INFLUENCE OF PRINCIPAL-TEACHER CONFLICTS ON TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Abstract
The study investigated the influence of principal-teacher conflicts on teachers’ job satisfaction in Anambra State public secondary schools. Five research questions and five null hypotheses guided the study. Descriptive survey research design was adopted in conduct of the study. The population comprised 5856 teachers in all the 263 public secondary schools in all the six education zones in Anambra State. A sample of 586 respondents representing 10% of the population was selected for the study. Proportionate stratified random sampling was used to select the sample of the study. A structured questionnaire titled “Influence of Principal-Teacher Conflict on Teachers’ Job Satisfaction Questionnaire (IPCTJSQ)” was used for data collection. The face and content validity of the instrument was carried out by experts. Cronbach Alpha reliability technique was used in determining the reliability coefficients of the instrument which gave a coefficient of 0.81 for the conflict variables and
.88 for job satisfaction variables and was considered high enough and reliable for the
instrument. The instruments were administered on the respondents with the aid of five trained research assistants who were trained on how to administer and retrieve the instrument from the respondents. Data collected for the study were analysed using mean scores, while hypotheses that guided the study were tested with the aid of paired sample t-test. Findings of the study showed that conflicts from scarce resources, communication gaps significantly influence teachers’ job satisfaction in Anambra State public secondary schools to a high extent. The study therefore concluded that principal-teacher conflicts significantly influence teachers’ job satisfaction in Anambra State public secondary schools. Based on the findings of the study, the researcher recommended amongst others that there is need for government to come up with modalities of resolving principal-teacher conflicts to enhance teachers’ job satisfaction.
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