Relationship between Personal and Work-Related Factors and Job Satisfaction of Nigerian Teachers in Special Schools

Autor/in	Adigun, Olufemi Timothy
Titel	Relationship between Personal and Work-Related Factors and Job Satisfaction of Nigerian Teachers in Special Schools
Quelle	In: International Journal of Education and Practice, 8 (2020) 3, S.599-614 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adigun, Olufemi Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Foreign Countries; Special Schools; Students with Disabilities; Teacher Attitudes; Job Satisfaction; Correlation; Gender Differences; Faculty Workload; Work Environment; Predictor Variables; Mainstreaming; Special Education; School Role; Nigeria (Lagos) + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Geschlechterkonflikt; Arbeitsmilieu; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study examined the relationship between personal and work-related factors and job satisfaction of teachers of pupils with special needs in special schools on the mainland in Lagos State, Nigeria. Ninety-three teachers from 8 special/inclusive schools participated in the study. Two research hypotheses were formulated for the study. The study employed the descriptive survey research design, while a structured research instrument "Teachers job Satisfaction Scale" (alpha = 0.78) was used for data collection. The data generated were analyzed using descriptive statistics and inferential statistics of Pearson Product Moment Correlation and hierarchical multiple regression at 0.05 level of significance. Job satisfaction of teachers of pupils with special needs significantly correlated with gender (r = -0.415), workload (r = 0.342), work environment (r = 0.286), and organizational support (r = 0.526). Furthermore, gender --F (1, 91) = 18.899) --and organizational support --F (1, 87) = 4.532) --were the highest predictors of job satisfaction of teachers of pupils with special needs. It is recommended that teachers of pupils with special needs should be motivated to play active roles in special schools. It is also recommended to formulate such policies that will support development and retention of teachers in special schools. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01