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CHAPTER ONE | |||||
INTRODUCTIONBackground to the studyCounselling is a field notable for its diversity and dynamism. It is influenced by diverse political, economic and social forces within the society. As a result, tremendous expansion has been witnessed in the field of counselling’s vision, mission and values with reference to the promotion of good health, family dynamics, career assessment, school adjustments, developmental tasks, ethical standards and research training.One of the major tasks of school counsellor is to educate and assist students in their overall development. In this 21st century, the job of helping students to achieve success in school and become more productive members of the society becomes challenging. According to Gysbers, Lapan and Blair (1999), today’s youth must confront a rapidly changing work world and labour force, violence in the home, school and community, divorce, teenage suicide, substance abuse, and sexual experimentation. School counsellors occupy an important position within the school system to assist students cope with these crucial issues and the normal developmental tasks adolescent face in life.There is no doubt that the degree of job satisfaction of a worker has significant effect on his/her search for alternatives or otherwise. The counsellors expect to get their salaries and other benefits as at when due, at least to satisfy their physiological needs. This may influence their decisions to be committed to work or not, and contribute towards the attainment of organizational goals. Hence, non-recognition of counsellors for excellent work done, lack of opportunities for advancement through promotion, irregular salaries and absence of in-service training among others, tend to have significant influence on the degree of job satisfaction and commitment of counsellors to schools/their clients.The role of counsellors in the school system cannot be overemphasized. They provide assistance to students through the primary interventions of counselling large group guidance, consultations and co-ordination (American School Counsellor Association (ASCA), 1999). Although each is a vital component of the comprehensive guidance programme, research has shown that more effective programmes focus on providing direct services to students in the form of individual or group counselling (Borders & Drury, 1992).The demand for school counsellors would continue to be on the increase in the face of increasing school enrolments in Nigeria, especially with the introduction of the Universal Basic Education. It is in realization of this that the Federal Government of Nigeria devoted much time to the planning and implementation of guidance and counselling programme in secondary schools. The Federal Government of Nigeria in her National Policy on Education (2004) indicates that in view of the apparent ignorance of many young people about career prospects and personality maladjustment among school children, career officers and counsellors shall be appointed to post primary institutions. Since qualified personnel in this category are scarce, government shall continue to make provision for the training of interested teachers in guidance and counselling. The thrust of this policy is that government believes that guidance and counselling is an educational service that can enhance the personal growth and psychological development of students in the school system.For counsellors to be able to provide this crucial educational service to the students, they have to be interested and willing to contribute meaningfully to the students’ personal growth and psychological development. Therefore, the study of job satisfaction among counsellors is very crucial to the improvement of productivity among school counsellors in a developing country like Nigeria. For members of an organization to discharge their duties effectively, they must be satisfied with their jobs that will bring about their commitment. Job satisfaction describes how content an individual is with his or her job. It is a pleasurable emotional state resulting from the appraisal of one’s job. There are a number of factors that can influence a person’s level of job satisfaction, some of these factors include the level of pay and benefits the perceived fairness of the promotion in an organization, recognition, favourable working conditions and the job itself. The need to cater for the working conditions of school counsellors and ensure their job satisfaction in the school system becomes imperative if they are to carry out their responsibilities to the admiration of all. If they are unable to achieve their goal as counsellors, they experience feelings of inadequacy and unhappiness that may make them vulnerable to stress and job dissatisfaction.Today, one complex problem facing the schools and school counsellors is the issue of school violence as manifested in cultism in schools. Increasing incident of bullying behaviour and emotional abuse of students. School violence has become so alarming that many youths have either been killed or maimed for life. As school administrators struggle with ways to prevent acts of violence from occurring within their schools, they increasingly turn to school counsellors for leadership and help with establishing policies regarding safety (Fryxwell & Smith, 2000). Indeed, school counsellors are seen as agents of