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UNIVERSITY OF CAPE COAST

FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE

IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE

GREATER ACCRA REGION

VICTORIA YEBOAH

2011

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UNIVERSITY OF CAPE COAST

FACTORS AFFECTING JOB SATISFACTION AND TEACHER MORALE

IN SENIOR HIGH SCHOOLS IN THE DANGBE WEST DISTRICT OF THE

GREATER ACCRA REGION

BY

VICTORIA YEBOAH

Dissertation Submitted to the Institute for Educational Planning and

Administration of the Faculty of Education, University of Cape Coast, in partial

fulfilment of the requirements for award of Master of Education Degree in

Educational Administration

JUNE, 2011

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UNIVERSITY OF CAPE COAST

FACTORS AFFECTING JOB SATISFACTION

AND TEACHER MORALE IN SENIOR HIGH SCHOOLS IN THE

DANGBE WEST DISTRICT IN THE GREATER ACCRA REGION

VICTORIA YEBOAH

2011

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ii

DECLARATION

Candidates Declaration

I hereby declare that this dissertation is the result of my own original

research and that no part of it has been presented for another degree in this

university or elsewhere.

Candidates Signature.. Date:

Name: Victoria Yeboah

Supervisors Declaration

I hereby declare that the preparation and presentation of the dissertation

were supervised in accordance with the guidelines on supervision of dissertation

work laid down by the University of Cape Coast.

Supervisors Signature.. Date:..

Name: Dr. Rosemary Bosu

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iii

ABSTRACT

The study investigated job satisfaction and teacher morale in Senior High

Schools in the Dangbe West District Dodowa. It covered factors that affect

teacher job satisfaction and morale; views of teachers about the attitude and

behaviours of heads and teachers; perceptions of teachers about how the public

view the teaching profession; and ways of improving teacher job satisfaction and

morale.

A total of 92 teachers in three (3) Senior High Schools in the District were

randomly selected for the study. The descriptive survey research design was

employed. A set of questionnaires with reliability coefficient of 0.769, using

Cronbachs Alpha formula after pilot testing, was used. Findings from the study

revealed that the major factors which affect teacher job satisfaction and morale

were that: teachers receive lower salaries than their colleagues with same

qualification in other professions; fellow workers are friendly and pleasant;

opportunities for promotions and the fact that co-curricular activities are

rewarding.

Also, the teachers are of the view that heads adoption of participatory

management styles and good performance of students give them satisfaction and

high morale. It is revealed from the study also that community respect for teachers

is low. It is recommended that teachers should be given professional allowances,

and their conditions of service should be improved.

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iv

ACKNOWLEDGEMENTS

The completion of this dissertation would not have been possible without

the unflinching support and encouragement of many special people to whom I

extend my sincerest gratitude.

I wish to express my deepest appreciation to my supervisor and lecturer,

Dr. Rosemary Bosu of Institute for Educational Planning and Administration

(IEPA), University of Cape Coast, for all the time she spent reading through my

script and also for the necessary commitments and suggestions she offered me

with friendly gesture. She was always there to offer me proper advice and

direction. Her constructive criticisms and understanding have been very much

appreciated. I shall forever remain grateful to her for her dedication.

Other lecturers and individuals who have been specifically very helpful to

me are not left out. They showed special interest in my research and thereby, gave

me the necessary information and help I needed from their outfit. Among them

are: Dr. Y.A. Ankomah of IEPA, UCC; Mr. Emmanuel K. Aboagye, Dodowa;

Director of Education, GES, Dodowa; Mr. Oklu, GES, Dodowa; Ms. Dzifa

Gbetanu of Newtown D/A Basic A School-Dodowa and a dear one to me Mr.

Okyere Kusi. Lastly, I acknowledge and appreciate enormously the contribution

of all teachers and heads of the Senior High Schools in Dangbe West District.

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v

DEDICATION

This work is dedicated to my entire family for their moral and financial support.

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vi

TABLE OF CONTENTS

CONTENTS PAGE

DECLARATION ii

ABSTRACT iii

ACKNOWLEDGEMENTS iv

DEDICATION v

LIST OF TABLES xi

LIST OF FIGURES xii

CHAPTER

ONE INTRODUCTION 1

Background to the Study 1

Statement of the Problem 5

Purpose of the Study 7

Research Question 7

Significance of the Study 7

Delimitation 8

Limitations 8

Organization of the Study 9

TWO REVIEW OF RELATED LITERATURE 10

Job Satisfaction 10

Teacher Morale 15

Job Performance 24

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vii

Page

Historical development and Theories 30

Theories of Job Satisfaction 32

Conditions of Service 34

Specialized Body of Knowledge 35

Code of Ethics 35

Summary of Review of Literature 39

THREE METHODOLOGY 41

Research design 41

Population 42

Sample and Sampling Procedure 42

Research Instrument 44

Pilot-testing of Instrument 44

Data Collection Procedures 46

Data Analysis 46

FOUR RESULTS AND DISCUSSION 49

Socio-demographic characteristics of respondents 49

Analysis of main data- factors that affects teacher job satisfaction 52

Adequacy of job satisfaction 56

Views of teachers on the attitude and behaviours of heads

of students 57

Perceptions of teachers about how the public view the

teaching Profession 60

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viii

Page

Ways of improving teacher job satisfaction and morale 63

FIVE SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 66

Overview of the Study 66

Summary of key Findings 67

Conclusions 69

Recommendations 69

Suggestions for further Research 71

REFERENCES 72

APPENDICES 77

A: Research Questionnaire 79

B: Result of Reliability test 85

C: Letter of introduction 88

D: Map of Dangbe West District-Dodowa. 89

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ix

LIST OF TABLES

Table Page

1 Population of Teachers 422 Sample Size 433 Qualifications of Teachers 494 Age of Respondents 505 Teacher years of Teaching 516 Factors affecting teachers job Satisfaction and Morale 527

Adequacy of job Satisfaction 56

8 Views of teachers on the attitude and salaries of heads andStudents 57

9 Perceptions of teachers about how the public view theTeaching Profession. 60

10 Ways of improving teacher job satisfaction and Morale 63

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x

LIST OF FIGURES

FIGURE Page

1 Satisfaction-performance Relationship 25

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CHAPTER ONE

INTRODUCTION

Background to the Study

Education has been one of the important institutions in all societies from

the dawn of human history. It has played an invaluable role in moving countries

forward for which Ghana is not an exception. The achievement of any

organization is closely knit to the quality of the human resource as well as the

conditions of service. Teachers are indeed the hub and the pivot on which the

world of education revolve and are entrusted with the physical, mental and moral

upbringing of students in all educational institutions in Ghana.

Teaching is not an irrelevant and a paper shuffling kind of a job but rather,

it has meanings, worth and value. It gives one the opportunity to touch a young

and impressionable life and make it better. Teachers seem to have rare privileges

but vigorous responsibility effecting changes in the lives of children for nation

building. It is the basic nature of the job to guide academic learning, help a

puzzled and frustrated child to finally crack the phonic code or discover pattern

and meaning. Teachers help children struggling for self-esteem and for the

discovery of who they are and what they can become. Teachers become important

part of this sometimes painfully and sometimes joyfully for growth and self-

discovery job. In America, as revealed by Langdon (1999), public education is in

the limelight; it is also currently drawing both state and national attention.

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Teachers perceptions about what goes on in school often differ from the public

perception. Teachers viewpoints are shaped by first hand experience, in

Americans classrooms, while public opinions are formed from the limited, often

negative, information doled out in newspapers and repeated as television sound

bites. Teachers consistently view public education in a more positive light than

that of the public.

