TABLE OF CONTENTS
Title
page i
Certification iii
Dedication iv
Acknowledgement v
Abstract vi
Table
of contents vii
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 4
1.3 Purpose
of Study 6
1.4 Hypothesis 7
1.5 Scope of the Study 8
1.6 Limitation
of the Study 8
1.7 Basic
Assumptions 9
CHAPTER TWO
LITERATURE REVIEW
2.1 Concept of a Worker 11
2.2 Productivity 12
2.3 Workers Productivity 14
2.4 Factors Affecting Productivity 15
2.5 Enhancing Productivity 22
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction 27
3.2 Research Design 28
3.3 Population of the Study 29
3.4 Sample and Sampling Techniques 29
3.5 Questionnaire Administration 30
3.6 Data Analysis 30
CHAPTER FOUR
4.1 Data Presentation and Analysis 35
4.2 Restatement of Hypotheses 35
4.3 Results and Findings 36
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary 42
5.2 Conclusion 43
5.3 Recommendations 45
Appendix 47
Bibliography 51
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The issue of productivity in any sector
or organization is critical in the growth and development process. This
assertion was corroborated by Udabah (2000) who noted that an increase in
productivity depends on the capability of the workers or the employees.
Although there is no universal definition of the term productivity, the most
common definition is the ratio of output of an organization to the inputs of
all the factor of production. Consequently, organizations are concerned with
how to minimize production costs (inputs) so as to attain the greatest outputs
of goods and services.
According to Koontz and Donnell (1983)
all organized effort is undertaken to achieve enterprise or organizational
objectives, and in general, the objective according to them is to produce and
make available some kind of goods and services. This effort is by no means
restricted to business activity; it also applies to schools, hospitals,
charitable associations and government. It is obvious that while the enterprise
objectives may be primary in these various organizations, the need and
objectives that are important to them and if not met, might go a long way to
affect their productivity as which will also affect the overall organizational
productivity. It is then through the function of leading that managers help
people see that they can satisfy their own needs, and utilize their potentials
for effective productivity, while at the same time contributing to the aims of
the organization.
Happy employees are productive
employees. An employee with a positive attitude usually enjoys the work that
they do and feels empowered and recognized for their contributions said Henning
(2011). An employee that is complacent and does not really enjoy their works,
but is simply there for a paycheck usually does not produce at a high level,
develops a bad attitude and generally drags a team down.
The concept of need as put forward by
various schools of thought, among who is Abraham Maslow, is the major key to
understanding workers productivity as thee needs could affect individuals and
organizational productivity. Man is not always self sufficient and thus have a
pyramid of needs be it personal or organizational which he seeks to satisfy and
in the event of not been able to meet their needs, productivity is bound to
drop. No wonder, the productivity of workers (teachers) in Owan West Local
Government Area in particular has dropped over the years because of lack of
adequate care by the managers in the educational sector.
The drastic economy woes in our country
today brought about by the series of bad leadership, which we have had over
time, even to this present time, have seriously affected the teaching
profession, for example, the teachers salaries are not increasing
proportionately as on going inflation in the country. To this end success in
this direction would only be achieved if the government would readily rise and
fight relentlessly against rising inflation which is capable of inhibiting the
productivity of the workers more especially those of the teaching profession.
This is a very serious issue in our nation Nigeria as the dream of the country
for development and advancement lies in the hands of the workers (teachers),
and teachers are really the root and foundation of development of any great
country.
1.2 STATEMENT OF THE PROBLEM
If
the high economic condition of the country is partly associated with the
perceived poor attitude of the teachers to work, it follows that in order ot
reverse the present trend, it will be necessary to determine the expectation of
the public secondary school teachers in order to fully utilize their potentials
it is hoped that if the knowledge of these school teachers’ expectation is gained,
it will be possible, other things being equal to motivate him for greater
efficiency, which leads to high productivity.