change and prevention. So, as they strive for innovative ways to help curb school violence, they may become frustrated as additional responsibilities are placed upon them. When counsellors are expected to perform roles and functions without feeling they have necessary skills, serve too many students, or be involved in other ancillary duties that detract from their primary duties, job dissatisfaction may result (DeMato, 2001). Job dissatisfaction is caused by deficit in the extrinsic ‘hygiene’ dimensions of a job, such as salary, job security and working conditions. Job dissatisfaction promotes stress, fatigue and frustration in an organization that result in low productivity. It is against this background that this study of job satisfaction among counsellors in the school system is undertaken as counsellors have always been agents of change that are called upon to help students deal with a plethora of problems and issues that are vital to the mission and vision of educational enterprise. Thus, frustration and dissatisfaction may result when counsellors are blocked from implementing new school counselling programmes or carrying out what they were trained to do.Statement of the Problem
A number of factors contribute to the job satisfaction of
workers in any organisation. These include the nature of job and achievement,
recognition, responsibility and advancement, status and security. These factors
are also applicable to the counsellors in the school system. The level of job
satisfaction contributes to how effective an individual performs his or her
job. (Bacharach, Bamberger & Mitchel, 1990; Spector 1997). Researches (i.e. Coll & Freeman, 1997;
Cucharme & Martin, 2000) has also indicated that job satisfaction influence
the emotional and physical well-being of an individual. Conversely, job
dissatisfaction is associated with stress and burnout (Kesler, 1990; Burke
& Greenglass, 1991; Martin & Schinke, 1998).
Today, the world is in dire need of development in science and
technology through education. Nigeria cannot afford to be left behind in the
scheme of things in which secondary education will play a key role. The
counsellors in the school system need to be satisfied if they are to play their
expected role. Therefore, the implication is that without improving the working
conditions of counsellors and making them satisfied, the probable result is
that very few of the educational aims can be properly achieved.
The role of school counsellors in the educational process has
been a matter of public interest. It is in recognition of this vital service in
the educational enterprise that the government has embarked on the training and
retraining of school counsellors through seminars, conferences, workshop and
in-service courses. School counsellors serve dual purposes by engaging in other
ancillary functions, including teaching of different subjects in addition to their
primary functions of counselling students. At times, there are cases of
counsellors being assigned as full-time teachers to the classroom thereby
relegating to the background their professional responsibilities. The
implication is that the demands of the office of a school counsellor within the
educational structure create strain and stress, which have given rise to the
question as to whether secondary school counsellors experience job
satisfaction.
A number of problems face Nigeria’s educational system, which
tend to have negative effects on the degree of counsellors job satisfaction.
These include: current pressure from working with more challenging students and
needs, increased administrative and managerial tasks, time constraint, shortage
of funds, increased counsellor-student ratios, and inadequate facilities. But
the impact of all these on the counsellors’ job satisfaction has not been
systematically investigated in Nigeria.
The study of job satisfaction among teachers has been widely
researched (e.g. Nwagwu, 1981; Arubayi; 1981, Okoro, 1988), the studies have
indicated that majority of teachers are satisfied with their jobs. However,
little is known about job satisfaction of school counsellors (e.g. Eddy 1960;
Miler & Muthard 1965; Alao, Olaniyi & Kobiowu, 1989 and Demato, 2001;
Demato and Curcco, 2004). To this extent, it becomes imperative to investigate
job satisfaction among school counsellors in secondary schools in Edo and Delta
States of Nigeria.
Research Questions
In an effort to address the problem of study, the following
research questions were raised.
i. What
is the level of job satisfaction expressed by secondary school counsellors in
Edo and Delta States?
ii. Which
of the following dimensions of the counselor’s job: (promotion, job tenure,
salary, social support and supervision contribute to job satisfaction of school
counsellors?
iii. Is
there any difference in job satisfaction between male and female counsellors?
iv. Is
there any difference in job satisfaction among old, average and young
counsellors?
v. Is
there any difference in job satisfaction between married and single
counsellors?
vi. Is
there any difference in job satisfaction between experienced and inexperienced
counsellors?
Hypotheses
The following hypotheses were raised to guide the study.
(i)
There
is no significant difference between male and female counsellors in their
levels of job satisfaction.
(ii)
There
is no significant difference among old, average and young counsellors in their
levels of job satisfaction.
