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THE IMPACT
OF TEACHERS’ WELFARE PACKAGE ON TEACHERS’ JOB SATISFACTION
CHAPTER ONE
INTRODUCTION
Background
of the study
Education is
a means of propagating the felt end immediate norms and values of society. It is also a means of sustaining old norms,
and values of society. Through education
the national aspirations are met. Subsequently, it is the general consensus
that no amount of educational reform or progress would rise above the desires
for teachers. It is important to note
that for any national aspirations to be met in the areas of education, the
teacher factor can not be undermined; he teacher is the heart of the educational
progress and also the main determinants of the educational system. The general
notion that teachers are not properly taken care of by government and private
sector have to come to mind. The quest
for teachers both graduates and non-graduates cannot be undermined, but
unfortunately the increasing distaste for the teaching profession is likely to
hinder the progress of educational development.
The teachers are usually disregarded, hence they are called all sorts of
names. The respect which teachers used
to enjoy in he missionary days is no longer there, all these tend to inhibit
the profession. The teacher’s welfare packages could be termed as goal-directed
behavior. The teacher’s welfare packages
are also concerned with the individual’s desires, how they can be accomplished
in teacher work situation. Job satisfaction has been subject of several studies
in educational organizations. There have
been many publications on it. The
pioneering efforts of Hoppock (1997) and Houser (1999) research on the nature,
causes and correlates of job satisfaction have mushroomed in educational
organizations. Much of the studies on
the concept are carried out because it is an interesting area. The concept of job satisfaction rests on the
assumption that a satisfied worker is invariably an efficient and effective
employee. Many studies equate job
satisfaction with employee’s attitude. Job satisfaction is not simply a matter
of need fulfillment although a teacher’s needs may be fulfilled; his feelings
of satisfaction will depend very much on whether he thinks that he compares
favourably with other people in similar jobs, positions or places. The teacher’s perception of his job situation
will be directly related to the values which they place on the various aspects
of his job and its environment as sources of satisfaction and
dissatisfaction. Job satisfaction refers
to the accomplishment acquired by experiencing various job activities and
rewards. Satisfaction is resulting from
the attainment of some desired goal. The
objectives of the 6-3-3-4 system of education are still very valid as at today,
if only there are satisfied teachers that are dedicated to carry out their
educational functions. These objectives
are based on the following: a free and
democratic society; a just and egalitarian society; a united, strong and
self-reliance nation; a great and dynamic economy, and a land of bright and
full opportunities for all citizens. The other aspects of educational system
are taken into consideration. These
include finance, infrastructures, facilities and equipments, etc. The National
Joint Negotiating Council for teachers was set up in 1994. The Council submitted numerous
recommendations to the government which accepted them in part. There was also the Ashby Committee; the
committed was set up by the Federal Government in 1967. One of its terms of reference was the
recommending of suitable salary grading for duty posts on the basis of salary
scales already approved in the cited sessional paper No. 2 of 1995. There was also the Udoji salary and this
recent Teacher Salary Advancement (TSA); eighteen percent minimum wage
increment. All these various increments
of committees that were set up recommended various teachers welfare packages
that were implemented. However, over the
years the high cost of living and the quest for better living conditions led to
more series of present day agitation on the part of teachers, they have
complained about the eighteen percent present day salary, and welfare packages
have proved to be inadequate. In other
words, the work satisfaction of teachers would dwindle. The trend would invariably affect the
products of the educational system and the system in itself. Against this
background, this study would find a means of investigating welfare packages on
job satisfaction, the teachers and governments role would be looked into. The following questions would guide in the
investigation: Does the teacher’s welfare package influence teacher’s job satisfaction? To what extent do government regulations on
teacher’s welfare packages control teacher’s job satisfaction? Will the timely and continued review of
government decision of welfare packages affect teacher’s job satisfaction? Does teacher’s job satisfaction come only
from teacher’s welfare package? To what
extent are teacher’s welfare packages influence by sex and qualifications?
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