White (2000) said that public school teachers do, however, feel pressured

as a result of public scrutiny when topic like accountability and testing for schools

are currently attracting so much attention. In addition, the role of teachers in the

classroom has shifted; therefore, they are required to wear many hats during the

course of the school day. Furthermore, White says that teachers continue to be

responsible for more, as they are asked to fill roles that were once taken care of at

home and elsewhere in the community. Teaching in todays schools can be

rewarding, but it can also be filled with stress, frustration and there is little time to

take care of oneself. He indicated further that, teachers are not only teaching

specific content and mentoring in the love of learning, but functioning as front

line social workers. These increase expectations, along with the negative public

perception of schools, has contributed to an erosion of teacher morale. A positive

attitude creates an environment that is more conducive to learning and has a

positive effect on students performance.

Perie and Baker (1997) focused on factors contributing to overall job

satisfaction for teachers; they identified administrative support and leadership,

student behavior, positive school atmosphere and teacher autonomy as some

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factors that contribute to job satisfaction. Striving to create an atmosphere where

teachers have a positive mental and emotional attitude about their jobs is in the

best interest of everyone.

In Asia, Bindu and Sudueeshkumer (2005) also view job satisfaction as a

favorable or unfavorable subjective feeling with which employees view their

work. It can be deduced from the discussion that job satisfaction describes how

content an individual is with his/her job. A finding from Ivancevich, Konopaske

and Matteson (2005) talks about job satisfaction as an attitude people have about

their jobs. It also results from their perception of their job and the degree to which

there is a good fit between the individual and the organization.

A revelation by Johansen, Johnson and Henniger (1993) on why teachers

leave teaching were due to these facts by Metropolitan life survey, as lack of

support from the school administration, teaching has become boring, less

satisfying, need or want to earn more, dont feel prepared to teach students with

different ethnic and cultural background and student social problem makes

teaching too difficult. The survey conducted by the Metropolitan Life Insurance

Company indicated further that, a fairly consistent percentage of teachers were

dissatisfied with some aspect of teaching whilst the 1991 survey found that fewer

respondents are considering other careers. This same survey goes on to report that

more respect for the profession, greater involvement in the decision-making

process and better pay would have the greatest impact on those considering

leaving education.

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In the same vain Bindu and Sudheeshkumar (2005) also talk about

physical condition and social nature that affect job satisfaction and productivity,

they said that nowadays, there is a general feeling that the teachers do not have

satisfaction in their jobs and that there seem to be a growing discontentment

towards their jobs, as a result of which standards of education are falling. To

them, although different plans and programmes have been, implemented to

improve their jobs yet teachers are dissatisfied. To support this, Hoy and Miskeed

(1987) stated that job satisfaction is viewed as a decisive factor as to the general

efficiency of an organization. In addition they stated that, job satisfaction is a

critical factor influencing the processes and achievement of a school as of any

organization. They said it has to do with the perceived relationship between what

one want from ones job and what one perceive it is offering. Furthermore, they

are of the view that it also concerns what an organization requires of its

employees and what the employees are seeking from the organization.

Teachers are the means by which individuals unlock their potentials and

realize their dreams to build a better world. Education has been proven to help

bridge the societal gap, transforming the hitherto downtrodden into competent

professional and decision makers on when an entire community may eventually

depend on (G.N.A.T., 2004).

Afful-Broni (2004) has this revelation that it is no secret that teachers have

not enjoyed as much esteem as other recognized professions. To him, a number of

people see the teaching profession as a last resort and only join after all other

avenues are blocked. This brings about the numerous reported cases of

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indiscipline and other forms of misconduct among some teachers. Furthermore, he

feels people enter not satisfied due to the working conditions and public mockery

or scorning of the teaching. In reality it seems teachers are especially vulnerable

to feelings and frustration during certain periods, some find their situations so

intolerable that they feel like leaving, and others depression and dropping out, and

the importance placed on indiscipline. This has led to a recent issue of a school in

Dodowa, where an uncle entered a class, dragged a student out to beat him up for,

confronting a niece.

This uncle never gave any respect to the teachers around, and when they

prevented him from achieving his purpose, turned to fight the teachers. This

halted classes, and even affected final year students who were writing their final

mock examination. According to the teachers who were around, they felt

humiliated, based on the uncles attitude towards them, by not regarding

authority. This feedback from the issue supports what Afful-Broni (2004) reveal

as scorning of the profession and mockery. The teachers complained of insecurity.

Finally, this study is undertaken to bridge gap by giving teachers in the

Dangbe West District the chance to express their emotions, feelings, and attitude

regarding to job satisfaction and morale through the adoption of quantitative

methods. It will also focus on exploring factors that might affect the job

satisfaction and morale in the District.

Statement of the Problem

Teachers in public schools in Ghana are trained and paid by the

government of Ghana. The Ghana National Association of Teachers (GNAT) and

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the National Association of Graduate Teachers (NAGRAT) who are the welfare

associations of teachers, have some time now been negotiating on increased

salaries and better conditions of work for teachers, which at times are

accompanied by threats of strike actions when things seems bleak. Previous

studies concerning job satisfaction have identified certain factors as influencing

job satisfaction, recognition for achievement, work itself, achievements and

responsibility and advancement (Hertzberg, Mausner, and Snyderman, 1959), and

others as dissatisfaction, are policies and working conditions. In this light, it

seems like the broad area of teacher satisfaction is an important component in

career since they are to effect changes in the lives of students for nation building

by helping students to finally crack the phonic code or discover pattern and

meaning in what once seemed lifeless.

Bame (1991) conducted a research on job satisfaction in industrial and

educational organization and stated that, the level of satisfaction in teaching

depends upon teachers expectation and whether or not they were fulfilled. The

government of Ghana has taken certain measures such as best teacher award

scheme, acceleration of promotion, salary increment, study leave (although there

are quotas) and distance education, but interactions with some teachers seem to

suggest that teachers still do not talk positively about their job.

NAGRAT (2009) threatened to go on strike in Ghana and their grievances

were about reductions in responsibility and car maintenance allowances,

exclusion of some teachers from promotion interviews and agitation for salary

increase. Some pertinent questions one may ask are: Why are teachers in the

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Dangbe West District still not talking positively about their jobs in spite of all that

government has done? What are they dissatisfied about? What factors are

contributing to their dissatisfaction? In view of all this, it is pertinent to have an in

depth investigation in order to answer these similar questions.

Purpose of the Study/Objectives

The main purpose of this study is to investigate the specific factors that affect

job satisfaction and morale within the teaching profession.

Research Questions

The following research questions were raised to guide the research process:

1. What factors affect job satisfaction and morale among teachers inthe Senior High School in the Dangbe West District?

2. What are the views of teachers about the attitude and behaviours oftheir heads and students of their schools?

3. What are the perceptions of teachers about how stakeholders(community, administration and policy makers) view the teaching

profession?

4. What are possible ways of improving teacher job satisfaction andmorale in the Senior High School in the Dangbe West District?

Significance of the Study

This study is essential, and the findings shall contribute to the body of

literature on job satisfaction and teacher morale in the country, and shall also

reveal the level of teachers satisfaction and morale. The study could also be of

significance to the Ghana National Association of Teachers (GNAT) and National

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Association of Graduate Teachers (NAGRAT) since the research report would

give them a fair view of teachers job satisfaction or dissatisfaction and

consequently guide them to negotiate on behalf of teachers.

The findings of the study shall also be of significance to school

administrators in recognizing the effective way of motivating teachers internally.

It would also in the final analysis awaken stakeholders and policy makers to

effectively improve the lives of teachers to an appreciable level.

Delimitation

Job satisfaction seems to be a multidimensional factor, since many factors

account for it so also morale is seen as a broad component which does not

comprise only of a unitary concept, but is viewed as a construct comprising an

array of dimensions. Recognition, interpersonal relationship, opportunities for

professional advancement, remuneration and benefits, work environment and

student performance, is the scope of the study. The setting was limited to public

school teachers in Senior High Schools in the Dangbe West District of the Greater

Accra Region.