This attitude on the part of government
have been responsible for the poor standard that crop up in the Nigerian
educational sector, poor salary and delay in salary, fringe benefits, irregular
and delayed promotion, unconducive environment for learning and teaching, delay
in pension benefit, status symbols and also the absence of basic facilities.
Without which we teacher’s job cannot be adequately exercised. While working in
exchange for pay, the teacher thinks of this contribution to the job, time,
previous job experience and what he receives for working. The conditions
surrounding the job must be adequate before a person is motivated to work but
other factors are necessary to produce that motivation. This includes a sense
of achievement, recognition, economic and social advancement, enjoyment of the
work itself and a sense of responsibility.
In light of this therefore, certain
question readily come to mind.
a.
Is there any relationship between
teacher’s’ educational qualification and their productivity?
b.
Is there any relationship between
teachers’ motivation and their productivity?
c.
Does teachers’ salary play any role in
their level of productivity?
d.
Is there any relationship between
teachers’ harmonious social relation and their productivity?
1.3 PURPOSE OF STUDY
The general assumption that goes with
motivation is that workers output improves when they are adequately motivated.
This assumption affects the teachers (workers). And the fact that teachers
whose needs are satisfied, will bring out his/her best for the academic
environment.
Finally, the purpose of this study is to
examine the factors that affects workers (secondary school teachers)
productivity in Owan West Local Government Area of Edo State.
1.4 HYPOTHESIS
The following hypothesis were raised
based on the research questions above
a.
There is no significant relationship
between public secondary school teachers’ periodic in-service training and
their productivity.
b.
There is no significant relationship
between teachers improved allowances, pension scheme and their productivity.
c.
There is no significant relationship
between teachers’ salary grade level and their productivity.
d.
There is no significant relationship
between teachers social and harmonious environment and their productivity.
1.5 SCOPE OF THE STUDY
A study of this nature is supposed to
cover all the public secondary school in Owan West Local Government Area, but
considering the problems, which will be faced, the researcher has decided to
choose 20 selected secondary schools in the local government area as a
representative sample for all the public secondary schools in the area. The
reason for this delimitation is to promote a high degree of competence
including the variables involved.
1.6 LIMITATION OF THE STUDY
The researcher encountered certain
problems during the period of study. Although there was the problem of time and
finance, some others also reduced the effectiveness of the study. These are:
confidentiality; the respondents at first lost confidence in the ability of the
researcher to keep their responses secret. For this reasons, some respondents
refused to provide answers to the questionnaire. Secondly, some respondents
were careless with the questionnaire to the extent that the researcher could
not retrieve them from these groups of respondents. This also affected the
researcher effort. Thirdly, the nature of the public school administration.
Most teachers in public schools were
never on their duty post. This made the researcher to make many repeated calls
and this practices on the part of the teachers towards this research almost led
to frustration of the research efforts.
1.7 BASIC ASSUMPTIONS
The main basic assumption that guides
the study are as follows:
1.
Lack of in-service training for
secondary school teachers in public schools bring down their level of
productivity.
2.
There will be negative effect on
teachers’ productivity if there is no proper pension scheme and improved
allowances for them.
3.
Lack of good modality for regular
payment of salaries and other benefit will lower productivity of teachers.
4.
The improved productivity on the side
of the teacher, the principle of motivation must be embarrassed by the government.
CHAPTER TWO
LITERATURE REVIEW
2.1 CONCEPT OF A WORKER
In the words of Roberts (1997), a worker
is a person that is gainfully employed by an organization who works for a
specified hour of the day for a specified amount or sum of money usually called
salary. The worker is bound by all the rules and expected to put in his or her
best for the overall success of the organization both in the short and in the
long run.
Brian and Adrian (1981) sees the worker,
as one that work: work in the sense of working for somebody, an organization,
or even for himself, work in the sense of doing something that will be paid for
at the end of a given period of time e.g. a day, a week, a month etc.
Jenny (1981) on his part, look at the
worker, as someone that carries out a specified function, in a work process,
and he or she is paid, for carrying out that function, overtime.
