances, thirty (30) students were randomly drawn using
systematic random sampling techniq ue from each sample schools to assess their teachers'
job performance. The total sample therefore amount to four hundred (400) participants
Table 1.. Samp: Ie summary
Name of local Number of sampled Number of teachers Number of students
governments schools sampled sampled
Ibadan North L G 2 20 60
Ibadan North East L G 2 20 60
Ibadan South East L G 2 20 60
Ibadan North West L G 2 20 60
Ibadan South West L G 2 20 60
Total 10 100 300
Instrumentation
Four instruments were designed for this study. These are:
Teachers' Welfare Package Questionnaire (TWPQ)
This questionnaire was constructed by the researcher; the instrument IS measuring how
teachers enjoy adequate welfare package in their profession. It consists of three sections:
A, Band C. Section (A) is on teachers' personal data: which consists of the teachers'
gender, age, academic qualification, teaching experience. Section (B) consists of
teachers' salary per month, access to: free health care service delivery, car loan, housing
loan, leave bonus and mode of salary payment. Section (C) consists of forty-one items on
teachers' welfare package. The respondents respond alongA-point Likert scale response
options, which are: (MT= Most of the time, ST= sometime, LT=less than half of the time,
AN=Almost never) aswell as (SA= Strongly agree,A=Agree, D= disagree, SD= Strongly
disagree). The reliability; content and construct validity of this instrument was
established using CronbachAlpha. The resulting reliability co-efficient is 0.89
Teachers' Classroom Interaction Climate Rating Scale (TCICRS)
This instrument was adopted by the researcher. It was constructed for Universal Basic
Education Commission (UBEC) Federal Teachers' Scheme (FTS) by eighteen resource
persons with professors' status. The instrument is measuring teachers' classroom
interaction climate and it is made up of two sections. Section A is on classroom indicator
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A--k-o-r-e-d-e-,--S-.-F--P--h-.-D--&--_O_la_n_ir_a_n_, _N_a_th_a_n_ie_l______________ 69
which consists of teachers' name, subject taught, period and date. Section B consists of
twenty five items on teachers' classroom interaction climate and it was divided into six
segments which are: preparation/quality of lesson plan, instructional materials,
classroom presentation, classroom management, professional/ personal quality and
pupils' activities. The researcher rated along 5-point categories, which are: (5= Excellent;
4= Very good; 3= Good; 2= fair; 1= Poor).
Head Teacher Rating Scale (HTRS)
This questionnaire was adapted by the researcher. It was constructed for Universal Basic
Education Commission (UBEC) Federal Teachers' Scheme (FTS) by eighteen resource
persons with professors' status. The instrument is a summary of teachers' classroom
interaction climate. It is a form of rating scale measuring teachers' general effectiveness in
the school and it was administered on school principal to rate their teachers. The
reliability; content and construct validity of this instrument was established using
Cronbach Alpha. The resulting reliability co-efficient is 0.71
Students' Learning Outcome (SLO)
This is the students' performance (scores) in six selected subjects (English language,
Mathematics, Economics, Biology, Agricultural science and Yoruba) from previous
examination.
Method of Data Collection
Letter of introduction was taken to each of the sampled schools to seek for permission to
use their teachers and students for the research; the researcher interacted with the teachers
as well as the students to established good rapport. Two research assistants were trained
for this study; the training lasted for one week. In each of the sampled school, the research
assistants with the researcher distributed the instruments to the respondents and give
instructions on how to fill them. After the administration of the instruments, the
researcher and the assistants collected the instruments back for analysis. This lasted for
four weeks.
Data Analysis Procedure
Data collected were analyzed using multiple regressions analysis. The breakdowns of the
analyses are as follow:
Research question 1: Multiple regression analysis.
Research question 2: Multiple regression analysis.
Research question 3: Multiple regression analysis.
Research question 4: Multiple regression analysis.
Presentation of results
Research question one: What is the relationship between teachers' welfare package and
their job performance?
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WestAfrican Journal of Education
70
Table 2.1 : Relationship between teachers' welfare pack age and their job performance
Model summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .851 .725 .621 33.460
Table 2.2: ANOVA
Model Sum of Df Mean F Sig.
squares square
Regression 47120.023 5 7853.337 7.015 .001
Residual 17912.933 17 1119.558
Total 65032.957 22
o Significant at the 0.05 level
Table 2.3: Coefficients Table
Model Unstandardized Standardized T Sig.