Limitations

Few limitations occurred during the distribution of questionnaires,

although precautions were taken to avoid errors. Dangbe West District has a very

broad demarcation, journeying to the two other Senior High Schools in Asutuare

and Ningo were not very simple journeys, in a day. Time played a major role

here, because when researcher got to Asutuari, lot of the teachers were busy

teaching at the different compounds, therefore was not able to get teachers in a

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group to talk to them, but rather had to leave it at the administration, in the care of

the assistant headmistress to distribute the questionnaire since going there was not

easy.

Furthermore, due to the nature of the instruments used to gather data that

is the use of only close ended items on the questionnaire, an opportunity to collect

additional information from respondents was not possible. All these were very

likely to affect whatever conclusions might be drawn from the study.

Organization of the Study

The study is divided into five chapters. The first chapter looked at the

introduction which includes: the background of the study; statement of the

problem; purpose or objectives of the study; research questions; significance of

the study; delimitation; limitation and organization of the study. Chapter Two of

the study constitutes the review of literature and theoretical perspective.

Further, Chapter Three comprises the methodology which covers the

design; population; sample and sampling technique; research instrument and

analysis. Chapter Four looked at the data analysis and presentation of data. The

final chapter that is Chapter Five includes the summary, conclusion and

recommendations. It also brought out the findings of the study and suggestions

arising from the study.

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CHAPTER TWO

LITERATURE REVIEW

This chapter presents the literature review on the topic, both theoretical

and empirical on teacher attitudes as they relate to job satisfaction, teacher

morale, job performance, historical development and theories and conditions of

service.

Job Satisfaction

Job satisfaction can be defined in so many ways or explained by different

authors. From the different authors, job satisfaction is an attitude people have

about their jobs, by Ivancevich, Konopaske, Matteson (2005). In another, Mankoe

(2002) defines it as a collection of attitudes which workers have about their jobs.

It is the feelings or affective response someone experiences in a job role. Some

researchers argue that it is possible to capture the level of job satisfaction with one

question. Others suggest we can have strong negative feelings about one aspect of

our job (e.g. pay) but feel positive about other facets of it (e.g. colleagues).

Contentment (or lack of it) arising out of interplay of employees positive and

negative feelings toward his or her work.

Further, job satisfaction is a term used to describe how content an

individual is with his/her job. The happier people are within their job, the more

satisfied they are to be job satisfaction is not the same as motivation, although it is

clearly linked. Job design aims to enhance job satisfaction and performance;

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methods include job rotation, job enlargement and job enrichment. Other

influences on satisfaction include the management style and culture, employee

involvement, empowerment and autonomous work groups. Job satisfaction is a

very important attribute which is frequently measured by organizations. It is a

relatively recent term since in previous centuries the jobs available to a particular

person were often predetermined by their parents occupation.

In every institution or organization, the feel of pressure is felt, however

public school teachers do feel pressure as a result of public scrutiny when topics

like accountability and testing for schools are currently attracting so much

attention. According to White (2000), practically the roles of teachers in the

classroom are many. Teachers during the day have a lot to do such as: teaching,

being loco parentis (parent substitutes), taking roles that were once taken care of

at home and elsewhere in the community. White (2000) mentioned further that,

teaching in todays schools can be rewarding, but it can also be filled with stress,

frustration and little time to take care of oneself, furthermore, teachers are not

only teaching specific content and mentoring in love of learning, but functioning

as frontline social workers.

These increased expectations, along with the negative public perception of

schools, have contributed to erosion teacher morale. In Dangbe West District,

anecdotal evidence is that there is a negative public perception about most public

schools, because of poor results in the District. Teachers attitudes concerning

their jobs are important, and a positive attitude creates an environment that is

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more conducive to learning and can have a positive effect on students

performance.

Some factors determine the satisfaction or dissatisfaction among teachers

and according to Perie and Baker (1997) factors such as administrative support

and leadership, student behaviours, positive school atmosphere and teacher

autonomy are reported as factors contributing to overall job satisfaction.

A way forward, is striving to create an atmosphere where teachers have a positive

mental and emotional attitude about their jobs, is in the best interest of everyone.

School culture is also an important issue to be looked at. In a research by

DeBruyne (2001), it is revealed that a positive and healthy school culture

translates into increased teacher job satisfaction and productivity. Furthermore, he

feels that school culture is a concept that comes from the corporate workplace in

hopes that it would improve productivity in schools, just as a positive climate or

work environment does in the workplace.

School culture includes the values and beliefs, traditions and myths, as the

members of the school community understand them, this culture often than not

affects what people within the school community think, how they act, Stolp

(1994). Since the impact school culture has on teacher attitudes and morale, Hart,

Weaving and Conn (2000) created an instrument to access organizational factors

relating to school culture, eleven of such factors were identified as appraisal and

recognition, curriculum co-ordination, effective discipline policy, excessive work

demands, goal congruence, participative decision-making, professional growth,

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professional interaction, role clarity, student or pupils orientation and supportive

leadership.

In addition, there are other more factors that can contribute to job

satisfaction or dissatisfaction. Herzeberg, Mausner and Snyderman (1959)

identified fourteen factors as achievement, recognition, interpersonal relations,

responsibility, advancement, salary, job security, personal life, status, working

conditions, policy and administration, supervision and work itself. They believe

these factors to be universal in the workplace which go to support the eleven

factors identified by Hart, Weaving and Conn (2000).

Simmons (1970) found three factors as achievement in the job, the work

itself and recognition. He is of the view that achievements in teaching contributed

mostly to satisfaction and recognition from heads were determined to be a

significant part of the factors. Looking at Graham (1985) he feels working

conditions, class size, assistant, help from parents and some days off were also

factors. So Litt and Turk (1985) identify stress as a source of dissatisfaction that

in furtherance causes the teacher to leave teaching.

A significant finding from Wright (1985) showed that perceived esteem

was the variable most highly correlated with the intention to quit teaching. The

research related to the variable esteem as (recognition, praise, status, and high-

regard) was based on Maslows hierarchy. For esteem to be well established was

based on groups such as students, parents, and the community and school

administrators.

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Finally, studies by the following authors Goodlad (1984), Lipsitz (1984),

Sergiovanni and Strarrett (1983) and Wright (1985) clearly indicate that, head

leadership style also determined the school climate, and the manifestation is

satisfaction or dissatisfaction. Johnson and Johnson (1999) reveal intrinsic

(internal) factors are related to what an employee actually does (a persons

relationship to the job itself). Furthermore, he said strong contributors to job

satisfaction include having individual responsibility, challenging work,

opportunities for achievement and advancement, and achievement of the goal of

performing a task effectively, which finally result in self-confidence. Satisfaction

often comes as a result of daily activities, or interactions with students, which

affirm that learning is taking place, leading to extrinsic factor.

In concluding for this section, job satisfaction is critical to teacher

commitment and school effectiveness, and actions by school administrators create

an environment that are highly predictive of the level of job satisfaction for the

teaching staff (Shann 1998). Teacher satisfaction is a pivotal link in the chain of

education reform and influences job performance, attrition, and ultimately student

performance. This is to say that job satisfaction could be regarded as a very

important issue within the educational context, especially for school teachers,

because their roles are many and time consuming both in and out of school.

Therefore it is necessary they feel satisfaction and harmony in carrying out their

duties to ensure effectiveness in delivering their roles.

