WELCOME TO KENTERPRO:
TONE OF SCHOOL ENVIRONMENT ON TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN PANKSHIN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

• BACKGROUND OF THE STUDY

Job satisfaction refers to the level of contentment and fulfillment an individual experiences in their job role. It encompasses both cognitive evaluations and emotional responses towards various aspects of one’s job, such as the work itself, the work environment, job security, compensation, and opportunities for growth and advancement. Job satisfaction is a crucial area of study in organizational psychology as it has significant implications for individual well-being, employee productivity, and organizational success. Research has shown that job satisfaction is influenced by a variety of factors, including the fit between an individual’s skills and the job demands, the quality of relationships with supervisors and colleagues, the level of autonomy and decision-making authority granted to employees, and the perceived fairness of organizational policies and practices (Austin, 2021). Furthermore, job satisfaction has been found to have a reciprocal relationship with other important workplace outcomes, such as job performance, turnover intentions, and employee engagement. Therefore, understanding and promoting job satisfaction is essential for organizations to create a positive work environment and enhance employee well-being and productivity.

            Teacher’s job satisfaction refers to the level of contentment and fulfillment experienced by teachers in their profession. It is a critical area of research in education and has significant implications for teacher well-being, job performance, and student outcomes. Various factors contribute to teacher job satisfaction, including the level of autonomy and decision-making authority within the classroom, the support and recognition received from school administrators and colleagues, the perceived fairness of workload distribution, the availability of professional development opportunities, and the alignment between personal values and the school’s mission. Furthermore, research has shown that teacher job satisfaction is closely linked to teacher retention, with higher levels of job satisfaction being associated with lower turnover rates. A study by Ingersoll and Strong (2011) found that job satisfaction significantly predicted teachers’ decisions to leave the profession.

            The school environment refers to the physical, social, and psychological atmosphere within educational settings that significantly influence student learning, behavior, and overall well-being. It encompasses factors such as the school’s physical infrastructure, classroom design, teacher-student relationships, peer interactions, disciplinary policies, and the overall school culture. Research has consistently shown that a positive school environment is crucial for promoting academic achievement, student engagement, and psychological well-being. A study by Cohen (2009) found that schools with a positive climate, characterized by supportive relationships, clear expectations, and a sense of belonging, had better student outcomes, including higher academic performance and lower rates of behavioral problems. Similarly, a study by Osher (2018) highlighted the importance of fostering a safe and inclusive school environment to promote students’ social-emotional development and prevent bullying and other forms of aggression.

            The tone of the school environment refers to the overall atmosphere, attitudes, and interactions present within the school community. It encompasses the emotional climate that is established through the collective behavior, communication, and relationships among students, teachers, administrators, and other staff members. Research has consistently shown that the tone of the school environment plays a crucial role in shaping student outcomes, including academic achievement, social-emotional development, and overall well-being. A study by Roeser (2013) found that a positive and supportive school climate, characterized by respectful and caring interactions, promotes a sense of belonging and connectedness among students, which in turn leads to higher academic engagement and achievement. Conversely, a negative or hostile tone in the school environment, characterized by aggression, bullying, or lack of support, can have detrimental effects on students’ mental health, motivation, and academic performance.

            When discussing the types of tone in school environments, it is important to note that different schools can exhibit varying tones that influence the overall atmosphere and interactions within the educational setting. One type of tone is a positive and supportive school environment, characterized by respectful and caring interactions among students, teachers, and staff. This type of tone fosters a sense of belonging, trust, and collaboration, creating a nurturing and inclusive atmosphere. Another type is a negative or hostile tone, where aggression, bullying, or lack of support prevail. This type of tone can create a toxic and unwelcoming environment that negatively impacts student well-being and achievement (Espelage et al., 2013). Additionally, there can be a neutral or indifferent tone, where there is a lack of enthusiasm, engagement, and connection among the school community. This type of tone may result in a lack of motivation and suboptimal learning experiences for students. It is crucial for schools to strive for a positive and supportive tone, as it promotes student well-being, engagement, and academic success.

            The tone of the school environment has a significant impact on teachers’ job satisfaction in public secondary schools. A positive and supportive school climate, characterized by respectful and collaborative interactions, can contribute to higher levels of job satisfaction among teachers. Research by Wang and Gu (2017) found that when teachers perceive a positive tone in the school environment, with supportive relationships among colleagues and administrators, it enhances their sense of belonging and job engagement, leading to higher levels of job satisfaction. Conversely, a negative or toxic tone in the school environment, characterized by lack of support, excessive workload, and conflicts, can contribute to lower job satisfaction among teachers (Brouwers and Tomic, 2000). Therefore, creating a positive and conducive tone in the school environment is essential for promoting teachers’ job satisfaction, which in turn can have a positive impact on their motivation, commitment, and overall well-being.

