JOB MOTIVATORS AND WORK VALUE ORIENTATION OF TEACHERS IN PUBLIC SENIOR SECONDARY SCHOOLS IN RIVERS STATE

Abstract

The study investigated job motivators and work value orientation of teachers in public senior secondary schools in Rivers State. Three research questions and three corresponding null hypotheses guided the study.  This study adopted a correlational research design. The population consist of 302 principals and 6,557 teachers, totaling 6,859. A sample size of 716 respondents comprising 656 teachers and 60 principals was determined using a stratified approach, applying 10% of the teacher population and 20% of the principal population. Two researcher-designed instruments were used: The Job Motivators Questionnaire (JMQ) and the Work Value Orientation of Teachers Questionnaire (WVOTQ). Section A collected demographic data, while Section B addressed the research questions using a modified 4-point Likert scale Strongly Agree (4), Agree (3), Disagree (2), and Strongly Disagree (1). To establish reliability, the test-retest method was adopted. The Pearson Product Moment Correlation analysis yielded coefficients of 0.78 (JMQ) and 0.87 (WVOTQ), indicating high reliability. Research questions were answered using Pearson’s Product Moment Correlation Coefficient (PPMCC), while Hypotheses were tested at the 0.05 significance level using t-transformation. To determine the significance of the correlation coefficient (r), values were transformed into t values. The findings revealed that each of the variables examined namely, work environment, work-life balance, supportive leadership, and job security had a significant and positive influence on the way teachers perceive and approach their professional duties. It concluded that these workplace factors play an integral role in shaping the professional values and conduct of teachers. It is therefore evident that improving these conditions will not only enhance the value orientation of teachers but also positively influence the quality of teaching and learning in public secondary schools across Rivers State. It recommended among others that the Ministry of Education and school administrators should prioritize improving the physical and psychological conditions of schools and School management should introduce flexible scheduling, leave allowances, and mental health support to help teachers manage personal and professional demands.