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Teacher Morale

Simply, morale can be explained as a level of well being that individuals

or groups experience in reference to their work. Morale is a feeling or state of

mind, a mental or emotional attitude centered about ones work. According to

Johnsrud cited in Fields (1996) defines it as a level of well being that individuals

or groups experience in reference to their work. In addition Evans (1992) has

described morale as the extent to which an individuals needs are satisfied and

how that individual perceives the satisfaction relates to his total job satisfaction.

He further explains that while morale and satisfaction are connected, they are not

the same. Furthermore he is of the view that while it is possible to have high

morale when you are dissatisfied with your job situation, but are working to

improve it, high levels of morale are depended on achieving high levels of job

satisfaction. Fields (1996) argue that morale is built with job satisfaction,

commitment, enthusiasm, and a sense of common purpose.

If a healthy school environment exists and teacher morale is high, then

teachers feel good about each other and, at the same time, feel a sense of

accomplishment from their jobs, finding by Hoy and Miskel cited in Lumsden

(1998). Teacher morale is important and that it helps to create an environment that

is conductive to learning. White (2000) has revealed that many teachers have

experienced problems with morale in many schools today. That one possible

cause for this problem is that education is an institution that is in transition

considering the current level of attention afforded by public education in this

country. Also, according to Briggs and Richardson (1992), change can be

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threatening as it is usually direct conflict with the most stabilizing characteristics

of habit, status, tradition and experience. They further indicate that low teacher

morale may be the direct result of sweeping changes, while change is inevitable, it

should be evolutionary rather than revolutionary. Teachers, who probably suffer

the greatest anxiety, are not the ones that initiated the change, but will be the ones

most affected by it.

An expectation placed on teachers, seems to be growing exponentially

and is another possible cause for morale problems. An expectation of teachers to

perform many duties in order to meet the need of students that may have little to

do with teaching the curriculum is quite high. These extra duties often lead to the

feelings of frustration for teachers, or a feeling of being overwhelmed as they

attempt to do it all.

A school does not operate in a vacuum; rather it is part of society and so

must deal with the same social problems that exist throughout the country. There

are problems such as single parenting, or both parents working not being

responsible, the child or ward taking care of him or herself. Less time is spent on

student or pupils work and that there is either lack of parental commitment or

low parental involvement in school.

To some parents, Parent Teachers Association is less of importance or

does not have any kind of attachment. Schools create or draw programs to address

various problems, yet parent find it difficult attending, thus making it difficult.

Anecdotal evidence according to Richardson (1992) is that, schools have assumed

many of the roles that have traditionally belonged to parents. Furthermore, he said

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that ironically, the public schools themselves created the situation whereby they

have become almost solely responsible for educating young people, thus when

societal problems found their way into the schools, the schools enthusiastically

accepted the challenge of managing those problems within existing school

framework. But public schools are not designed to address many of the complex

problems that have now become their role.

As public schools increase in their level of responsibility, it is discovered

that you cannot please everyone, and in the process of attempting to do so, have

lowered or in some instances cost parental and public support. In some rural

settings as in the case of Dangbe West, parents do not actually place much

emphasis on education; they do not take active role in the education of their

children. While some parents in the private concern themselves about their

childrens performance in the private schools, little is seen in the public schools

either basic or senior high school.

A study by Shann (1998) revealed that parent-teacher relationships were

rated by teachers on par with students achievement, administrative support, and

curriculum in the schools in terms of importance, while teacher satisfaction with

this item ranked near the bottom. She gave example as a typical teachers

response from her interviews: when I have parental support, it works, thus the

problem is parents who do not support their kids going to school, apparently, and

schools need to find creative ways to reach out to parents in order to foster their

participation in the education process. Schools tend to benefit from parents that

are involved not only from improved student performance but as Becher (1986)

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researched, it was found out also that, involved parents tend to have more positive

attitude about school and school personnel than uninvolved parents.

Ellis (1984) cites evidence that supports the use of three organizational

policies that motivate teachers and improve morale including participatory

management, in-service education, and supportive evaluation. These are generally

considered to be intrinsic factors one of which participatory management is

referred to as shared decision-making or intrinsic empowerment that involves

giving teachers a voice in how their job will be performed.

Furthermore, Davis and Wilson (2000) are of the view that intrinsic

empowerment should not be associated with giving blanket authority for

managing the operation of the school district; it should instead be likened to the

ability to perform your job with confidence, and to help decide the way the job

will be accomplished. An organization become successful when there is

involvement in decision-making by the people who will be responsible for

implementation of those decisions seems not only reasonable, but also

responsible. In addition, they found out that participation in this way can produce

positive results, and that found a significant positive correlation between both

teachers and schools with higher participation in decision-making and teacher

morale. Allowing employees a sense of control and competence on the job can

increase their motivation and productivity. Other positive outcomes include:

fostering relationships, greater flexibility and co-operation, and helping to boost

ones self-esteem.

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In the earlier writing on job satisfaction stress was mention. Job stress is

frequently associated with teacher morale, while teaching can be a challenging

and satisfying career can also be a major source of stress. Stress can simply be

describes as a persons reaction to unsettling experiences, both good and bad.

There are several causes for stress, and that people experience stress day in and

day out depending on the experience or circumstances. Teachers all experience

stress in varying degrees and it varies on how individuals deal with stress.

Benjamin (1987) states that, stress is a necessary and unavailable of daily

living-necessary because without some stress we would be listless and apathetic

creatures, and unavailable because it relates to any external event, be it

pleasurable or anxiety producing. Severe stress has been correlated with coronary

disease, respiratory problems, backaches, high blood pressure, other

psychosomatic illness, to the extent that for most people stress is a loaded term

that connotes unhealthy or harmful conditions, i.e. a disease or illness. In truth,

however stress can also motivate and achieve far more than they thought

themselves capable of doing. In a study finding by Long (1995), he identified

three important concepts in the workplace to understand the relationship between

work and mental and physical health first stress is an interaction between

individuals and any source of demand (stressor) within their environment.

Another is, a stressor is the object or event that the individual perceives to

be disruptive. Thus stress results from the perception that the demands exceed

ones capacity to cope. The interpretation or appraisal of stress is considered an

intermediate step in the relationship between a given stressor and the individuals

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response to it. Thirdly, according to Long (1995) appraisals are determined by

values, goals, individual commitment, personal resources (eg. Income, family,

self-esteem), and coping strategies that employees bring to the situation.

Locus of control as seen by Czubaj (1996) is tied to the level of stress

which results from that teachers experience. Stress results from the interaction of

employee control and demands of the job. A behavior of an individual determines

the event of ones life and go to control ones own destiny. She further point out

to the fact that there are two different types of control that is the internal and

external. Teachers believed to have internal locus of control feel they can impact

or have control over situation than those believe to have external locus of control.

They believe that events that happen are beyond their ability to control. In real

sense those who are believed to have internal locus of control are able to deal

more successfully with stress than those who are of the opposite.

A research by Benjamin (1987) and Berry (1999) explain that to deal with

stress depends on the personality types. A type A personality for example, is

more subject to stress than a type B personality, who is always busy and finds

happiness only in a busy schedule. If teachers who experience a great deal of

stress are less effective, what can schools do to help staff members control the

level of stress on the job? Furthermore, what can teachers do to control their own

level of stress? Well, making sure that one is well organized and prepared for

each day would prevent many potential problems. Setting realistic goals for

oneself and realizing ones limitations would also control stress levels. Stress in

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its highest level or elevated levels of stress can ultimately result in burnout, which

falls at the opposite end of spectrum from job satisfaction.

Eichinger (2000 p. 400) describes burnout as a syndrome of emotional

exhaustion and cynicism that often occurs among individuals who work with

people. Therefore is a descriptor used for teachers who are severely stressed up.

Burnout is a distinctive kind of job related stress that inhibits the persons

capacity to function effectively because the bodies resources for resisting stress

have become exhausted.