Teachers play a crucial role in shaping the future of students and societies. Their job satisfaction and well-being are vital for effective teaching and learning outcomes. The school environment, characterized by its tone and atmosphere, significantly influences teachers’ job satisfaction. Public secondary schools are facing challenges related to the tone of the school environment, which may be negatively affecting teachers’ job satisfaction. This problem statement aims to identify the specific issues surrounding the tone of the school environment and its impact on teachers’ job satisfaction.

• STATEMENT OF THE PROBLEM

The ideal situation is for teachers in public secondary schools to experience a positive and supportive tone of the school environment that enhances their job satisfaction. This includes a respectful and collaborative atmosphere, effective communication channels, recognition of teachers’ contributions, opportunities for professional growth, and the provision of necessary resources and support. However, the current situation in public secondary schools does not align with the ideal scenario. Teachers are facing challenges related to the tone of the school environment, which may be detrimental to their job satisfaction. The school environment may be characterized by negativity, lack of support, inadequate communication, insufficient recognition, limited professional development opportunities, and resource constraints.

Over time, various measures have been implemented to address these challenges and improve the school environment. These measures include teacher training programs aimed at enhancing classroom management and pedagogical skills, organizing workshops and seminars on fostering positive school culture, encouraging collaboration among staff members through team-building activities, and providing some resources to support teaching and learning. Despite the implementation of these measures, the negative tone of the school environment persists in public secondary schools. Teachers continue to experience dissatisfaction and frustration due to the prevailing negative atmosphere. The persistence of this problem suggests that additional interventions and strategies are required to create a positive and supportive school environment.

The negative tone of the school environment significantly impacts teachers’ job satisfaction, well-being, and ultimately, the quality of education. Teachers who experience a negative school environment may face decreased morale, low motivation, increased stress levels, and burnout. They may also struggle to perform at their best, resulting in reduced teaching effectiveness and compromised student outcomes. Moreover, the negative school environment may contribute to high turnover rates among teachers, leading to instability and discontinuity in the education system.

Understanding the specific factors contributing to the negative tone of the school environment and their impact on teachers’ job satisfaction is essential for creating a supportive and positive educational setting. This research aims to investigate the underlying issues related to the tone of the school environment in public secondary schools and explore their implications for teachers’ job satisfaction. By identifying these factors, the research seeks to provide insights that can inform the development of effective strategies and interventions to improve teachers’ job satisfaction.

While there may be existing studies on the influence of the school environment on teachers’ job satisfaction, there is a notable gap in research specifically focused on the tone of the school environment in public secondary schools within Pankshin Local Government Area. Therefore, this research aims to fill this gap by conducting a comprehensive investigation into the unique factors that contribute to the negative tone of the school environment in this specific context. By addressing this gap, the research will provide valuable insights that can guide policymakers, school administrators, and stakeholders in fostering a positive and supportive school environment.

• PURPOSE OF THE STUDY

            The main purpose of this study is to assess the tone of school environment on teachers’ job satisfaction in public secondary schools in Pankshin local government area. Other objectives that guided the research work are;

1. To determine the extent to which physical facilities influence the tone of school environment and teachers job satisfaction of teachers in public secondary schools in Pankshin Local Government Area.
2. To evaluate the extent to which instructional materials influence the tone of school environment and teachers’ job satisfaction of teachers in Pankshin Local Government Area.
3. To ascertain the relationship between the tone of school environment and teachers job satisfaction in Pankshin Local Government Area.
4. To find out the tone of school environment and how it affects teachers job satisfaction in Pankshin Local Government Area.

• RESEARCH QUESTIONS

            The research questions that guided the study are;

1. To what extent do physical facilities influence the tone of school environment and teachers’ job satisfaction of teachers in Pankshin Local Government Area?
2. To what extent do instructional materials influence the tone of school environment and teachers’ job satisfaction in Pankshin Local Government Area?
3. Is there any relationship between the tone of school environment and teachers job satisfaction in Pankshin Local Government Area?
4. How does the tone of school environment affects teachers’ job satisfaction in Pankshin Local Government Area?

• HYPOTHESES

1. Physical facilities of the school environment do not significantly influence teachers’ job satisfaction in public secondary schools in Pankshin Local Government Area.
2. Instructional materials do not significantly influence the tone of school environment and teachers’ job satisfaction in Pankshin Local Government Area.
3. Tone of school environment do not significantly affects teachers’ job satisfaction in Pankshin Local Government Area.