The international labour organization
views a worker, as one that is gainfully employed either by himself or by
someone else, and is paid for services rendered in the cause of the employment,
and is also giving all the necessary incentives that will make him to be up and
doing i.e. been productive in his services.
2.2 PRODUCTIVITY
Generally, speaking, productivity is
defined as the relationship between the output generated by a production or
service system and the input provided to create this output.
According to International Labour
Organization (1994). Higher productivity can be achieved either by producing
more with the same input, or by producing the same output with less input. This
relationship is normally formulated as
Output = Productivity
Input
Productivity is a multifaceted
phenomenon covering a whole range of production-related issues, including
capital, labour, energy, raw materials, consumables, delivery systems,
marketing, management, etc. It is relevant to both macro and micro levels of
economic activity, of which the teachers are a part. At the macro level,
productivity improvements usually entail the elaboration and implementation of
national economic and social policies, frequently with the active involvement
of the social partners.
Conceptually, as Jenny (1981) puts it,
productivity comprises a number of phenomena. Thus, it cannot be fully measured
in terms of a single production input (e.g. labour, capital, raw materials,
energy, etc); that would likely lead to an overestimation of one input element
and an underestimation of the others. To sum up it can be said that
productivity is a complex question and normally implies a combination of
several relevant criteria. For an individual worker, production unit,
enterprise, industry or economy, the composition of productivity indicators and
their rank or priority may vary substantially. Nevertheless, the generally
accepted approach is to find an appropriate balance between input and output
components, in the lights of production targets.
2.3 WORKERS PRODUCTIVITY
This Smith (1981) said is the degree of
input that a worker put into an output for the organization or individual in
which he or she works for. The inputs of a worker in a production process are a
function of the output, be it directly or indirectly.
According to the International Labour
Organization (1994), a worker is expected to be up and doing in the production
process in order that the employer will be well pleased with his or her
contribution, towards the overall objectives of the organization.
Some of the yardsticks that may be used
to measure workers productivity include objectives (the degree to which they
are accomplished or comparability (how productivity performance of a worker is
recorded overtime).
2.4 FACTORS AFFECTING PRODUCTIVITY
In the words Whawo (1993), the
teaching-learning process in schools requires a lot of resources input both on
the part of the proprietor (government or private) and the consumer (student
and their parents). Basically, human and material resources are needed in good
number and quality for successful schoolwork. The human resources may include
teachers, accountants, clerks, typist, and cleaner’s e.t.c. The teaching
experience, qualification and dedication of teachers are of particular
importance as these can significantly influence the academic achievement of
students.
The human resources available (e.g. the
teachers) in schools must be properly managed if the goals for which they were
established are to be achieved. And this good management, which is the main
objective of staff administration in schools, will involve knowing the likely
factors that may work against the overall good performance and productivity of
the teaching staff of the school.
To this end, Whawo (1993) stated that
some of the factors that must be given adequate consideration, in other to
ensure that the teachers are productivity and not counter productivity in the school
system are:
1.
Recruitment
2.
Posting
3.
Orientation
4.
Training
5.
Supervision
6.
Welfare
7.
Equipment
Before
analyzing the factors as set out by Whawo, it is worth noting that the,
International Labour Organization (1994) also stated, that a variety of factors
affect productivity at all levels of the economic activity, and these factors
they said can be classified into two major categories according to the degree
to which they may be controlled and managed: external (not controllable) and
internal (controllable). Among the former are climatic conditions, geographical
locality, and availability of natural resources (land, energy, raw materials),
political, economic and social development, etc.
Internal factors are those related to
material and organizational aspects of the production process, usually carried
out by the teacher, they include equipment, technology, work methods,
management, etc.
The factors as set out by Whawo are:
2.4.1 RECRUITMENT
In reference to the teachers
recruitment, as a factor that might affect the productivity of the teachers be
it in the short or long run, one is intending to find out if the right teachers
were recruited in the first. Where the teachers recruited, qualified enough for
the job, was there the issue of favouritism, or partisanship etc, in the
recruitment process. If the right teachers, with the right qualifications were
not recruited in the first place, be sure that the level of productivity of
that teacher in the field will be affected. And not only that it will affect
him or her only, it is also bound to affect the productivity of other teachers,
as it might lead to others over working themselves in other to cover up for the
lapses created by the unqualified teachers or make they to work at the same
pace as that of the unqualified teacher.