Teachers alongside other helping or human service occupations are

particularly prone to burnout. Unfortunately, it often happens to some of the most

able committed people in the profession. Also Maslach and Leiter (1999) reveal

that burnout is a serious problem in todays workplace, in an era of decreasing

enrollment and limited funding, where public schools are under the microscope

and threatened to be held accountable for what seems to be an ever increasing

level of expectation. Teachers are feeling insecure, undervalued and stressed

which burn out can be the result. According to Trant, Larson and Feimer (2000),

when employees become cynical, alienated, and inflexible the performance of the

entire organization is threatened and the result of having unhappy employees is

undesirable because burned out employees perform their jobs at a bare minimum

level as opposed to putting forth their best efforts as supported by Maslach and

Leiter (1999).

Several studies by Friedman (1993), Lumsden (1998), Byrne (1998) and

Eichinger (2000) reveal symptoms of burnout that are similar, such as erosion of

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idealism, increased depression and frustration, depersonalization or negative

feelings toward student and staff, cynicism, and detachment from the people they

work with. All these symptoms are not displayed at all times but appear in

varying degrees.

A research conducted by Briggs and Richardson (1992) revealed that,

many teachers are resigning and leaving their position, some after only a few

years of teaching, and attrition as a result of burnout and retirement is decimating

the ranks of some of the best and most experienced teachers. Burnout is a

complex problem, as one single cause cannot be identified, thus teachers all reach

to stress differently and thus may actually be a variety of causes or combination of

circumstances that eventually push them over the edge or quitting as revealed by

Briggs and Richardson (1992). Furthermore Weisberg and Sagie (1999) have

provided a list of possible causes for burnout that includes: poor facilities,

overcrowded classrooms, discipline problems, excessive workload, inadequate

salaries, lack of both parental and administrative support, and the current level of

public security and open criticism facing teacher and public schools.

In further explanation, many teachers with more than just a few years of

experience who are burned out and think about quitting or doing something else

feel as though they are trapped in their (jobs and thus remain there, because the

possibility of finding another appropriate job or moving to another teaching

position simply will not bring the same level of compensation. Looking at the

negative impact that burned out teachers have on the school environment, like

poor attitude, reduced or diminished quality of instruction, and preoccupation

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with prospect of leaving the profession. A question one can ask is, what can be

done to prevent burnout in the lives of teachers?

Maslach and Leiter (1999) in their research concluded that burnout is not a

people problem but is tied to the workplace and when workplace shows no

compassion and demands superhuman effort, employees get burned out. Also,

they stated that, our research point to six key areas for any employees happiness;

a manageable workload, sense of control, the opportunity for rewards, a feeling of

the community, faith in fairness of the workplace and shared values.

When these are in place, youll feel buoyed, not burned, by your job, and if youre

already whistling while you work, these guidelines will help keep it that way.

Suggestions discussed for reducing stress parallel those designed to

improve the schools culture and raised the morale of the staff, including things

like: shared decision-making, rewards and recognitions for performance,

opportunity for professional growth, supportive leadership, and increased parental

support.

According to Czubaj (1996), when teachers are motivated not only do the

students do better in school, but they became motivated about the process of

learning, repeating a positive cycle. When teachers are provided with what they

need to remain inspired and enthusiastic in the classroom, students as well as

teachers will be the beneficiaries.

In addition high levels of morale also tend to motivate, stimulate,

encourage, and energize staff members to do a better job (Evans 1992). Indication

by EIlis (1984) is that, administrators would boost morale and would motivate

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teachers more using intrinsic rewards rather than extrinsic rewards. Langdon

(1999) in his studies revealed that the number one reason teachers gave for

problems their schools had, is in getting good teachers was low pay. According to

Lloyd (2001) when people dont feel valued or appreciated, they often start

complaining about how little they are paid.

In conclusion, it is apparent that teachers, like any other group do not

necessarily fit into a mold, and are motivated by a variety of factors or needs,

therefore administrators should listen carefully to teachers, both individually or as

a group, to determine what the present needs are within their own school setting

and avoid what Briggs and Richardson (1992) earlier said that many teachers

leave teaching is due to burnout.

Job Performance

Job performance strides everywhere. According to Ivancevich,

Konopaske, and Matteson (2005) one of the most widely debated and

controversial issue in the study of job satisfaction is its relationship to job

performance or effectiveness. They came out with the three general views of the

relationship advanced on satisfaction and job performance. They illustrated this in

a diagram, as Satisfaction Performance. Figure 1 presents the illustration:

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Figure1. Diagram of Satisfaction-Performance Relationships: three views

CausesJob satisfaction Job performance

The satisfied worker is more productive.

CausesJob performance Job satisfaction

The more productive worker is satisfied.

Job performance Rewards Job satisfaction

Perceived Equity

(Ivancevich, Konopaske, and Matteson, 2005).

In their explanation the first two views have mixed, but have generally

weak, research support. To them most studies dealing with the performance

satisfaction relationship have found low association between performance and

satisfaction.

The evidence to them is rather convincing that a satisfied employee is not

necessarily a high performer. Therefore managerial attempts to make everyone

satisfied will not necessarily yield high levels of productivity. Like-wise, the

assumption to them that a high performance employee is likely to be satisfied is

not well supported. With the third view, they suggested that satisfaction and

performance are related only under certain conditions and that a number of

factors, such as employee participation, have been suggested as affecting the

relationship.

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However, most attention has focused on rewards as influencing the

relationship. To them the general view suggested that the rewards one receives as

a consequence of good performance, and the degree to which these performance

are perceived as reasonable or equitable, affect both the extent to which

satisfaction results from performance and the extent to which performance is

affected by satisfaction. The meaning to this is that if an employee is rewarded for

good performance and if the reward is deemed fair by the employee, job

satisfaction will increase (or remain high). This turn will have a positive on

performance, leading to additional rewards and continued high levels of job

satisfaction. They concluded by revealing that absenteeism and turnover, for

example, have been frequently associated with satisfaction, although the

relationship is not a strong one. Increasing job performance and employee

productivity will continue to be a major management focus in the 21st

Century.

Narrowing issues to education, there is a perception that our nations

public school system is somehow substandard. Public school is suffering from an

erosion public support and school districts throughout the country have been

expected to raise standards across the curriculum in order to better prepare

students for our technological society. The classroom instruction organization and

teaching of students in schools have been called into question. We often find our

selves caught up in the blame game, as described by McGraw (1998): The parents

ask principal, Where did you go wrong? The principal asks the teacher where

did you go wrong? The teacher asks the student, Where did you go wrong?

Finally the students failing, floundering, or just not performing at potential faces

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them all and asks, Where did you all go wrong? The buck passed through the

educational system s fast as the type over improving our schools is passed through

the political arena and the media (p.10).

Chaney (2000) posits that a tremendous amount of time, energy, and

resource have been expended in recent years in order to revise and align local

curriculum with the state mandated standards, which are often so vague and

general, that particular measurable outcomes are hard to pinpoint. According to

Chaney (2000), in America there is public outcry for more accountability in our

schools with politicians and taxpayers conceived about somehow measuring the

value for monies spent. The push has been toward more testing as a measure of

what has been accomplished in the classroom. Both schools and teachers could be

compared with one another in order to determine overall performance, as if the

frequently made assertion that little healthy competition would be good for public

schools.

Standardized test score has been used to measure performance and even

the number of students who enter the university from particular schools.

Blankstein (1996) indicated that a preoccupation with grades, that schools are

pressured to use quantitative tools, such as standardized test score, to measure

performance, but that grade and test scores do not reflect the quality of

instruction (p.29). In addition, he feels no one disputes that teachers should be

expected to perform their job at a competent level and in a professional manner,

and that some level of accountability would be appropriate and required.