1.6 SIGNIFICANCE OF THE STUDY

            This study will be of immense assistance to the following;

Teachers: The study’s findings can directly benefit teachers by providing valuable insights into how the tone of the school environment influences their job satisfaction. Understanding the specific factors that contribute to job satisfaction enables teachers to have a better understanding of their own needs and preferences. Armed with this knowledge, teachers can communicate their requirements to school administrators, leading to collaborative efforts in creating a more supportive and positive work environment. For example, if the study reveals that teacher-student relationships significantly impact job satisfaction, teachers can focus on building stronger connections with their students, while school administrators can facilitate initiatives that foster positive teacher-student interactions.

School Administrators: School administrators stand to gain from the study by gaining a deeper understanding of the impact the school environment has on teachers’ job satisfaction. This knowledge equips administrators to make informed decisions and implement strategies that enhance the overall working conditions and atmosphere within the school. By identifying aspects of the school environment that may contribute to low job satisfaction, administrators can take proactive steps to address those issues. For instance, if the study reveals that a lack of professional development opportunities negatively affects teacher satisfaction, administrators can prioritize providing relevant training programs and resources to support teachers’ growth and development.

Policy-makers and Educational Authorities: The study’s findings hold significant potential in informing policy-making decisions and educational reforms aimed at enhancing job satisfaction among teachers. By identifying the specific factors that contribute to a positive school environment, policymakers can implement measures to improve teacher morale and retention rates. For example, if the study highlights the importance of teacher autonomy and involvement in decision-making processes, policymakers can create policies that empower teachers and provide them with opportunities to have a say in school policies and practices. This, in turn, can contribute to increased job satisfaction and overall well-being among teachers.

Students: A positive school environment and satisfied teachers have a profound impact on student outcomes. When teachers are satisfied with their jobs, they are more likely to be engaged, motivated, and passionate about their profession. This positive energy and enthusiasm directly translate into better student achievement and an overall enhanced educational experience. Additionally, when teachers feel satisfied and supported, they can create a nurturing and inspiring learning environment that encourages student growth and development. Thus, students benefit from the study’s findings by having access to teachers who are satisfied with their work and are better equipped to meet their educational needs.

Parents and Guardians: Parents and guardians of students attending public secondary schools benefit indirectly from the study. A positive school environment and satisfied teachers contribute to a higher quality of education and a more conducive learning atmosphere for their children. When teachers are happy and fulfilled in their roles, they are more likely to provide effective instruction, offer individualized support, and create a safe and engaging classroom environment. This positively impacts the educational experience of students, leading to improved academic performance and overall well-being. Parents and guardians can have greater confidence in the school’s ability to meet their children’s educational needs and foster their personal growth.

Research Community: The study on the tone of school environment on teachers’ job satisfaction in public secondary schools contributes to the existing body of research on teacher job satisfaction and school environment. Researchers can build upon the findings to conduct further studies or explore related topics, advancing our understanding of the factors that influence teachers’ well-being in the educational setting. The study’s outcomes can inspire and guide future research endeavors, allowing researchers to delve deeper into specific aspects of the school environment and job satisfaction. By expanding the knowledge base, the research community can collectively work towards developing evidence-based strategies and interventions to enhance teacher job satisfaction and, consequently, the quality of education.

1.7 DELIMITATIONS OF THE STUDY

The research conducted in this study focused specifically on the Pankshin local government area in Plateau State, Nigeria, with a particular emphasis on selected secondary schools within this region. The investigation involved engaging various key stakeholders within the educational system, including principals, heads of departments, board managers, teachers, and members of the parent teachers’ association. By involving these diverse participants, the study aimed to gather comprehensive insights and perspectives to shed light on the specific educational challenges and opportunities within the local government and provide valuable recommendations for improvement.

1.8 OPERATIONAL DEFINITION OF TERMS

Job satisfaction: how contented an individual or a teacher is with his or her job in the school.

Tone of school environment: Refers to facilities that are available in the school to enhance students learning outcome. It includes school buildings; classroom, libraries, laboratories, furniture etc.

Assessment: The evaluation of a particular thing or event.

Teachers: A trained person who impact knowledge on learners, mostly in a school.

Secondary school: A learning institution after the elementary stage.

Teachers characteristic: These are attributes dependent on the teacher for job satisfaction

Tone: This refers to the nature, settings, arrangement, way, manner or organization of a particular area or place.