Thesis Abstract

The study examined the relationships between demographic variables, job satisfaction and productivity of university lecturers in South East, Nigeria. The co-relational survey design was used for the study. Thirteen research questions and nine hypotheses guided the study. The population of the study consisted of 5,838 lecturers. The sample for the study was 416 lecturers obtained using Taro Yamen’s Formula. Proportionate stratified random sampling technique was used to select the number of lecturers per the five universities, while 1,664 students were used to assess the productivity of the lecturers. Two instruments namely University Teachers’ Job Satisfaction Questionnaire (UTJSQ) and University Teachers ‘Productivity Questionnaire (UTJPQ) were used. These instruments were validated by three experts in Educational Administration and Planning, and Measurement and Evaluation, from University of Nigeria, Nsukka. The reliability coefficients of 0.83 and 0.87 were obtained for UTJSQ and UTPQ respectively. The data collected were presented using mean, standard deviations, and Pearson Product Moment Correlations Coefficient. The null hypotheses were tested using multiple regressions and associated t-tests at 0.05 level of significance. The findings indicated that lecturers in South East, Nigeria, derived job satisfaction only from social interaction. They were productive in interpersonal relations, organizing lectures, teaching proper and evaluation. Age, qualification, teaching experiences have substantial relationship with publications and conference attendance of lecturers, while teaching experience has substantial relationship with committee assignments of lecturers. Lecturers in Humanities have more job satisfaction than those in sciences. For Male lecturers, as the teaching experience increases, the job satisfaction increases. Male lecturers in humanities have higher job satisfaction than those in the sciences, while female lecturers in the humanities have more job satisfaction than those in the sciences. The findings also showed that as status of male lecturers increase their job satisfaction decreases. For female lecturers, as their status increases their productivity tend to be high. For Lecturers with Master’s degree, as their age, status and teaching experience increase their job productivity increases. Those with Ph.D with more teaching experience, have more job satisfaction. Lecturers with Ph.D in the humanities have higher job satisfaction than those in the sciences.   Less experienced lecturers who are younger are more satisfied with their job than those who are older. Lecturers with less experience who have lower status, have higher job productivity than those with higher status. However, more experienced ones with higher status, have higher job productivity. It was recommended among others that the Government should endeavour to provide good working conditions, attractive infrastructural facilities, adequate policies, and good monetary benefits to enable the lecturers be satisfied with their job. The managements of the universities should note the specific areas the lecturers are productive and mount workshops on the areas that they need to improve on for effective teaching and learning in the Universities. Female lecturers in the sciences should be motivated by providing them with fellowships, scholarships and research grants. The government should adopt a policy that makes it mandatory for lecturers with Master’s degree to proceed without delay to obtain Ph.D to enable them derive higher job satisfaction.

Thesis Overview