THE INFLUENCE OF MOONLIGHTING ON TEACHERS’ ORGANIZATIONAL COMMITMENT
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CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In the contemporary educational landscape, the phenomenon of moonlighting among teachers has emerged as a significant area of interest due to its potential impact on teachers’ organizational commitment within the public junior secondary school system. Moonlighting refers to the practice of individuals taking up additional employment, often outside their primary job, to supplement their income. This practice has become increasingly prevalent among teachers, particularly in contexts where salaries may not adequately meet their financial needs. The influence of moonlighting on teachers’ organizational commitment, defined as the degree to which teachers feel emotionally attached to, and engaged with, their schools and roles, is a complex and multifaceted issue that warrants thorough exploration.
One of the key factors influencing moonlighting among teachers is financial pressure. Research by Akomolafe (2019) indicates that inadequate remuneration in the public sector, including the education sector, has driven many teachers to seek supplementary income through moonlighting activities. This financial strain can lead to decreased job satisfaction and, subsequently, reduced organizational commitment among teachers (Skaalvik, 2018). When teachers feel undervalued and financially stressed, their motivation and dedication to their primary teaching role may diminish, impacting their overall commitment to the organization.
The nature of moonlighting itself can also contribute to challenges in maintaining organizational commitment. Moonlighting often requires teachers to invest additional time and energy outside their regular working hours, potentially leading to fatigue and burnout (Adeyemi&Aremu, 2020). This can result in decreased engagement with school activities, less participation in professional development opportunities, and a weakened sense of belonging to the school community. As noted by Cheng and Brown (2018), organizational commitment is closely tied to perceptions of support and recognition within the workplace. Moonlighting may create a perception of divided loyalty or competing priorities, affecting how teachers perceive their relationship with their primary employer.
Moreover, the impact of moonlighting on organizational commitment extends beyond individual teachers to the broader school environment. A study by Olaniyan and Ojo (2021) highlighted that schools with high levels of moonlighting among teachers often experience challenges in maintaining a cohesive and collaborative faculty culture. The divided attention and potential conflicts of interest that can arise from moonlighting may hinder effective teamwork and communication within the school, further eroding organizational commitment at the collective level.
Addressing the influence of moonlighting on teachers’ organizational commitment requires a multifaceted approach. Firstly, policymakers and education authorities need to address the root causes of moonlighting, such as inadequate salaries and benefits, through comprehensive salary reviews and incentives for professional development. Providing avenues for career growth and advancement within the education sector can also mitigate the need for teachers to seek external employment.
Schools can implement supportive policies and programs aimed at promoting work-life balance and reducing workload stress. This may include flexible scheduling options, wellness initiatives, and mentoring programs to support teachers’ professional development and job satisfaction. Cultivating a positive and inclusive school culture that values and recognizes teachers’ contributions is also vital in fostering a sense of belonging and commitment among staff members.
The influence of moonlighting on teachers’ organizational commitment in public junior secondary schools in Education District II, Lagos State, is a multifaceted issue with implications for individual teachers, school leadership, and the broader education system. By addressing the underlying factors driving moonlighting and implementing supportive strategies at the institutional level, stakeholders can work towards enhancing teachers’ commitment to their roles and creating a more conducive and fulfilling work environment within the education sector.
Moonlighting, the practice of taking on additional employment outside of one’s primary job, has become increasingly common among teachers in public junior secondary schools in Lagos State. This phenomenon has sparked interest due to its potential effects on teachers’ organizational commitment, which is crucial for school effectiveness and student outcomes.
Financial pressures play a significant role in driving teachers to moonlight. Research by Akomolafe (2019) highlights that inadequate salaries in the public sector push many educators to seek supplementary income. This financial strain can lead to decreased job satisfaction and, subsequently, lower organizational commitment (Skaalvik, 2018). When teachers feel undervalued and financially stressed, their motivation and dedication to their primary teaching role may diminish, impacting their overall commitment to the school.
Moonlighting also introduces challenges related to work-life balance and job demands. Adeyemi and Aremu (2020) note that taking on additional employment can lead to fatigue and burnout among teachers, affecting their engagement with school activities and professional development opportunities. This can create a perception of divided loyalty or competing priorities, potentially undermining teachers’ sense of belonging and commitment to the organization (Cheng & Brown, 2018).
Moreover, the impact of moonlighting extends beyond individual teachers to the school environment as a whole. Olaniyan and Ojo (2021) found that schools with high levels of moonlighting often struggle to maintain a cohesive and collaborative faculty culture. Divided attention and potential conflicts of interest stemming from moonlighting can hinder effective teamwork and communication, further eroding organizational commitment at the collective level.
Addressing the impact of moonlighting on teachers’ organizational commitment requires a comprehensive approach. Policy interventions should focus on improving teachers’ financial well-being through salary adjustments and incentives for professional development. Schools can implement supportive policies and programs to promote work-life balance, reduce workload stress, and foster a positive school culture that values and recognizes teachers’ contributions.
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Statement of the Problem
The contemporary educational landscape in Education District II, Lagos State, is marked by a pervasive phenomenon of moonlighting among teachers, where educators engage in supplementary employment outside their primary teaching roles (Education District II Report, 2023). This practice has emerged as a response to various contemporary challenges, including financial pressures, economic uncertainties, and the pursuit of professional development opportunities (Okonkwo, 2021). While moonlighting offers potential benefits such as increased income and skill diversification, it also raises critical concerns regarding its impact on teachers’ organizational commitment within public junior secondary schools.
One of the pressing issues stemming from moonlighting is its potential to contribute to decreased job satisfaction among teachers (Smith & Clark, 2019). Financial strains, inadequate salaries, and high living costs in Lagos State create a context where teachers feel compelled to seek additional income through moonlighting activities, often at the expense of their primary teaching roles (Adegbuyi&Aremu, 2020). This financial imperative can lead to feelings of stress, burnout, and job dissatisfaction, impacting teachers’ overall commitment to their schools and students.
According to (Khan & Williams, 2017). Moonlighting teachers may experience conflicts of interest, time constraints, and challenges in managing their workloads, resulting in reduced engagement in school activities and collaboration with colleagues (Johnson & Williams, 2017). These issues not only affect individual job satisfaction but also contribute to a fragmented school culture and diminished organizational commitment among educators.
The lack of clear policies, support systems, and institutional interventions exacerbates the challenges associated with moonlighting (Brown & Davis, 2021). The absence of adequate measures to address teachers’ financial needs, promote work-life balance, and recognize the contributions of moonlighting educators further undermines organizational commitment and morale within public junior secondary schools. This complex interplay of contemporary issues underscores the urgent need to comprehensively examine the influence of moonlighting on teachers’ organizational commitment and identify strategic interventions to address these challenges effectively.
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