2.4.2 POSTING
The issue of posting is another
important factor that is sure to affect teacher’s productivity in the field. If
a teacher that is ready to work out his or her heart for the overall benefit of
the school system, is posted to a school that is over staffed or a school that
is full of lazy teachers, there is just no way that he or she will not be
affect, by the lazy attitude of others. And also should a science teacher for
instance be posted to a school where there is little or no science equipment to
work with, one should not expect short of poor productivity from such a
teacher.
2.4.3 ORIENTATION
The orientation given to a teacher
either by the managers of the school or fellow teachers, also goes a long way
to affect the productivity of that teacher both in the short run and in the
long run. What will one expect of a teacher that is given the orientation, of
it does not matter when he or she comes to school, so long as he or she comes
at all, or it does not matter whether he or she take his or her full periods in
a given day, such a teacher is only been taught to be lazy and not to put in
his or her better, and which end up affecting productivity level.
2.4.4 TRAINING
Nothing should in the first place be
expected of a teacher that was not given a good training, by his managers.
Training here could be in-services training, on-the job training, study leave
etc. teachers should be exposed to recent training techniques and methods and
equipment if the best is to be given by them.
2.4.5 SUPERVISION
To be blind to supervision is to reduce
productivity to the minimum level it could be. With close supervision, a
teacher will not doubt be up and doing in his or her assigned duties. The
managers or the school authority must ensure that supervisors are sent round
every now and then. And these supervisors should be ones that will not be
material conscious, for if they are, that means that they can easily be
influence with money and material, to pay blind eyes to inefficiency.
2.4.6 WELFARE
A teacher who is well taken care of will
no doubt put in his or her best to seeing that productivity, is at it best ever
at any given time.
Welfare here, involves good take home
pay packet, salaries been paid as and when due, leave allowances paid as and
when de, housing, rent, car allowances, given at the tight time, a good medical
package is in place etc. No teacher having the right welfare package that will
not put in his or her best for the overall attainment of the goals of the
school.
2.4.7 EQUIPMENT
How equipped are the teachers in
particular and the school in general? Are there the needed book and other
materials to be used by the teachers, do they have to be telling the student to
bring chalk from their homes, chair and table from their homes, are the chalk
board well maintained? What of the library, is there enough books in there and
up to date books, what of the science laboratory, art workshop, the home
economic laboratory, are all these well in place?
2.5 ENHANCING PRODUCTIVITY
There are so many factors that could
enhance productivity if only these factors are well identified, understood and
applied and among these factors are:
NEED: According
to Arthur (1983), man is the greatest asset in an organization and requires
adequate development, attention and satisfaction to enable him or her to
contribute optimally to the realization of the objective and goals of the
organization.
There are some kinds of need, want or
desire behind every action. To buttress this, Schaefer (1990), asserts, “A
force is based on needs which push people to do whatever they do”. Furthermore,
he examined several human needs are. They include need for affiliation and need
for achievement. However, the importance of material needs cannot be
overlooked.
Arubayi (1984), confirms this point of
view when he indicted that “the Nigerian society whose culture is built on
materialistic and capitalistic ideals must rely on economic rewards as a mean
of inducing better workers productivity”.
According to Applewhite (1975)”…. Need
relating to workers productivity are wants” and satisfying these wants leads to
better workers performance. It follows that wants are the key to understanding
workers better productivity, although the relationship between satisfaction of
wants and workers productivity is not direct.
SOCIO-ECONOMIC FACTOR: Whawo
(1993), observed that the annual income of teachers is too small when compared
to other professional like Accountants, Engineers, Lawyers, Doctors etc. He
stated that if high salaries are taken as a basic motivating factor for the
choice of teaching as a career, teaching does not rank very well. He further
said that teachers do not become rich, they are not generally subjected to what
he referred to as economic extremes-boom and burst condition, he concluded therefore,
that the reasons for the choice of teaching as a career is better sort for
other reasons rather than economic.