(iii)
There
is no significant difference between married and single counsellors in their
levels of job satisfaction.
(iv)
There
is no significant difference between experienced and inexperienced counsellors
in their levels of job satisfaction.
Purpose of the study
The purpose of this study was to investigate the level of job
satisfaction among school counsellors in secondary schools in Edo and Delta
States of Nigeria. The level of job satisfaction plays a vital role in the way
and manner an individual performs his or her job in an organization. Job
satisfaction is necessary to ensure continuous and high quality services to
school children and the adults who work with them.
Specifically, the study assessed the dimensions of job
satisfaction, that is, promotion, job tenure, salary, social support and
supervision with a view to determining which of them significantly contribute
to job satisfaction of school counsellors.
This study also examined some demographic variables that could
affect job satisfaction among school counsellors. These include sex, age,
marital status and years of counselling experience.
Significance of the
Study
The finding of this study will contribute to the body of
knowledge and increase information in the area of job satisfaction of school
counsellors. Therefore, it will be of immense importance to the educational
sector in general and the counselling profession in particular.
It would highlight to the educational planners and
administrators the need to have qualified counsellors who are satisfied with
their jobs in view of the fact that counsellors who are satisfied with their
jobs will be more prone to exhibit the kind of behaviour needed to promote the
personal growth and development of the students which is their primary
responsibility.
The study would also assist various levels of
government-federal, states and local in the areas of planning, policy
formulation and programme implementation pertaining to secondary school
counsellors’ job satisfaction since a satisfied counsellor is believed to be a
productive and dedicated worker.
Counsellor educators will be provoked by the findings of the
study to engage in more research work on job satisfaction among school
counsellors. This will help to produce more empirical studies in the field of
professional school counselling.
The study would be of great assistance to post-primary school
board, school principals and counsellors themselves in having a clearer
perception of the variables affecting job satisfaction and evaluating the
secondary school counselling programme with a view to ensuring that counsellors
are regularly supervised and adequately catered for in the school system.
Scope of the Study
This study was essentially designed to investigate the level
of job satisfaction among secondary school counsellors in Edo and Delta States
of Nigeria. To this end, this study was limited to the professional school
counsellors in public secondary schools in Edo and delta states. The aspects of
job satisfaction investigated included promotion, job tenure, salary, workers’
social support and supervision.
This study did not cover other aspects of job satisfaction
i.e. achievement, recognition administrative atmosphere and organizational
practices. Also, the study did not include private secondary schools because
they are different from public secondary schools in terms of conditions of
service of counsellors and administrative control.
TO GET THE COMPLETED PROJECT WORK WITH
REFERENCES,
PLEASE CALL
+2347060556088 or +2348088748420
or
Visit
www.jamtechproject.com
Thank
you.
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Friday, 25 October 2013
JOB SATISFACTION AMONG SCHOOL COUNSELORS IN SECONDARY SCHOOLS
SIGNIFICANCE OF EDUCATIONAL FACILITIES ON THE ACADEMIC PERFORMANCE OF STUDENTS
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CHAPTER ONE | |||||
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INTRODUCTION
BACKGROUND OF THE STUDY
Education is man’s fundamental method
of reform and progress. It can be regarded as the tool with which society
brings the transmission of its own culture. Reomer (1981) refers to education
as “all those experiences of the individual through which knowledge is
acquired, the intellect enlightened or the will strengthened “ while Unachuka
(1989) defines education as “ the process by which individuals are assisted
formally or informally, though proper direction and finance, to develop their
capacity for their own benefit and that of the society.
Education can therefore be regarded as
a social process whose purpose is to bring about certain desirable behavioural
change in the total development of the individual. In the whole world education
has been given more regard while in Nigeria particularly education has been
seen as the main vehicle for rapid development.
It is obvious that since advent of the
Europeans, Nigerians have attached much importance to western education. The
first type of schools according to Bab Fafunwa (2001) were the Islamic and
Arabic schools which emerged as a result of the Islamic Scholars arrival into
the country on the pretence of trade. They brought along with them their
religion which was Islamic under which were the Arabic school.
