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COMPENSATION
PACKAGES AND TEACHERS’ EFFECTIVENESS IN PRIVATE AND PUBLIC SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Teaching has
often been described as the oldest and noblest of all professions. The
engineers, lawyers, pharmacists, medical doctors and others are made by the
teacher. It can be inferred therefore that the teacher is the most important
manpower needed to develop other human capital in any society (Neckermann and
Kosfeld, 2008).
A broad
consensus is that, prior to independence, teaching was considered by almost all
sections of society as a highly respected profession. Teachers played key
leadership roles in local communities and acted as role models. However, after
Independence, when the demand for educated labour with better compensation
packages grew rapidly, many teachers left the teaching profession to take up jobs
elsewhere in the public and private sector.
According to
Balogun (2010), this marked the beginning of the teacher motivation crisis in
Nigeria, as the public began to look down on those teachers who remained in the
classroom as second-string public servants. The growing tendency for school
leavers to opt for teaching only if they are unable to find other more
lucrative public or private sector employment further compounded this problem
of lowered professional status (Lawal, 2005).
According to
Kayuni and Tambulasi (2007) lack of proper compensation packages for the
teacher can have a negative impact on the teachers’ effectiveness and at length
put student’s learning process at stake. Teacher’s contribution in the human
capital development and technological advancement greatly depends on their
compensation packages, which in turn is meant to affect their level of
motivation and willingness for taking initiatives.
Salaries and
wages administration as well as teachers’ welfare, have been the cause of
incessant disputes between teachers and school management in Lagos State. The
issues range from autonomy, bad working conditions, failure to fulfill
agreements, to inadequate compensation, unpaid salary arrears, high handedness
of governing councils, late payment of monthly salaries and allowances. For
teachers, whether in the public or private secondary schools to be effective
and efficient on their job, it is imperative for schools and their management
to come up with compensation packages that promotes teachers’ job satisfaction.
Compensation
packages according to Armstrong (2012) consists of an organization’s integrated
policies, processes and practices for rewarding its employees in accordance
with their contribution, skill and competence and their markets worth. The
compensation packages are developed within the framework of the organization’s
reward philosophy, strategies and policies and contains arrangements in the
form of processes, practices, structures and procedures which will provide and
maintain appropriate types and levels of pay, benefits and other forms of
reward. Hence, this study seeks to explore compensation packages and teachers’
effectiveness in private and public secondary schools in Lagos State.
1.2 Statement of the Problem:
Generally,
research exploring secondary school teachers’ compensation packages in Lagos
State shows that, teachers are poorly paid and motivated and are dissatisfied
with their living and working conditions. The key reasons for this are as
follows:
· Low wages when compared with other
professionals
· Low status in the society
· Lack of career advancement
opportunities
· High teacher-pupil ratio
· Poor work environment
· Inadequate fringe benefits
· Irregular payment of teacher salaries
According to
Bennell (2004) these conditions are responsible for low teachers’ effectiveness
in delivering their service, as well as for attracting and retaining quality
personnel into the teaching profession in both public and private secondary
schools in Lagos State.
The problem
of teachers’ compensation has become disturbing that teachers are being
compelled to seek for alternative means of livelihood to meet their basic
needs. The ill treatment and non-professionalization of teaching job breeds
dissatisfaction and hamper classroom effectiveness and productivity. In the
face of frustration, low morale, harassment, condemnation and
job-dissatisfaction, teachers had been accused of being responsible for the
poor performance of students in examinations, especially externally conducted
types, their involvement in examination malpractice, cultism and other negative
vices (Hayble, 2001).
Furthermore,
inconsistence in governmental policies such as nonpayment of teachers’
allowances, embezzlement of teachers pension fund, and non-inclusion of
teachers in long service award programmes have been said to be responsible for
the ineffectiveness of teachers at work. It is against this backdrop that this
research seeks to investigate the effect ofcompensation packages on teachers’
effectiveness in private and public secondary schools in Lagos State.
1.3 Purpose of the Study:
The general
objective of this study is to examine the effect of compensation packages on
teachers’ effectiveness in private and public secondary schools in Lagos State.
Other specific objectives of this study are:
i.
To investigate the relationship between teachers’ salaries and teachers’
productivity in private and public secondary schools in Lagos State.
ii.
To examine the effect of monetary incentives on teachers’ performance.
iii.
Examine the impact of teachers’ satisfaction on students learning
outcomes.
1.4 Research Questions:
This
research work will be guided by the following research questions:
a) What is the relationship between secondary
school teachers’ salaries and teachers’ productivity in private and public
secondary schools in Lagos State?
b) Is monetary incentive a significant
predictor of teachers’ performance?
c) Does teachers’ satisfaction have any effect
on students learning outcomes?
1.5 Research Hypotheses:
The
following research hypotheses will be tested:
HO1 There is no relationship between secondary
school teachers’ salaries and teachers’ productivity in private and public
secondary schools in Lagos State.
HO2 Monetary incentive is not a significant
predictor of teachers’ performance.
HO3 There is no relationship between teachers’
satisfaction and students learning outcomes.
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