PRESTIGE AND PLEASURE: Arubayi
(1984) carried out an experiment on the occupational preference of secondary
school students in Nigeria and it was discovered that extrinsic values is one
of the motivating factors for the choice of any career, be it Teaching,
Medicine, Nursing, Law and Engineering. In the experiment, ninety five percent
of the sample used aspired for the choice of prestigious careers like Medicine,
Nursing, Law and Engineering whereas very few sample, five percent of the
sample used aspired for teaching profession and agriculture.
JOB DESIGN: Job
design concerns the conduct, functioning and relationship of job that are
directed towards the accomplishment of organizational purpose and the
satisfaction of the individual job holder thereby enhancing workers
productivity.
Job design is one of the most important
components of scientific management. In its basic format, it assumes that jobs
should be simplified, standardizes and specialized for each component of the
required work as Taylor
(1970) suggested: “Perhaps the most prominent single element in modern
scientific management is the task idea. The task of every workman is fully
planned out by the management of at least a day in advance and each man
receives details the tasks, which he is to accomplish. The task specifies not
only what should be done and the exact time allowed for doing it, and whenever
the work man succeed in doing the task rightly and within the limit specified.
He receives in addition of from 30% to 100% of his ordinary wages.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
The
objective of this chapter is to present the research methodology and methods
used to investigate the factors that enhance workers productivity. In deciding
on the appropriate research methodology and methods for this study, the
following underlying principles were used by the researcher. First, the
researcher selects the appropriate methods that can address the issues raised
in the research questions. As stated by researchers such as Patton (2002) and
Denzin and Lincoln (2005), selecting the appropriate research method depends on
the research topic and research questions. Clarke and Dawson (1999) also state
that the choice depends on the purpose of the research and research problem.
The second principle was based on the suitability of applying the research
method in a real life context. Mcdonnell et al. (2000) suggest that other than
addressing the research questions, the issue of practicality (for example
consent of participants/organisations) in applying research methods in real
life settings also needs to be considered. Thus, this chapter outlines the
choice of research tools and methods, the appropriate methodology and data
gathering techniques used within this methodology.
3.2 RESEARCH DESIGN
Aigbokhaevbolo
and Ofanson (2006:30) defined research design as “the plan or strategy, which
indicates how data relating to the research should be collected and analyzed.”
The descriptive survey design was adopted for this study. Basically, it is a simple non-experimental
study, employing the simple survey method that enables researcher to generalize
result on the entire population being studied from empirical data on sampled
population after systematic analysis and description.
3.3 POPULATION OF THE STUDY
Okolie
(2009:2) defined population as a collection of the individual items where of
people or things, that are to be observed in a given problem situation. The
study population is also the aggregate of all likely respondents from which the
sample is selected. In this study, the population consisted of all teachers,
and vice principals of public and private secondary schools in Owan west local
government area of Edo state. This is however made up of 19 secondary schools (16 public secondary
schools and 3 private secondary schools), with 251 teachers and 4,215 students.
3.4 SAMPLE AND SAMPLING TECHNIQUES
In
order to get a manageable sample that would be a good representation of the
study, stratified and purposive sampling techniques were used to select 10
secondary schools from the total of 19 secondary schools in Owan west L.G. of
Edo State.
3.5 QUESTIONNAIRE ADMINISTRATION
The
questionnaire will be self administered to the respondents via the face to face
methods, and data will be collected on the spot. This method of data
administration will ensure a high return rate of the questionnaire and as well
help to limit the numbers of invalid questionnaires.
3.6 DATA ANALYSIS
The
remainder of this chapter will focus on the procedures that were utilized in
analyzing data collected for the study.
The survey questions requested information from respondents as
applicable for the 1st academic term of 2012/2013 session. The
following variables were considered for the analysis:
a. Personal variables (age, gender)
b.