Coefficient coefficients
B Std.Error Beta
Free health care services 101.939 30.937 .727 3.295 .005
Car loan -30.610 8.255 -.499 3.708 .002
Housing loan 44.568 23.495 .346 1.897 .076
Leave bonus -10.799 6.128 -.237 1.762 .097
Welfarepackage .538. .612 .163 .879 .052
Result:
From table 2.1, the combination of all the five components of the predictor variable that
is: Free health care, leave bonus, car loan, housing loan and welfare package jointly
related with job performance with positive high correlation at R=.851, a multiple R
square of.725 with Adjusted Rsquare of.621. The multiple correlationof.851 indicates a
high relationship among the five components ofthe predictor and the predicted variables.
Moreover, as shown in the above modal summary table the combination of the five
components of the predictor variables explains 62% of the variance observed in teachers'
job performance. The observed variance was statistically significant at F (df =5, 17) =
7.015, p<0.05.
Discussion:
The result as shown in table 2.1 indicated that there is a positive relationship between
teachers' welfare package and their job performance. The result of this study supports the
finding of (Aj ibade 1994) who asserted that good remuneration not only attracts teachers
but also retains them and make them perform effectively and efficiently. Likewise, the
findings buttress the opinion of Oyeleke in (The Vanguard, 2010) who declared that: for
government to improve the teachers' job performance there are some basic things that
must be put in place; among such include regular in-service-training, provision of
modern facilities, teaching aids, promotion and prompt payment of salaries. Moreover,
the finding corroborate (Wayne 2000) who opined that wages and salaries that are
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Akorede, S.F Ph.D & Olaniran, Nathaniel 71
sufficient and timely paid as well as awards for responsibility, achievement and excellent
service will propel a worker to work hard.
However, the finding of this study is not in consonance with that of Brown (1954) cited in
Adeniji (1999) that was of the opinion that monetary incentives is of much less
significance to the workers than had been supposed. He explained that "trying to satisfy
people with materials gift is like trying to fill a bottomless pit". He was of the opinion that
work will become an avenue for achieving ego satisfaction by gaining more power and
exerting it over others when monetary incentive is introduced. Brown claimed that if the
.dislike for work and love of money is universal, it would not make sense as there are
instances where workers who have been given a new job with higher pay, may continue
demanding for increments in salary instead of commensurable performance at work.
Research question two: What is the relationship between teachers' characteristics and
their job performance?
Table 3.1: Relationship between teachers' characteristics and their job performance
Model summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .627 .393 .234 45.189
Table 3.2: ANOVA
Model Sum of Df Mean F Sig.
squares square
Regression 30377.988 6 5062.998 2.479 .054
Residual 46966.979 23 2042.043
Total 77344.967 29
D Significant at the 0.05 level
Table 3.3: Coefficients table
Model Unstandardized Standardized T Sig.
Coefficient coefficients
B Std.Error Beta
Gender - 20.352 19.464 -.189 -1.046 .307
Age 15.433 12.020 .277 1.284 .212
Academic qualification 8.500 13.842 .123 .614 .045
Teaching experience 20.101 11.551 .344 1.740 .095
Salary per month 28.426 11.428 .531 2.487 .021
Teachers' classroom -.291 .992 .054 .316 .044
interaction climate
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WestAfrican Journal of Education
72
Result:
From table 3.1, the combination of all the six components of the predictor variables that
is: Gender, Age, Academic qualification, Teaching experience, salary per month, and
classroom interaction climate jointly related with job performance with positive
correlation at R=.627, a multiple R square of .393 with Adjusted R square of .234. The
multiple correlation of .627 indicates a moderate relationship among the six components
of the predictor and the predicted variable (teachers' job performance). Moreover, as
shown in the above modal summary table the combination of the six components of the
predictor variables explains 23% of the variance observed in teachers' job performance.
The observed variance was statistically significant at F (df=6, 23) = 2.479, p> 0.05.
Discussion:
A positive relationship of teachers' characteristics on job performance buttresses the
result of studies carried out by Bowles and Levin (1968) cited in Wayne (2000) which
revealed that teachers' characteristics are significantly related to the verbal achievement
of twelfth grade Negro students, even when social background factors are held constant.
Moreover, they discovered that when schools' factors and teachers' characteristics were
entered first in the regression equation obtained from the study, their ability to account for
students' achievement was considerably greater, which directly show the level of
teachers' job performance. Likewise, the findings of this study is in consonance with
Jembola (2000) who studied some teachers' characteristics as predictors of students'
achievement in Mathematics and reported that teachers' gender made a specific
contribution on their job performance as it directly or indirectly influence students to
learn. Furthermore, the result buttresses Adeniji (1999) who asserted that the
performance ofa person on ajob is considered a function of two different variables. One
of these refers to abilities or skills of the individual to perform the job and the second
refers to his motivation to use this abilities or skills in the actual performance of the job.
