ASSESSMENT OF THE EFFECT OF MOTIVATION ON JOB SATISFACTION OF TEACHER LIBRARIANS IN FEDERAL CAPITAL TERRITORY (FCT) ABUJA

CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

The elementary school years are of considerable consequence for shaping achievement of children (Okebukola & Owolabi 2008). Children at this level experience learning far more with printed books. It is within the formative years that children can be easily motivated to learn. At the secondary school level, instruction specifically places more emphasis on learning content in academic subject areas. It is therefore imperative to develop both the skill and the will to read for students to develop into mature and effective readers to be able to cope with advanced reading and scientific skills required at the secondary school level. Several scholars have contributed greatly to literature on matters pertaining to African students and literacy. Their recommendations are for better teachers, better textbooks, smaller classes, reformed curricula, better teacher remuneration, new political visions or changed attitudes (Abel 2003; Okebukola 2008; Warwick, 1999). As noted by Warwick (1999), all of these solutions have their place but most are impractical in the short run. They cost too much or they depend on social or political change, which will take generations to bring out. Nigerians need practical solutions and research continues to play a contributory role, since the problem still persists.

To find a possible solution to the problem, there is a need to approach the problem from the perspective of teacher-librarian since the task of effecting this change on children falls on them. Perhaps if they perform their duties efficiently this problem might not have arisen in the first place. In order to increase the literacy level of school children in FCT, teacher- librarians must be motivated so that they are satisfied with their jobs.

In Nigeria, the Nigerian School Library Association (NSLA) has recommended that the designation “school librarians” be used for professionals, para-professionals and teacher librarians appointed to run school libraries. Such a person should have a minimum qualification of Diploma in Library Studies at Primary Schools and a Bachelor‟s degree in Secondary schools. A background in education is also considered relevant.

Teaching and learning could be regarded as twin concepts or as the two sides of a coin that complement each other. Teaching takes place only when learning has taken place. For effective learning to take place, certain conditions must be met, such as environmental factors, people factors, equipment factors, information (textbooks, charts, formulas) and problem definition and time (task duration) of these factors. The one relating to information seeking becomes more important as it is indispensable to the teaching and learning process. This has led to the library being one of the important constituents of education – the Teacher –the Taught and – the Learning process.

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