Institutional support variables:
i. Number
of teaching assistants: the cumulative
number of teaching assistants for that individual
ii.
Opinion of school workers resources
iii. Sources
of funding: sources of funding for that
worker (institution, foundation, for profit business/industry, state or local
government, federal government, and other)
c.
Professional variables:
i. Instructional
duties: presence of instructional duties
ii. Tenure
status: a worker’s tenure status
(tenured, on tenure track but not tenured, not on tenure track/although
institution has a tenure system, no tenure system at this institution)
iii. Principal
activity: worker’s main activity
(teaching, research, clinical service, administration, sabbatical, or other
activity)
iv. Part-time/full-time: whether a worker was employed by that
institution part-time or full-time
v.
Engaged in professional
research/writing/teaching
vi.
Academic rank/title/position
d.
Educational/Training variables:
i. Highest
degree held: highest degree a worker has
received
2. Describe
the work productivity of members as follows:
a.
Career productivity
b.
Recent work productivity
3. Describe
differences in faculty members’ actual time spent verses their preferred time
spent teaching, at research, on professional growth, at administration, on
service activity, and on so on.
4. Describe
worker satisfaction with instructional duties.
5. Describe
faculty members’ satisfaction with other related job factors. That is, the
measurement of a worker’s satisfaction with job related factors scale
(allowance, pension scheme, work load,
job security, advancement opportunity, time to keep current in field, freedom
to do consulting, salary, benefits, spouse employment opportunity, and job
overall).
Due
to the number of variables addressed in this study, it is necessary to discuss
variables about which concerns were identified above. General data scanning
procedures were utilized in SPSS to assure there were no profound outliers or
incorrect values in the data. Following
the removal values or cases, scales were developed for the rating of opinion of
workers.
To
develop the scales, principal components factor analysis was applied evaluating
one scale at a time. The factor loadings
are presented in Chapter four with the scale results. Next, the scales were evaluated to determine
internal consistency by using Cronbach’s alpha.
Internal consistency and scale grand means are reported. Internal consistency results were interpreted
according to Robinson et al.’s Standards of Reliability (1991) The scale grand
mean for opinion of workers resources was then utilized in the analysis of the
research hypotheses.
CHAPTER FOUR
4.1 DATA PRESENTATION AND ANALYSIS
The
data used for this study was based on the response from the factors affecting
workers’ productivity questionnaire administered to teachers in Owan west. (see
appendix)
4.2 RESTATEMENT OF HYPOTHESES
1.
There is no significant
relationship between public secondary school teachers periodic in service
training and their productivity.
2.
There is no significant
relationship between teachers’ improved allowances, pension scheme and their
productivity
3.
There is no significant
relationship between teachers salary
grade level and their productivity
4.
There is no significant
relationship between teachers‘ social and harmonious environment and their
productivity.
Mediated
hierarchical regression was utilized to analyze. The alpha level was set a’ priori at 0.05
with an entry level of 0.05. The
recommended ratio of observations per variables of 10:1 was adhered to (Hair et
al., 1994). R2 was presented
to represent effect size and was interpreted using the descriptors by Cohen
(1988).
4.3 RESULTS AND FINDINGS
Research
hypothesis 1: There is no significant relationship between public secondary
school teachers periodic in service training and their productivity
Table
1: Composite contribution of in service training as school relation factors to
the Determinants of Teacher Productivity
The
result from Table 1 showed that training support services, is a significant
determinants of teacher productivity F(3, 1089) = 23.87; R2= 0.12;
p<.05). The factor accounted for 12% variance in teacher productivity.
The
remaining 88% could be due to the effect of extraneous variables. Therefore,
the significant determinants of teacher productivity by in service training as
school related support service factors dimensions did not occur as a result of
error or chance. However, the contribution of the in service training as
support service factors to teacher productivity though significant, but yet
relatively small. What this implies is that there are other salient variables
which account for higher variance of teacher productivity than in service
training such as career advancement, school relation and support service
factors.