The first set of schools were usually
situated under big trees with students who were mainly normally conducted in
the evenings after their trading activities with the merchants who acted as the
tutors. These teachers are called “Mallams”. It is obvious that the first type
of school system didn’t have any facility apart from the slate and foreign
textbooks used.
Furthermore, with the arrival of
western education, the uses of facilities became ivogue. Classrooms which came
in small rooms now in form of schools which comprises of administrative blocks,
offices with such facilities as chairs, tables, chalk and chalkboards.
Textbooks were also provided to aid teaching, this ease the way knowledge was
formally imparted to the students to prove for old stanions system.
Walberg and Thomas (1992) shown that
pupils have been noted to learn best when they can effectively explore at
school environment that is rich in material, so that whenever they are given
the responsibility to make meaningful choice, they afford to interact with the
available facilities.
This led to Adaralegbe’s (1978)
statement which states that the large scale of educational programme had been
embarked upon, because of increasing awareness of the country that, education
pauses the way for modernization and enable one to improve oneself. Putting
this into consideration in our schools presently it will be noted that,
education by various government bit yet, much efforts is still required to meet
up adequately. Since over fifty million people desire education presently.
Classrooms are very vital in schools,
the classrooms are constructed to suit the purpose of learning and also
considering climate of the people. eagle Hardt (1954) emphasized that
classrooms referred to as “Teaching laboratories”. Much importance should be
attached to facilities to enabler an imagined educational programme to be
achieved. This in short shows the importance of the provision of efficient and
effective facilities to help enhance a smooth and conducive teaching and
learning process to enable the production of effective manpower for the nation.
STATEMENT OF PROBLEM
Inadequate facilities will surely
affect the smooth teaching and learning process in all schools. There are some
problems outlined below encountered in schools due to lack of adequate
facilities. It is known that the academic performance of each student depends
to a large extent on the facilities exposed to while learning but, when they
are lacking some problems is faced.
The first noted, peculiar problem
would be generated when there is no inclusive teaching and learning conduction.
The unconduciveness could be as a result of non availability of facilities like
table and chair in the classroom. There can never be way of concentration by
students. Students can not be expected to achieve any of the objectives at the
end of the lesson. If pupils have to share chairs with their mates, they would
be easily distracted among themselves and the class which is supposed to be
active3ly involved in the learning process turns out to be appealing and there
is enough discomfort for the day to discourage the interest of the pupils for
the whole day’s work.
Since the interest of the students are
very low, they are going to also have a low level of understanding, knowledge
to be imparted to the students would not be fully understood. There may also be
limitation in understanding. Laboratories are lacking in many schools and in
some schools were they can be found reagents and equipment are lacking. For
instance students in science class who
always learn in abstract, that is without practical knowledge, of what teacher
is saying cannot have effective learning and this will automatically affect
his/her academic performance. These lacks of laboratories have resulted to low
interest in science subjects today, such subjects are physics, chemistry and
biology.
Also the non availability of teaching
facilities like textbooks, buildings, chart, chalkboards etc. have hindered
students performance academically and this has resulted in their low interest
in most of the subjects offered in their various level in secondary schools.
Finally, it is observed that the
students supply their acquired knowledge in effectively since they have not
been able to be taught with the practical aspects but rather expressed to only
theoretical aspects of their field of specialization, if they have been
opportune to make use of facilities in different aspects they would have been
effectively appropriate.
PURPOSE OF THE STUDY
The origin of using facilities to aid
learning has been the pre-occupation of the proponent of school facilities. The
studying of the teaching facilities in relation to students’ academic
performance is to know the importance of teaching facilities.
SCOPE OF THE STUDY
This study will be limited to a few
selected secondary schools under Akoko-Edo Local Government Area of Edo State.
The study covers the following schools;
1. Akoko-Edo
Comprehensive College, Igarra.
2. Unity
Comprehensive College, Ibillo.
TO GET THE COMPLETED PROJECT WORK WITH
REFERENCES,
PLEASE CALL
+2347060556088 or +2348088748420
or
Visit
www.jamtechproject.com
Thank
you.
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