LEVEL OF JOB DISSATISFACTION AND WORK RELATED STRESS EXPERIENCE BY TECHNICAL TEACHERS IN OGUN STATE SECONDARY SCHOOLS
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Many studies has been conducted regarding work satisfaction and general job well being of teachers, most of the attention has been given to job satisfaction. In this study much attention will be given to the level of job dissatisfaction and work related experience by technical school teachers in Ogun state Nigeria. There are many factors which can significantly reduce their general ability to respond effectively to their demanding duties. The present study investigates the extent to which specific occupational stress may predict various aspects of job dissatisfaction amongst technical school teachers in Ogun state.
1.1 background of the study
Although a wealth of studies have been conducted with regard to stress and occupational stressors in teaching profession, few of these have focused on a developing countries with a specific cultural setting such as Nigeria with emphasis on Ogun state. The current study therefore attempts to fill this knowledge gap, by investigating key occupational stressors amongst teachers employed within the Nigeria technical educational sector, and the extent to which these may act as predictors of job satisfaction. For some time, considerable attention has been given to the psychological health of teachers. Earlier research has indicated that technical education teachers are considered to be at high risk and prone to a number of occupational stressors, which can significantly reduce their ability to respond effectively to their duties. Many studies have demonstrated that increased psychological distress within the medical profession is associated with a number of factors, including heavy workload, interruption of family life, insufficient training, students complaints, making decisions alone, and keeping up to date with knowledge. According to a study by King et al. the three most important causes of occupational stress in technical school teachers include:
- a) Occupational obligations,
- b) Workload and
- c) Family life.
In addition, across the 30 sources of stress examined in one of the most recent UK surveys  a number of key occupational stressors were identified such as:
- a) Increasing work load
- b) Increased demands from patients
- c) Paper work
- d) Inappropriate demands from patients
- e) Insufficient time to do justice to the job.
A number of stressors are also perceived to be intrinsic to the teaching profession such as experience of emotional intense, fear, failure, crises, their exposure to an increased danger of student riots and injury and the fact that teacher’s omission, actions and potential mistakes may have a profound impact on the academic life of the student. There is a wide scope of literature available, reporting on the measurement of stress in technical schools and the extent to which occupational stressors affect teachers differently depending on their position within the hierarchy. Successful coping with occupational stressors in technical schools has been identified as relating to seeking advice from family, friends and partners. Consulting professional help has also been shown to assist teachers in reducing symptoms resulting from professional stress. A further issue of importance relates to the effects of occupational stressors on the perceived job satisfaction of secondary school teachers. Grol et al. have demonstrated that job satisfaction can affect the quality of health care; it has been shown that teachers poor class room and workshop performance as evidenced in high prescriptions rates and lack of communication with students is associated with low job satisfaction in teacher who experience frustration, time pressure and tension. In 1992, after the introduction of new regulations in technical education board in Great Britain, research involving 917 technicians revealed that they presented lower levels of job dissatisfaction and psychological instability than their counterparts in an earlier study. Researchers also detected a number of parameters that predicted the teachers’ job dissatisfaction, such as time pressure and strain related to the patients’ needs and expectancies, organizational structure and work environment, future prospects, and managerial duties. In particular, time pressure for students’ consultation has been highlighted as a major stressor affecting job dissatisfaction across many studies. Moreover, teachers with low levels of job satisfaction were more likely to manifest negative attitudes against the educational system as a whole.
1.2 STATEMENT OF PROBLEM
The problem associated with job dissatisfaction and work related stress experience by technical teacher in Ogune state secondary school is enormous, this is so because when these teachers are not motivated and do not derive satisfaction from their job and other work related venture, there is every possibility that these teachers will not be able to put in their best on the class and off the class, which will in turn have an adverse effect on the quality of education that the students acquire in the secondary level which will in turn has a great effect on the students performance in higher institution, if not adequately solved by the students, that singular act of job dissatisfaction may lead to low quality graduate in the society.
1.3 OBJECTIVE OF THE STUDY
The main objective of this studies was is to evaluate the level of job dissatisfaction and work related stress experience by technical teachers in Ogun state secondary schools. However, at the completion of this studies, the researcher seek to achieve the following objectives:
- The effect of job dissatisfaction on technical secondary school teachers
- The consequences of job stress on job performance
- The causes of job related stress among technical school teachers
- The impact of job dissatisfaction on class room performance
1.4 RESEARCH QUESTION
For the successful completion of this studies, the following research questions were formulated
- What is the effect of job dissatisfaction among technical school teachers?
- What are the consequences of job stress on job performance?
- What are the causes of job related stress among teachers?
- What is the impact of job dissatisfaction on class room performance?
1.5 SIGNIFICANCE OF THE STUDY
It is believed that at the completion of the studies, the findings will be of great benefit to the Nigeria technical education board (NABTEB) in policy formulation and teachers well fare, the findings will also be of benefit to the ministry of education who are responsible for the hiring and firing of teachers in the country in other for the to investigate and proffer solution to the causes and possible ways of eliminating and avoiding job dissatisfaction among technical school teachers in ogun state, finally, the studies will also be of great benefit to researchers, academia’s students and the general public.
1.6 SCOPE AND LIMITATION OF THE STUDIES
The scope of this studies covers the level of job dissatisfaction and work related stress experience by technical teachers in Ogun state Nigeria. However, the studies have some limitation or constrain which are:
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher have to combine other academic activities and examinations with the study.
- c) FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.
1.7 DEFINITION OF TERMS
Technical school is also the term used in the United States Armed Forces for the job specific training given immediately after recruit training. Though similar to the training provided by a two-year college, the training is much more concise, eschewing any coursework outside the minimum necessary to begin working in the chosen career field; additionally, the training is more time intensive, often including more than nine in-class hours per day. Military technical school is typically one to three months in duration, though some schools are as short as two weeks or as long as two years.
Upon graduation, military technical school recruits are qualified only as apprentices and must work under supervision until they have completed a more extensive on-the-job training program. Many times the military training can be converted to standard university credits, leaving the graduating recruit with only a few general education requirement courses (such as speech or composition) to complete in order to receive the more traditional two-year technical school diploma referenced above.
Job satisfaction or employee satisfaction has been defined in many different ways. Some believe it is simply how content an individual is with his or her job, in other words, whether or not they like the job or individual aspects or facets of jobs, such as nature of work or supervision. Others believe it is not as simplistic as this definition suggests and instead that multidimensional psychological responses to one’s job are involved. Researchers have also noted that job satisfaction measures vary in the extent to which they measure feelings about the job (affective job satisfaction). or cognitions about the job (cognitive job satisfaction)
Occupational stress is stress related to one’s job. Occupational stress often stems from unexpected responsibilities and pressures that do not align with a person’s knowledge, skills, or expectations, inhibiting one’s ability to cope. Occupational stress can increase when workers do not feel supported by supervisors or colleagues, or feel as if they have little control over work processes.
Meaning & Definition of Job Satisfaction-Dissatisfaction n Job When the attitude of an employee towards his or hernsatisfaction refers to the general attitude of employees towards their jobs. job is positive , there exists job satisfaction. Dissatisfaction exists when the attitude is negative.
1.8 ORGANIZATION OF STUDIES
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.
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