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Hewitt, cited in Birk (1995), stated that Nothing is worse than bad

teachers, academically, socially, and emotionally the students fall behind (p, 51).

There has been an issue that people think that teachers need to be held

accountable for results and go so far as to suggest that remuneration should be

laid to results (Schrage, 1995). However, measuring a teachers or a schools

performance based solely on standardized test results has some inherent flaws.

Teachers often claim that unlike industry, they cannot control the quality of the

raw materials may not meet quality control standards. Also curriculum suddenly

becomes driven by the test and teachers spend more and more time teaching the

test

Views, have been, are kids learning something, the response should be,

are they really, and at what cost? How valuable are the results when students

are coached for the test, or have in some cases have practiced the test using

commercially prepared materials? Then one must consider situations where

teachers receive financial incentives that are directly tied to student achievement

on those tests. The question then becomes: what has been left out of the

curriculum as a result of making room for testing and for test preparation?

Ellsbery (1999) has suggested the following sample question as he has

asked in conducting school audits: what is taught in the school that is valuable

and important, is valuable enough to last a lifetime? (p.15) He further explained

that typical responses by parents, teachers and students to that question did not

start with contents, subject but rather with discussion of what he called the

hidden curriculum to him these were life lessons involving things like respect

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for yourself and others, and accountability for choices made. Further, it becomes

difficult for schools to provide time for, and justification of time spent on

character education, critical thinking, and creative things when so much emphasis

is placed on test result. Jones, Hardin, Chapman, Yarbrough, and Davis (1999)

have raised concerns that teachers lose their abilities to be creative planners and

thinks when they teach only what someone else has prescribed and that

prescription involves only one answer and that it takes control of the teaching and

learning process out of the hands of teachers and places which is firmly in the

hands of legislators and policy makers.

Blankstein (1996) asserts that many schools embrace the old business

philosophy that people are basically lazy and those employees need to be

pressured to meet standard for product specifications and production quotas. In

further explanation he said that an extrinsic system where employees are

encourage to compete for merit pay and promotions that are then doled out to the

winners a system that often leads to frustration and fails to effectively motivate

for optimum performance. In agreement Johnson and Johnson (1999) indicated

that if administrators viewed teachers as lazy and untrustworthy, they were apt

to engage in micromanagement where jobs are clearly defined and heavily

supervised, often resulting into reduced motivation and productivity.

Furthermore, McGraw (1998) asserts that teachers are not interested in to

avoiding accountability or assessment of job performance. Teachers are merely

concerned that job performance evaluated in terms of what they control and

actually do, on the job and in the classroom. Irresponsible performance in the

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classroom on the part of any teacher ultimately has a negative impact on the rest

of the staff. In furtherance, administrators should follow procedures and weed

out incompetent teachers. The following researchers: Baughman(1996); Stolp

(1994); Perie and Baker (1997); Shann (1998); and Davis and Wilson (2000),

indicated a positive relationship between job satisfaction and performance, that

assembling and maintaining a high quality teaching staff is the foundation of any

successful educational system. Finally, they also indicated that having a staff that

is satisfied with teaching as a career would be important because it is associated

with both teacher effectiveness and ultimately students achievement. Also,

creating a climate that foster open communication provides a trusting atmosphere

and is optimally functional. Baughman (1996) posits that positive work

environment often translate into positive attitudes and reduces levels of stress.

Historical Development and Theories

Another search proves that one of the biggest prelude to the study of job

satisfaction was the Hawthorne Studies, and these studies was between 1924-

1933, which is primarily credited to Elton Mayo of the Harvard Business School,

who sought to find the effects of various conditions on workers productivity.

These studies ultimately revealed that novel changes in work conditions

temporarily increase productivity, called the Hawthorne Effect: These finally,

through finding, provided strong evidence that people work for purposes other

than pay, which has paved the way for researchers to investigate other factors in

job satisfaction ( Campbel & Getzel, 1969 ).

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In addition during the first half of the 20th century, job satisfaction was

viewed as a continuum. Certain factors, if present contributed to job satisfaction

and if absent, contributed to dissatisfaction or vice-versa. Hertzberg, Mausner and

Snyderman (1959) developed the Two-factor theory of job satisfaction or the

motivationHygiene Theory. Hertzberg et. al. (1959) concluded that there were

certain condition of employment that, if present acted as job satisfiers

(motivators) and other conditions that acted as job dissatisfies (hygiene factors).

Further they revealed fourteen factors as contributing to job satisfaction or

dissatisfaction. These factors identified are, achievement, recognition,

interpersonal relations, responsibility, advancement, salary security, personal life,

status, working conditions, policy and administration, supervision and the work it

self. He believes these factors listed above are in the workplace.

In Ghana, Busia (1964) identified the problem of providing teachers for

the large numbers of new schools that were needed, was made more difficult

because many trained teachers were leaving the teaching professional to go to

jobs that were better paid in higher prestige. He stated further in his writing that a

nation that does not show proper appreciation of its teachers or encourage public

respects for them faces a serious threat to its standards and quality of life.

Furthermore, he postulated that African government needs to pay serious attention

to the status of the teacher in the society, and governments have to give adequate

practical expression of their recognition of their role.

Afful- Broni (2005) reports that in the olden days teaching was accorded

the highest respect any profession could ever attract. Teachers occupied very

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important position in the Ghanaian society, as secretaries to chiefs and other

traditional leaders, and also played various essential role as clerical services, but

now it is not so.

Finally, a survey by Litt and Turk (1985) about high school teachers,

showed how stress and dissatisfaction induced teachers to leave the teaching

profession. The result suggested that the role teachers perceived for themselves

and the school climate, particularly the relationship with administrators, may be

extremely important in predicting job stress.

Theories of Job Satisfaction (Affect Theory)

Locke (1976) in his Range of Affect theory is arguably the most famous

job satisfaction model. The main premise of this theory is that satisfaction is

determined by a discrepancy between what one has in job. The theory states how

much one values a given facet of work (example, the degree of autonomy in a

position) moderates how satisfied or dissatisfied one becomes when expectations

are or are not.

He further revealed that when a person values a particular facet of a job,

his satisfaction is more greatly impacted both positively (when expectations are

met) and negatively when expectations are not met), compared to one who

doesnt value that facet. He illustrated, that if employee A, values autonomy in the

workplace and employee B is indifferent about autonomy, then employee A

would be more satisfied in a position that offers a high degree of autonomy and

has less satisfied in a position with little or no autonomy compared to employee

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B. This theory also states that too much of a particular facet will produce stronger

feelings of dissatisfaction, the more a worker values that facet.

Dispositional Theory

Under the core self-evaluations model, proposed by Judge (1998), argued

that the four core self-evaluations that determine ones disposition towards job

satisfaction are: self-esteem, general self-efficacy, locus of control, and

neuroticism. The model, states that higher levels of self-esteem (the value one

places on himself) and general self-efficacy (the belief in ones own competence)

lead to higher work satisfaction. Having, an internal locus of control (believing

one has control over his or her own life, as opposed to outside forces having

control) leads to higher job satisfaction. He concluded that, lower levels of

neuroticism lead to higher job satisfaction.

Two-Factor Theory (Motivator Hygiene Theory)

Theoretically, Herzberg, Mausner and Snydermans (1959) Two factor

theory also (known as motivator hygiene theory) attempts to explain satisfaction

and motivation in the workplace. The theory states that satisfaction and

dissatisfaction are driven by different factors as motivation and hygiene factors,

respectively.

Motivating factors are those aspects of the job that make people want to

perform, and provide people with satisfaction. These motivating factors are

considered to be intrinsic to the job, or the work carried out, and this include

aspect of the working environment such as pay, company/organizational policies,

supervisory practices and other working conditions.

