INTERPERSONAL RELATIONSHIPS AS CORRELATES OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a summary of a study that explores the relationship between interpersonal relationships and teachers’ job satisfaction in public secondary schools. The study aims to investigate how interpersonal relationships among teachers, administrators, colleagues, and students influence teachers’ overall job satisfaction levels.
The research adopted a quantitative approach, utilizing a survey questionnaire to collect data from a sample of teachers working in public secondary schools. The questionnaire consisted of validated scales assessing interpersonal relationships and job satisfaction. The sample comprised teachers from diverse backgrounds, teaching experience levels, and subject disciplines.
The study found a significant positive correlation between interpersonal relationships and teachers’ job satisfaction. Teachers who reported positive and supportive relationships with administrators, colleagues, and students demonstrated higher levels of job satisfaction. Conversely, teachers who experienced conflicts, lack of support, or poor communication in their interpersonal relationships reported lower levels of job satisfaction.
Furthermore, the study examined specific dimensions of interpersonal relationships that were particularly influential in shaping teachers’ job satisfaction. Findings revealed that trust, respect, effective communication, collaboration, and a positive school climate were vital factors contributing to higher job satisfaction among teachers.
The implications of this study highlight the importance of fostering positive interpersonal relationships within public secondary schools to enhance teachers’ job satisfaction. School administrators and policymakers should prioritize creating a supportive and inclusive school environment that promotes respectful and collaborative interactions among all stakeholders. Professional development programs focusing on interpersonal skills, conflict resolution, and effective communication may also be beneficial for teachers and administrators.
By recognizing the significance of interpersonal relationships in influencing teachers’ job satisfaction, educational institutions can work towards improving teacher retention rates, overall job performance, and ultimately, the quality of education provided in public secondary schools.
Keywords: Interpersonal relationships, teachers, job satisfaction, public secondary schools, administrators, colleagues, students.
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