MANAGEMENT SUPPORT AND LOCUS OF CONTROL AS PREDICTORS OF TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN ANAMBRA STATE
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:
This study investigates the relationship between management support, locus of control, and teachers’ job satisfaction in secondary schools in Anambra State. Job satisfaction is a crucial factor in the productivity and well-being of teachers, which ultimately affects the quality of education provided to students. Understanding the predictors of job satisfaction can help educational policymakers and school administrators design effective strategies to enhance teacher satisfaction and improve overall educational outcomes.
The study employed a quantitative research design, and data were collected using a structured questionnaire from a sample of secondary school teachers in Anambra State. The questionnaire included measures of management support, locus of control, and job satisfaction. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis.
The findings revealed a significant positive relationship between management support and teachers’ job satisfaction. Teachers who perceived higher levels of support from their school administrators reported greater job satisfaction. Furthermore, locus of control was found to be a significant predictor of teachers’ job satisfaction. Teachers with an internal locus of control, believing in their ability to control outcomes, exhibited higher levels of job satisfaction compared to those with an external locus of control, attributing outcomes to external factors beyond their control.
The results of the multiple regression analysis indicated that both management support and locus of control significantly predicted teachers’ job satisfaction. These findings suggest that providing adequate management support and fostering an internal locus of control among teachers can contribute to higher levels of job satisfaction.
This study has implications for educational policymakers, school administrators, and teacher training programs. It underscores the importance of creating a supportive work environment and empowering teachers to have a sense of control over their work. By addressing these factors, educational institutions can promote teacher job satisfaction, which is essential for attracting and retaining motivated and effective educators.
Keywords: management support, locus of control, job satisfaction, secondary schools, Anambra State.
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