TEACHERS SELF-EFFICACY BELIEFS AND JOB SATISFACTION AS CORRELATES OF THEIR JOB INVOLVEMENT IN SECONDARY SCHOOLS IN SOUTHEAST NIGERIA

SOURCE:

Faculty: Education
Department: Guidance And Counselling

CONTRIBUTORS:

Onyia, E. O.
Unachukwu, G. C.

ABSTRACT:

The study sought to investigate teachers’ self-efficacy beliefs and job satisfaction as correlates of their job involvement in secondary schools in southeast Nigeria. Nine research questions and six hypotheses guided the study. The study adopted correlational survey design. The population of the study was made up of 25,463 secondary school teachers. A sample of 1,800 secondary school teachers was obtained for the study through multi-stage method. Three instruments already validated namely, Self-efficacy Beliefs Scale (SEBS), Job Involvement (JI) and Minnesota Satisfaction Questionnaire (MSQ) were used for data collection. Aggregate scores were used to answer research questions one to three, while research questions four to nine were answered using Pearson Product Moment Correlation Co-efficient. The six null hypotheses were tested at P<0.05 level of significance using t-test of correlation. The findings of this study among other things are that: there is a high negative relationship existing between teachers’ self-efficacy beliefs and their job involvement and high positive relationship existing between teachers’ job satisfaction and their job involvement. Consequent upon the findings, some recommendations made included (1) Government should put more resources in the institutions concerned in the training of teachers. (2) The government should organize seminars and workshops aimed at helping the teachers to have the requisite skils and knowledge needed for adequate job-involvement.

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