Conversely, the findings negate Veenman (1995) who revealed from his study that no
significant differences were found in job performance between the teachers with
educational background and those without educational background in their job
performance. Nwachukwu (2007) result supported Veemnan when he asserted that there
was no significant difference in the performance of teachers with different professional
and academic qualification when compared with the teachers with educational
background. Furthermore, the result is not in consonant with Olaniyan (1997) findings
who carried out a study conducted on "Employees job performance as affected by
demographic variables in Nigeria education system" reported that sex, age, even years of
experience did not significantly affect employees'job performance.
Research question three: To what extent do welfare package and teachers'
characteristics variables combine to predict teachers' job performance?
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Akorede, S.F Ph.D & Olaniran, Nathaniel
73
Table 4.1: The extent to which welfare package and teachers' characteristics variables
combine to predict teachers' job performance
Model summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .937 .878 .731 28.198
Tah, '.e 4.2' ANOVA
Model Sum of Df Mean F Sig.
squares square
Regression 57081.832 12 4756.819 5.983 .004
Residual 7951.124 10 795.112
Total 65032.957 22
o Significant at the 0.05 level
Result:
From table 4.1, the combination of all the eleven components of the predictor variables
that is: free health care, leave bonus, car loan, housing loan, gender, age, academic
qualification, teaching experience, salary per month, welfare package and teachers'
characteristics jointly related with teachers' job performance and the correlation is
positive and high at R=.937, a multiple R square of .878, with Adjusted R square of. 731.
The multiple correlation of .937 indicates a high relationship among the eleven
components of the predictors and the predicted variable (teachers' job performance).
Moreover, as shown in the above modal summary table the combination of the eleven
components of the predictor variables explains 73% of the variance observed in teachers'
job performance. The observed variance was statistically significant at F( df =12, 10) =
5.983, p<0.05.
Discussion:
Deducing from the above result, it is therefore clear that teachers' job performance depend
on welfare package and, teachers' characteristics as the combination of the eleven
component of welfare package and teachers' characteristics jointly predict teachers' job
performance. This result emphasis McGregor (1960) findings cited in Akintayo (2001)
who argued that the performance of an individual at work in an organization is a function
of certain characteristics of such an individual, which includes: gender, year of
experience, qualification, attitude and certain effects ofthe environment: the nature of his
job, motivation and the leadership style of his boss or administrator. Also, it is in
consonance with Rothman (1969) finding cited in Chidolue (1985) who reported that
teachers' effectiveness and job performance cannot be attributed to anyone factor, but
involves the interaction of several different teachers' characteristics.
However, the findings negate Ishola (1999) result who studied the effect of teacher's
characteristics on primary school pupils' achievement in Mathematics. His result showed
that there was no correlation between the teachers' gender and their performance as well as
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WestAfrican Journal of Education
74
the pupils' achievement in Mathematics. Generally speaking, it is obvious that when
workers are giving incentives and they are encouraged to improve on their characteristics
(e.g. qualification) this will increase the level of their job performance.
Research question four: What are the relative contributions of the components of
welfare package and teachers' characteristics to teachers'job performance?
Table 5: Estimate of relative contributions of the components of welfare package and
teachers' characteristics to job performance.
Unstandardized. Standardized T Sig.
Coefficient coefficients
Model B Std.Error Beta
Gender 2.901 16.805 .026 .173 .866
Age 21.391 10.805 .334 1.980 .076
Academic qualification 4.770 10.541 .067 .452 .036
Teacher experience 17.351 12.074 .288 1.437 .181
Salary per month 17.902 7.833 .306 1.768 .018
,
Free health care services 123.490 29.420 .880 4.197 .002
Car loan 20.297 8.044 -.331 -2.523 .003
Housing loan 52.330 23.358 .406 2.240 .049
Leave bonus -1.144 6.516 -.025 -.176 .864
Teachers' c lassroorn 1.209 .872 .188 1.387 .015
interaction climate
Welfare package -.721 .830 -.218 -.869 .045
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Akorede, S.F Ph.D & Olaniran, Nathaniel
75
Result:
Table 5 presents the standard regression co-efficient, the accompany t-values and the
significance level. The standardized regression coefficient was used to determine the
relative contributions of the variables in the model to the prediction of teachers' job
performance. it was found that academic qualification, salary per month, free health care
service, car loan, housing loan, teachers' characteristics and welfare package with the beta
values of 0.067, 0.306, 0.880, -0.331, 0.406, 0.188, 0.218 respectively contributed
significantly in the prediction of teachers' job performance. While gender, age, teaching
experience, leave bonus with the beta values of 0.026, 0.334, 0.228, -0.025, respectively
contributed insignificantly in the prediction ofteacher'sjob performance.