Hypothesis
2: There is no significant relationship
between teachers’ improved allowances, pension scheme and their productivity
Table
2: Multiple Regression Analysis Showing Relative Contributions of allowances,
pension scheme to Teachers’ Productivity
|
Motivating Factors
Salary
Allowances
Pension
The
result in Table 2 showed that salary grade (β = 0.36; t = 6.82; p < 05) and
allowances (β = 0.13; t=2.59; p <
.05) were significant relative or independent determinants of teacher
productivity while pension support services (β = 0.30; t = 1.87; p > 0.05)
did not independently or relatively determine teacher productivity. It could be
stated that all the factors except pension support services predicted teacher
productivity. However, those which contributions to teachers’ productivity were
significant as shown in Table 2 were: motivating factors such as salary grade
level β =0.36; t=6.82; p<.05) and school allowances,
(β= 0.13 t=2.59; p<.05). .
The
result above further proves the rejection of the nill hypothesis 3, that is to
say there is a significant relationship between teachers’ salary grade level
and their productivity.
Research
hypothesis 4: There is no significant relationship between teachers‘ social and
harmonious environment and their productivity.
Table
3: Composite contribution of harmonious environment as Determinants of Teacher
Productivity
|
Mode
|
SS
|
DF
|
MS
|
F
|
R
|
R2
|
P
|
|
Regression
|
14034
|
.29
|
2254.81
|
23.80
|
0.33
|
0.12
|
<.05
|
|
Residual
|
106772.2
|
1079
|
97.56
|
|
|
|
|
|
Total
|
120806.2
|
1079.29
|
|
|
|
|
|
The
result from Table 3 showed that harmonious environment is a significant determinants
of teacher productivity F(.29, 1079.29) = 23.80; R2= 0.12;
p<.05). Therefore, the significant determinants of teacher productivity by
harmonious environment as school related factors dimensions did not occur as a
result of error or chance. However, the contribution of the harmonious
environment factors to teacher productivity though significant, but yet
relatively small. What this implies is that there are other salient variables
which account for higher variance of teacher productivity than harmonious
environment such important variables has been mentioned earlier, which include
motivational factors like remuneration, training, career advancement
programmes, and allowances are very crucial for raising workers productivity,
especially among teachers in the secondary schools.
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 SUMMARY
This
study so far examines the factors that determine workers’ productivity, with
emphasis on secondary school teachers in Owan west local government area of Edo
state, Nigeria.
The study’s respondents comprised of 251 teachers drawn from both public and
private secondary schools in the local government area. the participants were
drawn based on the random sampling techniques. In order to test the four
formulated null hypotheses, the research considered the multiple regression
analysis.
This
study investigated the extent to which certain factors determine teacher
productivity in public and private secondary schools. The study revealed among
others the composite contribution of career advancement factor (β = 0.36;
t=6.82; p < .05); and school relations factor (β = 0.13; t=2.59; p <.05).
On the contrary, pension factor (β = 0.09; t=1.87; p > 05) was not
significant in predicting teacher productivity. The factors such as
remuneration: salaries, allowances, training and other career advancement
programmes and school relations factors revealed a positive impact on
productiveness and effectiveness of teachers. A good work system should be
created by which teachers will maintain high effectiveness level.
5.2 CONCLUSION
Getting
high quality job performances from workers and teachers in particular, depend
on giving them the opportunities for personal growth, career development,
achievement, responsibility, recognition, reward and involvement in
decision-making among others. Based on the findings of this study, there is the
need for all the stakeholders in education to take cognizance of factors like
career advancement and school relations. All
these and more make the increased work productivity realizable.
As
widely accepted that no nation or educational system can rise above the quality
of their teachers, these factors focuses on humanization of work which in turn
improves the life of workers on the job by creating the kind of work
environment that can contribute to workers’ productivity must be adopted by the
government.