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In summary is to say that, theories prove that certain conditions can either lead to

job satisfaction or dissatisfaction. Values and locus of control are also an issue

that leads to satisfaction or dissatisfaction in work places.

Conditions of Service

One significant function of every profession is to seek for improved

conditions of service for its members. Afful-Broni (2005) noted that as the Ghana

Education Service Council has printed booklet on conditions of services and code

of professional conduct, its effort must be commended since it demonstrates a

commitment of administration on the welfare of teachers. The booklet makes

provision for the following or guidelines on entering the services, probation

period, confirmation, promotion, salaries and increments of salaries, sick leave

and others. Greater portion of Ghana National Association of Teachers (GNAT),

activities has been spent in fighting for better working conditions of services for

teachers.

It is now evident that teachers have slightly better working conditions of

service in terms of salaries, rest allowance, annual leave and others. He revealed

that conditions of service have been codified and made available by G.E.S to

teachers since August 1977. Furthermore, Afful-Broni (2005) concluded that as

human institution we must admit that due to human weakness and inefficiency on

the party of some officials in the district, regional or national offices, things look

much favorable on paper than in real life. Other factors to be reviewed are:

specialized body of knowledge, code of ethics, professional associations, freedom

to practice the profession and status before the public.

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Specialized Body of Knowledge

AffulBroni (2004) posits that every profession has a special body of

knowledge, but this cannot be said to be true of teaching services, since the major

set back in this area is the large number of untrained staff in the teaching field and

many claiming to be knowledgeable in many spheres. Furthermore, the presence

of pupils teachers in the services also reduces its strong claim to professionalism.

Also it could be seen that lack of effective supervisor is in public schools in

Ghana and many of the untrained teachers perform below average.

Afful-Broni (2004) further said that, due to knowledge exploration

through the internet, higher news and print media and globalization, a good

number of the educated population have similar knowledge if not better than that

of teachers. The trend is however changing because now the basic qualifications

for pupil teachers are now G.C.E ordinary level or S.S.S.C.E. The four (4) years

certificate A course is now rapped, with Education now offered to diploma

degree and postgraduate levels, but a lot still remains to be done.

Code of Ethics and Professional Associations

Teachers of the Ghana Education Service are governed by a code of

conduct and discipline embodied in a document called The Code of Professional

Conduct. It is the moral principles that control or influence a persons behavior,

profession, business or medical ethics. M.O.E., (1994) explains a code of ethics

as a point of reference for discipline among the members of a profession and

between members and their clients. The essence of the code of ethics is to

guarantee responsibility on the part of the profession to its client (and these are

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children, students and the general public). In addition they are of the view that

code of ethics prescribes the proper professional conduct of teachers. Members

are either commended or reprimanded in terms of having a code. This document

is meant to inspire public confidence in teachers to whom is entrusted the

physical, mental and moral upbringing of students in all educational institutions in

Ghana.

Previously there was no uniform code of ethics for teachers, but in 1945

the Central Advisory Committee on education advocated the use of common code

for the teaching profession. Later in 1970, the Ministry of Education acting in

consultation with the Ghana National Association of Teacher formulated a code

of ethics which was to guide the conduct of teachers in the pursuit of their work.

Every profession must have a vibrant and active all embracing self-

governing organization, which links all the members together under one

umbrella. Afful-Broni (2004) is of the view that as a profession, it goes without

saying that the membership must have a culture of never ending zeal to be

upgraded to meet the challenges and progress of the ever-changing world and

GNAT seems to be that kind of body, and has accomplished quite a bit. The

authors believes that a major handicap is the needless unofficial classifications

and cliques which demarcate graduate teachers from non-graduate teachers, but

rather look for way of unity, these cliques seem to be increasing, thus weaken the

value and potentials that professional association could have offered the teaching

field.

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Further Amissah, et al is of the view that instead of coming together as a

group, teachers are divided along the lives of their qualifications. A secondary

school teacher enjoys a higher recognition than a primary school teacher.

Freedom to Practice the Profession and Status before the Public

Afful-Broni (2004) is of the view that every profession enjoys some

measure of autonomy. Members of a profession usually have certain privileges of

being able to practice within the guidelines of service and the code of ethics,

examples are Lawyers, Architects and Medical offices have private practice.

Teachers also enjoy some professional freedom, although it is often times under

scrutiny of the headmasters or head teachers, the PTAs Past Students

Associations and School Boards. The teacher also find himself under many

professional constraints, these include directives, instructions and schemes of

syllabuses from either the Ministry of Education or the School Board.

Afful-Broni (2005) has the strong view that it is no secret that teachers

have enjoyed as much esteem as other recognized profession. He further said that

naturally, part of the reasons for the lack of respect stems from some of the point

already raised; namely a high percentage of untrained members, the

comparatively low salary, the fact that it is for a good number, a last resort and the

sizable number of reported cases of alleged sexual or other forms of misconduct

among some teachers.

These days, teachers working conditions have deteriorated leading to

poor-quality teaching and ill-prepared students. Now most Ghanaians hate the

profession because it is low paying and conditions of service are very deplorable,

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rather generally a number of people who go into teaching do so, only when they

fail to meet cherished dreams of pursuing other profession like some profession

that are cleaned to be selfless. Teachers are often told their rewards are in heaven,

but not on earth, and specifically in Ghana, a number of teachers remain very

miserable (Afful-Broni, 2005). Most teachers took to drinking due to the

frustration they encounter as a result of the delays in the payment of their salaries.

They subsequently got addicted to alcohol and eventually died from excessive

drinking.

It was reported further that, in some years ago, in the Ghanaian society,

parents showered gifts and contacted teachers for advice on social and political

issues; they played the role of effective opinion leaders. He laments that now it is

not so for them, rather these days, teachers have been pushed off their former

position of glory, their conditions of services keep deteriorating and with them

come poor quality teaching, which in turn churns out students who are barely able

to read and write: he continued by saying that most teachers especially in the

basic and secondary levels, now supplement their homes by engaging in petty

trading sometimes to the neglect of their students, and some schools, they operate

a welfare system by pooling, resources together and helping each other(Mensah,

2006).

It was succinctly stated that, no teacher dares punish a pupil now for fear

that the childs parents will come to attack you physically on the school premises

or in town. Further even the educated ones, after rebuke, threaten and demoralize

teachers when their children are corrected in school (Mensah, 2006).

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Finally in the news report, theres a saying in the local parlance that when

one marries a teacher, the only benefit that one could get from such marriage is,

literally speaking, a piece of chalk-a point that buttress the widely-held view that

teachers are in bed with poverty. Perhaps this perception could be changed if the

government commits itself to creating opportunities for teachers in the country;

this is the only way they can help keep the body and soul of teacher together.

Summary

To sum up, the researcher is of the view that teachers have not been

accorded the respect due them, and this has resulted into people demeaning the

profession. No one wants to work with low salaries or people not respecting them.

From the literature reviewed, it could be concluded that teachers mostly were

dissatisfied about the jobs, and factors that contributed to the dissatisfaction

included, low salaries, poor working conditions, status before the public work

itself, and how administrators or heads treated or involved them in decision-

making.

A number of theories and empirical studies have been reviewed under this

chapter to give credibility to the study. Some of the theories includes: the

Hawthorne effect, dispositional theory; affect theory and the two-factor theory.

These theories proved that certain conditions can either lead to job satisfaction or

dissatisfaction. Job satisfaction therefore describes how content an individual is

with his/her job.

It is evident from the review that job satisfaction is critical to teacher

commitment and his /her effectiveness. Actions by school administrations create

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an environment that is predictive of the level of job satisfaction for teachers.