Discussion:
From the above result it was observed that academic qualification makes significant
contribution to teachers' job performance. This might be as a result that many teachers are
always looking for a greener pasture. This always propels them to desire the acquisition of
more qualification. The finding is not in consonance with Veenman (1995) who
discovered that no significant differences were found in job performance between the
teachers with educational background and those without educational background. The
findings buttresses Adeyemo (2008) who found that increased teacher qualification
promotes teaching effectiveness and Ejiogu (1999) who reported that the graduate
teachers are more effective and productive than the non-graduate teachers in Business
studies.
Also, salary per month contributes significantly in the prediction of teachers' job
performance. The findings is in consonance with Adelabu's (2005) assertion that teachers
and other school workers tend to remain contented and reasonably encouraged as long as
salaries, incentives are paid promptly and promotion granted regularly.
Furthermore, free health care service and welfare package contribute significantly in the
prediction of teachers' job performance. This is in consonance with Maslow theory of
human need that the first level of need (food, shelter and clothing) is important to an
individual, that unless aman is sure that his most immediate needs will be met if not all, is
satisfied, he or she will not perform as expected in his job.
In addition, teachers' characteristics contribute significantly in the prediction of teachers'
job performance. This is in consonance with McGregor (1960) assertion cited in Akintayo
(2001) that, the performance of an individual at work in an organization is a function of
certain characteristics of such an individual, which includes: gender, year of experience,
qualification, attitude and certain effects of the environment: the nature of his job,
motivation and the leadership style of his boss or administrator. This corroborates
Adeniji, (1999) who asserted that, the performance of a person on a job is considered a
function of two different variables. One of these refers to abilities or skills of the
UNIVERSITY OF IBADAN LIBRARY
WestAfrican Journal of Education
76
individual to perform the job and the second refers to his motivation to use this abilities or
skills in the actual performance ofthe job.
Moreover, it was observed that housing and car loan contributed significantly in the
prediction of teachers' job performance. This may be as a result of the importance people
attached to comfort in life. If the teacher are granted loan to build houses and purchase car
it will enhance their mobility and directly enable them to be punctual in school and they
on the other hand will want to reciprocate by working hard. This finding is in consonance
with Oyeleke's assertion in (The Vanguard, 2010) that; for government to improve the
Teachers' job performance there are some basic things that must be put in place such as
regular in-service-training, provision of modem facilities, teaching aids, allowance and
prompt payment of salary.
Gender made an insignificant contribution to the prediction of teachers' job performance
which negates the finding of Jembola (2000) who reported that teachers' gender made a
specific contribution on their job performance as it directly or indirectly influence
students to learn.
Teachers' experience also contribute insignificant to the prediction of teachers' job
performance which negate the finding of Ajayi (1980) cited in Ayodele (1983) who
asserted that schools administrators openly demonstrate their strong believe in efficiency
brought about by years of experience as they want the most experience teachers in their
schools to handle the most strategic, sensitive position or duty post this explain that the
school administrator attached importance to experience.
Furthermore, age also contributed insignificantly in the prediction of teachers' job
performance which is in consonance with Habecker (1981) who discovered that teachers'
performance does not necessarily decrease with advanced age. But this negates the
finding of Ojo (2001) in his study of the influence of personal factors on teachers' job
satisfaction and commitment. He used sample of one hundred and fifty participants and
discovered that age was influential on teaching performance as people in the age bracket
20-25 years are more dedicated and highly performed at work.
Conclusion
The findings of the study revealed that there are positive relationships between welfare
package, teachers' characteristics and teachers' job performance. Therefore, when
teachers improve on their skills (in term of qualification, teaching experience) and
Government increases teachers' welfare package this will directly enhance job
performance among the teachers. •
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Akorede, S.F Ph.D & Olaniran, Nathaniel
------~--------------------------------------___ 77
Recommendations
Based on the research findings, the following recommendations are made:
.:. Government should encourage teachers to put in their best and develop positive
attitude by increasing their social recognition, and pay salary promptly .
•:. Government should provide learning opportunities for teachers to develop their
knowledge, practices and attitude that are needed to achieve general education
goals .
•:. Teachers who have stayed long in the school and the newly employed ones should
still be encouraged to attend seminars/workshops in order to update their
knowledge so as to be more effective in their teaching .
•:. Teachers should be assigned to teach the subjects of their specialization or
subjects in which they profess to have the skill, ability and interest so that their
efforts may yield good result.
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