The
result of this study supports the proposition that the degree of satisfaction
in the factors considered is related to the degree the individual believes his
or her success criteria (especially in the area of salaries, allowances,
training etc) have been met, especially if the individual places great
importance on these criteria which include pay, respect, personal growth and
family life balance. This supports the materialistic work ethic that place
strong emphasis on corporate power, income and personal growth as parts of
their growth driving factors.
5.3 RECOMMENDATIONS
Premised
on the finding that training, harmonious environment, salaries, and allowances
predict teacher productivity, It is hereby recommended that government, PTA,
and stakeholders should Endeavour to put in place things that will improve
teachers’ productivity. This should comprise monetary and non-monetary packages
that could bring about improved services.
With
respect to the positive composite effect of the factors on teacher
productivity, the government should take advantage of this to enhance teacher
output. This should be by comprehensively upgrading the composite variables to
achieve the desired objective of improved teacher productivity. Further, given
the high rating of career advancement and school relation factors to teacher
productivity due consideration should be given to pertinent issues relating to
them.
APPENDIX
QUESTIONNAIRE
AMBROSE ALLI UNIVERSITY, EKPOMA
FACULTY OF SOCIAL SCIENCES,
DEPARTMENT OF ECONOMICS
QUESTIONNAIRE ON FACTORS AFFECTING WORKERS
PRODUCTIVITY
Dear
Respondents,
This questionnaire is designed to obtain
information on factors affecting workers productivity among secondary school
teachers in Owan west local government area of Edo
state. It would be very much appreciated if you would respond honestly to these
questions.
INSTRUCTION:
Please tick (x) for the appropriate option
SECTION A: (PERSONAL DATA)
1.
Name of school ……………………………………………
2.
Sex: (a) Male ( ) (b) Female ( )
3.
Marital status: (a) Married
( ) (b) Single ( ) (c) Divorce ( ) (d) Separated ( )
4.
Educational background: NCE
( ) ND ( ) HND/B.Sc ( ) others (
)
5.
Age: (a) 20-25 ( ) (b) 26-30 ( ) (c) 31-35 ( ) (d) 36-40 (
) 40 and above ( )
SECTION
B:
Tick were necessary (Strongly Agreed (SA), Agree (A), Undecided (U), Strongly
disagree (SD) and Disagree (D)
|
|
|
SA
|
A
|
U
|
SD
|
D
|
|
Institutional support
variables:
|
||||||
|
1
|
Number
of teaching assistants is adequate in the school
|
|
|
|
|
|
|
2
|
There
are adequate avenues of generating fund in the school
|
|
|
|
|
|
|
3
|
sources
of funding for the average school worker is not been met by the government
and school owners
|
|
|
|
|
|
|
4
|
There
is huge presence of Presence of instructional materials to relief
workload
|
|
|
|
|
|
|
5
|
Workload
for teachers is too cumbersome
|
|
|
|
|
|
|
6
|
There
is high degree of redundancy amongst teaching personnel
|
|
|
|
|
|
|
7
|
There
is equal opportunities for Training
|
|
|
|
|
|
|
8
|
Workers
are not adequately remunerated
|
|
|
|
|
|
|
|
Productivity variables
|
|
|
|
|
|
|
9
|
Equipping
schools in terms of facilities enhances workers satisfaction
|
|
|
|
|
|
|
10
|
Improving
workers salaries eliminate such societal vises like poverty and hatred for
teaching
|
|
|
|
|
|
|
11
|
Making
training accessible priority for all teachers enhances their teaching
efficiency
|
|
|
|
|
|
|
12
|
Reviewing
allowances for workers in the upward
direction gives them a sense of belonging especially in the teaching
profession
|
|
|
|
|
|
|
13
|
The
persistent Pension palaver affect teachers motivation towards their job
|
|
|
|
|
|
|
14
|
In
your own assessment would you say you have achieve the aims and objective of
the available career development programmes
|
|
|
|
|
|
|
15
|
The
government is not committed to the implementation of this programme
|
|
|
|
|
|
|
16
|
Inspiring
you to function adequately in this career development programme enhance your
work productivity
|
|
|
|
|
|
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