Morale on the other hand, has been explained in the review as a level of well

being that individuals or groups experience in reference to their work. It follows

that, if a healthy school exist then consequently teacher morale is high which will

eventually create environment that is conducive for learning.

Factors reviewed to help improve teacher job satisfaction or dissatisfaction

includes: achievement, recognition, interpersonal relations, responsibility,

recognition, interpersonal relation, responsibility, advancement, salary security,

personal life, status, working conditions, policy and administration effective

supervision and the work itself. The topics discussed in the literature were related

to the study since the aim of the study was to find out teacher job satisfaction and

morale in Senior High Schools.

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CHAPTER THREE

METHODOLOGY

This chapter outlines the methods that were used to achieve the purpose of

the research on the factors affecting job satisfaction and teacher morale in the

Senior High School in the Dangbe West District. It covers the following:

description of the research design, the population, sample and sampling

procedures, Research instrument, pilot testing, data collection procedure and data

analysis.

Research Design

This study is the descriptive survey type. This design is adopted from

researchers known as Comer, Macheit and Langace (1989), who worked on a

similar research on job satisfaction of industrial salespersons that used a model

much like the one they had proposed for the present study. This very design best

served the purpose of the study as it helped to collect data to describe the state of

job satisfaction among teachers in a systematic manner. It is appropriate to collect

data from a naturally occurring environment (schools) with the questionnaire in

order to describe, the factors that affect job satisfaction and morale among

teachers, views of teachers about the attitude of their heads and students, and the

perceptions of teachers on how others view the profession.

Descriptive research, thus, involves collecting data to test hypothesis or

answer research question concerning the current status of the subject of the study

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(Gay, 1992). The survey involved the formulation of research questions and using

questionnaire to seek answers to the question.

Population

The target population of this study is made up of teachers in the three

Senior High Schools in the Danbge West District. The study looks at the three

Senior High Schools in three towns, namely, Dodowa, Ningo and Asutuari. In all

one hundred and eighteen teachers (comprising male and females) makes up the

total population. Table 1 shows the population of teachers involved in the study

Table 1

Population of Teachers in Senior High School

Town School No. of Teachers

Dodowa Ghanata Senior High School 63

Ningo Ningo Senior High School 23

Asutuari Osudoku S H S 32

Total 118

Sample and Sampling Procedure

Actually, it was not possible to get the whole population of 118 teachers

responding to the questionnaire. Krejcie and Morgan (1970) offered an easier

table for estimating sample size and based on the table 92 teachers was sampled

out of the total population of 118. All the three Senior High Schools were

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purposively selected and a sample size of 92 teachers 78% from the three schools

was selected using the simple random sampling technique. The simple random

sampling technique was appropriate because the population of study (teachers)

were similar in characteristics of interest.

The sample was arrived at using the random numbers method. A sampling

frame was obtained from a list of all teachers provided by each school; these was

numbered and ordered accordingly. A list of random numbers that contained all

numbers included in the sampling frame was then used. Numbers were then

picked from the tables randomly and registered, the name in the sampling frame

corresponding to the numbers. The process continued until the required number of

92 was achieved in all the schools. Table 2 shows the sample size of the study

Table 2

Sample size

__________________________________________________________________Name of school sample percent

__________________________________________________________________

Ghanata SHS-Dodowa 45 74.4

Ningo SHS-Ningo 23 100

Osudoku SHS 24 75

_________________________________________________________________

Total 92

__________________________________________________________________

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Research Instrument

The instrument used for data collection was a set of questionnaires. The

questionnaire consisted of items, which was divided into five (5) main sections:

A, B, C, D and E.

Section A contains information on demographic characteristics (Bio-data)

of the respondents which include: Teachers qualification, age, sex and teaching

experience. Section B sought data on factors that affect job satisfaction and

morale among teachers in SHS. Section C focused on the views of teachers about

the attitude and behaviours of their heads and students of their schools. Section D

dealt with the perceptions of the teachers about how stakeholder views the

teaching profession. Finally, section E considered the ways of improving teacher

job satisfaction and morale in SHS.

The revised four point Likert rating scale of Strongly Agreed (SA), Agree

(A), Strongly Disagree (SD) and Disagree (D) was adopted for the study. All

items were considered of approximately equal attitude value to which

participants responded with degree, or intensity of satisfaction and disaffection

(Fowler, 1995; Kerlinger, 1973; Nworgue, 1991).

Pilot Testing of Instrument

The need to determine the appropriateness of the instrument occasioned a

pre-testing that took place at Akuse in a different district. Akuse Senior High was

selected for the pre-testing. In all, fifteen teachers including the headmaster were

selected to respond to the questionnaires.

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Akuse SHS was selected for the pre-testing because of proximity and

some identifiable characteristics of interest and similarities. All the schools

averagely are on the same scale and are all situated in semi-urban areas. It is upon

these similarities between the target population in study area and Akuse in a

different district outside the area of the study that Akuse Senior High located in

Akuse was selected for the pre-testing.

Simple random sampling was employed for the selection of the fifteen

teachers. The headmaster was however purposively selected. The purpose for the

pre-test was to arrive at the suitability of the questionnaire and also to aid in

refining it if found unsuitable. The pre-testing also sought to provide an insight

into the strategies of the field work to the researcher. It also gave the investigator

an idea about the allotted time to complete the final questionnaire.

The statistical package for social sciences (SPSS) was used by the

researcher to analyse the responses of the respondent. The result of all the item

analysis indicated that they were reliable and measured the same things. Internal

consistencies in the variables obtained were very high and reliability of responses

was good.Thus, the reliability coefficient of 0.769 was obtained using Cronbach

Alpha formula based on standardized items (refer to appendix for details of the

reliability test).

On the basis of the pre-test result however, the researcher was able to

make necessary revisions and corrected errors in the items for final field work. In

essence, the reliability of the research instrument was established before it was

finally used.

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Data Collection Procedure

The questionnaire was administered by the researcher. The researcher

explained the purpose of the study to the teachers. They were made to understand

that all information being provided would be treated with confidentiality and used

for the purpose of research only.

It took the researcher two weeks to administer and collect the

questionnaire, due to the geographical location of the area; after it was personally

delivered to the respondents. The researcher personally introduced herself to the

heads of the various schools ahead of the scheduled time who later arranged for

teachers to be met.

Adequate time was spent with the respondents as they went through and

answered the questions and those who needed help in terms of clarifications,

interpretation and writing were assisted accordingly. A total of 92 copies of the

questionnaire were administered but only 79 were returned. Out of this only 76

were completely filled. Thus a total of 76 copies of the questionnaire duly

completed which represent 83% of the total number administered were collected

and utilized for the purpose of the study.

Data Analysis Procedure

In relation to the related research questions and the items displayed in the

questionnaire, descriptive statistics was used to analyse the questions. The results

were presented in percentages, and tables to display the data. Tables with

frequencies and percentages were used to ensure that the issues were made clear

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to give visual impression on values without necessarily reading long sentences

and also to help in the discussion and interpretation of the data collected. This was

used extensively for items 1-4 of the questions (thus to analyze the biodata of the

respondents).

Concerning sections B, C and D of the questionnaire, after the data

collection, a series of activities were carried out. First the data was coded and

excel computer software was employed to do the analysis accordingly. The

appropriate numbers for each datum was placed in the appropriate data file for the

analysis.

Summaries of all responses under each item on the factors that affects

teacher job satisfaction; views of teachers about the attitude and behaviors of

their heads and students, and on the perceptions of the teacher about how

stakeholders view the profession, were then given, thus illustrating the percentage

that strongly agreed, agreed, disagreed or strongly disagreed.

The evaluation criteria were then used to make value judgment. A

summary of the findings were then given in written form and by suing descriptive

statistics. The criteria below were adopted if 40% or more of