SELF-EFFICACY AS A PREDICTOR OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN EDO STATE

Abstract

The study investigated self-efficacy as a predictor of teachers’ job satisfaction in public secondary schools in Edo State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. Correlation research design was adopted for the study. The population of the study comprised 2,746 teachers made up of 1,038 males and 1,708 females in the 670 public secondary schools in Edo State. A sample size of 824 teachers (311 males and 513 females) was drawn for the study using multistage sampling procedure. Two sets of instruments titled “Teachers’ Efficacy Scale (TES)’’ and ‘’Teachers’ Job Satisfaction Scale (TJSS)’’ were used for data collection. The instruments were validated by three experts, two from the Department of Educational Management and Policy, and one from the Department of Educational Foundations, Nnamdi Azikiwe University. Cronbach alpha was used to determine reliability of the instruments which yielded reliability coefficients of 0.81 and 0.80 for TES and TJSSII respectively. The researcher together with four research assistants collected data for the study using the direct approach method and 98% return was recorded. Simple regression was used to answer the research questions and test hypotheses. The findings of the study revealed among others that self-efficacy is a strong predictor of teachers’ job satisfaction in public secondary schools in Edo State. Further results indicated that self-efficacy is a significant predictor of male and female teachers’ job satisfaction in public secondary schools in Edo State. Based on the findings, it was recommended among others that Post Primary Education Board should occasionally organize training programmes for teachers to enable them improve their self-efficacy to enhance their job satisfaction.