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

ABSTRACT

This study investigated the effects of motivation on job satisfaction of teacher librarians in the Federal Capital Territory (FCT). The study employed Hertzberg’s Theory as a framework for evaluating motivation and job satisfaction of teacher librarians in FCT. The entire population of teacher librarians from all secondary schools within the FCT was used. The population consisted of 164 teacher librarians, 80 from government schools and 84 from the private schools. Two (2) research questions were formulated to guide the researcher. Both were analyzed using simple percentages, represented on tables and graphically illustrated. In the same vein, one (1) hypothesis was also formulated to guide the researcher. The use of survey method was adopted in carrying out this study. The instrument used for the study was the questionnaire method which was divided into three sections. Section 1 dealt with social demographic data, section 2 dealt with information on motivational packages while section 3 sampled for information items on factors of job satisfaction. Responses on the questionnaire were in line with five point Likert scale type rating scale and analyzed descriptively. Data collected were statistically analyzed using SPSS package and tables with graphic illustrations. The result of the study revealed that teacher librarians are satisfied with the motivational facilities provided within the schools. However, the findings also revealed that teacher librarians were not motivated with the areas of sponsorship and the incentives provided. Similarly, the teacher librarian also indicated high level of job satisfaction with personnel interaction, in the area of institution and environmental factors as well as interpersonal relationship, there was however, no significant relationship between motivation and job satisfaction of teacher librarian within the FCT. It was recommended that the application of motivational factors for enhancing teacher librarian performance in the secondary school should be increased and sustained since it was found to increase their level of job satisfaction in this study among other recommendations.

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.

Motivation is concerned with the factors that influence people to behave in certain ways. Motivating other people is about getting them to move in a certain direction in order to achieve a desired result. Today, concepts of social class often assume three general categories: a very wealthy and powerful upper class that owns and controls the means of production; a middle class of professional workers, small business owners, and low-level managers; and a lower class, which rely on low-paying wage jobs for their livelihood and often experience poverty. Until recently, employee interests and needs have been neglected and their personal development goals put at a back stage. What perhaps may have changed this ironical way of thinking about employees was research, referred to as the Hawthorne Studies, conducted by Elton Mayo from 1924 to 1932. Understanding what motivated employees and how they were motivated was the focus of many researchers following the publication of the Hawthorne Study results. Five major approaches that have led to our understanding of motivation and that shall form the basis of the theoretical review are Maslow‟s need-hierarchy theory, Herzberg‟s two- factor theory, Vroom‟s expectancy theory, Adams‟ equity theory, and Skinner‟s reinforcement theory.

Motivation, in specific terms, is the set of processes that moves a person toward a goal. Hence, motivated behaviours are voluntary choices controlled by the individual. But Herzberg„s Two-Factor Theory (1987) concentrates on the effect of motivation on the employees. It describes needs in terms of satisfaction and dissatisfaction. Frederick Herzberg (1987) examined motivation in the light of job content and context. According to him, motivating employees is a two-step process. First is to provide hygiene, and then later motivators. One continuum ranges from no satisfaction to satisfaction. The other continuum ranges from dissatisfaction to no dissatisfaction. Satisfaction comes from motivators that are intrinsic or job content, such as achievement, recognition, advancement, responsibility, the work itself, and growth possibilities. Herzberg uses the term motivators for job satisfiers since they involve job content and the satisfaction that results from them. Motivators are considered job turn-ons. They are necessary for substantial improvements in work performance and move the employee beyond satisfaction to superior performance.