MOONLIGHTING AND TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN SELECTED LOCAL GOVERNMENT AREAS, OGUN STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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:
Moonlighting refers to the engagement of individuals in additional employment or income-generating activities outside their primary job. In the context of the education sector, moonlighting among teachers has become a prevalent phenomenon in many countries, including Nigeria. This study aims to investigate the relationship between moonlighting and teachers’ job performance in public primary schools in selected Local Government Areas (LGAs) of Ogun State, Nigeria.
The research employed a quantitative research design, utilizing a survey questionnaire as the primary data collection instrument. A sample of teachers from public primary schools in selected LGAs of Ogun State was selected using a stratified random sampling technique. The questionnaire included items related to moonlighting activities, job performance indicators, as well as demographic information.
Data analysis involved descriptive statistics, correlation analysis, and regression analysis to examine the relationship between moonlighting and teachers’ job performance. The findings revealed a significant association between moonlighting and teachers’ job performance, indicating that moonlighting activities have an impact on teachers’ ability to fulfill their professional responsibilities effectively. Moreover, the study identified factors such as workload, job satisfaction, and financial motivations as influential factors in teachers’ decision to engage in moonlighting activities.
The implications of the study highlight the need for policymakers and educational administrators to address the issue of moonlighting among teachers. Strategies should be implemented to reduce the need for teachers to engage in additional employment outside their primary teaching responsibilities. These strategies may include improving teachers’ working conditions, providing adequate compensation, and offering professional development opportunities to enhance job satisfaction and motivation.
In conclusion, this study contributes to the existing literature on moonlighting and its impact on teachers’ job performance in the Nigerian context. It emphasizes the importance of understanding the factors influencing moonlighting behaviors among teachers and suggests policy interventions to enhance teachers’ job performance and overall quality of education in public primary schools in Ogun State, Nigeria.
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