A Comparative Study on Job Performance of Teachers’ in Public and Private Secondary Schools in Oredo LGA of Edo State
CHAPTER ONE
Objectives of the Study
The general purpose of this study was a comparative study on teacher’s job performance in public and private secondary schools in Oredo L.G.A. This overarching objective was achieved through three specific objectives as below stated. Specific Objective
- To ascertain whether job characteristics reward systems, human resource policies and leadership behavior affect teacher performance in private and government secondary schools in Oredo L.G.A Edo state.
- To assess whether there is any difference in the influential factors of teacher performance in private and government schools in Oredo L.G.A Edo state.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter deals with the review of relevant literature to the study. The researcher is of the view that by studying previous researches, examining the theories and exploring their relevance to the teaching profession, a meaningful investigation could be pursued. Thus, this chapter highlights key texts, research findings, and justifies the use of the theories. It is divided into three sections namely; theoretical review, actual literature review, and finally summary of the literature review. The literature puts into consideration other peoples’ views and opinions related to how various factors are affecting teachers’ performance in private secondary schools. Literature is reviewed in accordance with the objectives of the study under the following sub- sections; the different variants of teacher performance among private and government aided schools in Edo state, a comparative analysis of the performance and the general comparison of academic performance (which reflects teachers’ performance) among private and government aided schools in Oredo Local Government.
Theoretical Review
This study will be based on the motivational theories particularly Hertzberg’s Two Factor Theory, MC Gregor’s theory Y and Path Goal’s theory in order to understand what motivates or drives employees (teachers) to perform well or poorly. Motivation theories try to explain why people behave the way they do and what causes them to act in certain ways since performance is a result of individual and collective actions taken. Performance is determined by a person’s behavior as established by Armstrong (2008).
Hertzberg (1969) in his two factor theory, states that job characteristics relate to what an individual does; that is, the nature of the work he/she performs should have the capacity to gratify such needs as achievement ,competence, status, personal worth and self-realization, thus making him/her happy and satisfied and increase his/her performance.
This concurs with MC Gregor’s theory Y (1960) that presupposes that if a job is satisfying, employees will commit themselves to the organization. Dissatisfaction results from such job related factors as company policies, supervision, technical problems, salary, inter personal relations on the job and working conditions. If management wishes to reduce dissatisfaction, then it must focus on the job environment-policies, procedures, and supervision and working conditions. Management must give attention to both satisfiers and dissatisfies.
In support of the above, the Path Goal theory by House (1971), tries to explain employee performance. It is stated in this theory that the performance of subordinates is affected by the extent to which the manager satisfies their expectations. This theory identifies four types of leadership behavior namely; directive, supportive, participative and achievement oriented leadership all of which a manager can exercise in different situations in order to influence subordinates’ perceptions and motivation and provide a path to achievement of their individual goals. Nevertheless, they concluded that these theories should guide managers to reconsider the out dated motivational patterns used to enhance employee performance in organizations and adopt fresh motivational approaches based on friendship, work and mutual respect.
CHAPTER THREE
METHODOLOGY
Introduction
The chapter presents the methodology that was used during the study. It presents the research design, study population, sample size, sampling methods, data collection methods and instruments, procedure for data collection validity and reliability, data management and analysis and measurement of variables.
Research Design
The study used a cross sectional survey design with both qualitative and quantitative techniques for data collection and data analysis. The research design helped in examining relationships among the variables as argued by Fowler (1993). Cross sectional survey design refers to the selection of a relatively large sample of people from a pre-determined population (the population of interest; this is the wider group of people in whom the researcher is interested in a particular study), followed by the collection of a relatively small amount of data from those individuals. The researcher therefore used information from a sample of individuals to make some inference about the wider population. This is usually, but not necessarily, done by means of a questionnaire or interview as postulated by Converse & Presser (1986). Surveys are designed to provide a snapshot of how things are at a specific time. In survey research, independent and dependent variables are used to define the scope of study as Nachmias (1981) asserts.
Area and population of study
The study was carried out in Oredo Local government Area in Edo state. The study was carried out among secondary teachers of private and government schools of Oredo L.G.A in their various leadership roles in the selected schools.
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
Introduction
In this chapter, the descriptive, regression and comparison analysis results are presented and discussed.
Age distribution of the respondents
From the findings, 53.3% (8) of the teachers between the ages of 20 and 30 years were from a government school while 46.7% (7) were from a private school. For the ages between 31 and 40 years, 55.6% (15) were from a government school while 44.4% (12) were from a private school.
For the ages between 41 and 50 years, 50% (3) were from a government school while 50% (3) were from a private school. None of the teachers in a government school were above the age of 50 years while only 3 of the respondents from a private school were above the age of 50 years.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
The aim of the study was to compare teacher performance in government and private secondary schools in Oredo Local Government Area of Edo state. The general summary, conclusions and recommendations are addressed in this chapter
Summary of results
The study revealed that there were a number of differences in the factors that affect teacher performance in private and government schools in Oredo L.G.A . This was seen in differences in terms of salary range, number of years teachers have been at the school, the involvement of teachers in decision making and the number of teacher performance improvement policies. Most of the factors included in the regression had an insignificant effect on the performance of the teachers in government and private schools. From the study, a number of conclusions can be drawn about the significance and effect of the various factors on teacher performance and the difference between performance in the both private and government secondary schools.
The average performance of the private school teachers earning less than 20000 Naira and teaching less than five lessons and that of government school teachers earning between 20000 and 50000, government school teachers earning between 50000 and 90000, government school teachers who teach between five and ten lessons and government school teachers who teach above ten lessons is about the same but the performance of government school teachers is statistically lower by about 8 students.
Conclusion
The findings of the study reveal that only one variable/factor (ownership of school) significantly affected the performance of teachers. The other factors like number of lessons taught, the salary range and the number of administrative roles played affected the performance of the teachers but insignificantly.
It is also clear that private school teachers have on average more students passing their subjects than government school teachers implying that private school teachers perform better than secondary school teachers.
Recommendations
From the findings of the study, I would recommend the following
- Both government and secondary schools should think of increasing the salaries of their teachers for effective and improved performance. This is because the majority of the teachers were not satisfied with their pay from both types of schools which could actually impair their performance.
- The private schools should increase on their policies for improving teacher performance especially letting teachers go to attend seminars regarding their subjects. The government schools should also think of increasing on the number of teachers going to attend workshops.
- Private schools should also aim at retaining teachers for long periods like their government counterparts as this enhances proper understanding of the system and gaining more experience that enhances the performance of these teachers.
- Both Private and secondary schools should allocate more lessons to teachers as the performance increases with the number of lessons taught.
References
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