Job satisfaction and organizational commitment among secondary school teachers in enugu state

Thesis Abstract

This research is on job satisfaction and organizational commitment among secondary school teachers in Enugu State, Nigeria. Specifically, the study aimed to pursue the following objectives determine the effect of employee job perception on turnover intentions among secondary school teachers in Enugu, analyze the relationship between pay and job attitudes in secondary schools in Enugu, ascertain the applicability of the Equity theory of job satisfaction among secondary school teachers in Enugu, analyze the relationship between job security and employee motivation in secondary schools in Enugu; and investigate the extent to which the work environment affects job responsibility among secondary school teachers in Enugu. In this work, the survey research method was adopted, making use of interview guide and set of questionnaire as instruments of data collection. The source of data was mainly from primary sources. The study had a population of 3,094 and a sample size of 418 which was obtained using Cochran (1963) sample size determination formula. Data were presented with tables while the hypotheses were tested with Pearson Product Moment Correlation Coefficient and Z-test. The findings indicate that employee job perception had a significant effect (p = 0.0001 < 0.05) on turnover intentions among secondary school teachers in Enugu; there was a significant relationship (r = 0.875; p = 0.0001 < 0.05) between pay and job attitudes in secondary schools in Enugu; equity theory of job satisfaction was applicable to secondary school teachers in Enugu (p = 0.0000 < 0.05); the relationship between job security and employee motivation in secondary schools in Enugu was significant (r = 0.889; p = 0.0001 < 0.05); work environment to a low extent (p = 0.0531 > 0.05) affected job responsibility among secondary school teachers in Enugu. The study therefore concludes that job satisfaction had a significant effect on organizational commitment. In the light of the forgoing therefore, it was recommended that job responsibility of secondary school teachers should be based on qualification and merit instead of favouritism; compensation methods applied should be fair and relevant to the personal life of the employee; in respect of the equity theory, work environment should be made attractive to teachers to dissuade them from considering alternative employment or organizations; training and development should be enhanced to improve teaching skills which may increase their chances of staying put; and there should be transparency in management to ensure a climate of mutual trust and cooperation. Employee must be given a sense of belonging that the organization is fair and reliable.