FINANCIAL REWARDS AND TEACHERS’ COMMITMENT TO SCHOOL ACTIVITIES IN SOME SELECTED SECONDARY SCHOOLS IN MOBA LOCAL GOVERNMENT AREA OF EKITI STATE

FINANCIAL REWARDS AND TEACHERS’ COMMITMENT TO SCHOOL ACTIVITIES IN SOME SELECTED SECONDARY SCHOOLS IN MOBA LOCAL GOVERNMENT AREA OF EKITI STATE
ABSTRACT
A study on financial rewards and teachers’ commitment to school
activities in some selected schools in Moba local government area of Ekiti
state. The study examines the factors responsible for the job performance of
teachers and how it affects the standards of education in Moba local government
area of Ekiti State, the factors which are financial rewards teachers
satisfaction with the salary structure, the relationship between financial
reward level and their commitment to school activities and whether working in
private or public school affect their level of job performance. The descriptive
research design was used for the study. The sample consists of one hundred and
forty (140) teachers selected from seven (7) secondary schools and five (5)
primary schools in Moba Local government area of Ekiti State.
 TABLE OF CONTENTS
Title page
Approval
page
Certification
Dedication
Acknowledgement
Table of
content
Abstract
CHAPTER ONE
 Introduction
Background
of the study
Statement
of the problem
Purpose of
the study
Significance
of the study
 Scope of the study
Research
questions
 Research hypothesis
Definition
of terms
CHAPTER TWO
Review of
related literature
Concept of
financial rewards
Factors
related to school activities
Influences
of financial rewards on job performance
Job evaluation
Appraisal
of literature
CHAPTER
THREE
Research
method
Research
design
Population
Sample and
sampling technique
Research
instrument
Validity
instrument
Validity of
the instrument
Reliability
of the instrument
Administration
of the instrument
Analysis of
data
CHAPTER
FOUR
Result and
discussion
Analysis of
demographic data
Research
question
Discussion
CHAPTER
FIVE
Summary,
conclusion and recommendations Summary
Conclusion
Recommendation References Appendix

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CHAPTER ONE
INTRODUCTION
Background of the Study
          Students’ poor performances and
teacher’s non-challant attitudes to their respective school’s activities is a
set back that can be traced to a number of causes such as inadequate executive
power. The principals are supposed to have poor remuneration system, lack of
funds general working condition, adverse government monetary policies and so
on.
Abiodun
(2004) one important factors that is always over looked is the absence or
inadequacy of effective motivation by way of monetary incentives to teachers
for example salaries, promotion, fringe benefits and other financial rewards.
It should be noted however, that teachers do not automatically give their best
performance or abilities to student they teach or see to the achievement of their
school activities rather, they come to work with a number of needs and
expectation of certain rewards such as health allowance, car loan, promotion as
at when due, salary increment which cannot be achieves with the little salary
they earn. All these expectation affect individual teacher’s attitude towards
their work and determines their desire to work effectively for the purpose of
achieving social activities. The school activities or work include teaching –
Leaning activities which enhances the full participation of both the teachers
and students. Other school activities include extras curriculum activities such
as sport and social activities like cultural activities that help to develop
the standard of education as it exposes the student to different types of
tribes in Nigeria and their activities. Creative works or bandy works are also
included this give room for the students or learn other work apart from
teaching learning in the classroom.
The heart
of Nigerian’s educational system is the teachers, whether at the primary,
secondary and tertiary level. Adesina (19801) was of the view that the teachers
are and would continue to be the major indicator as well as the major
determinant of quality education. Researchers have shown that teachers
represent indispensable human resources in the educational system. This was why
Akomolafe (2003) asserted that there is no doubt that school could only affect
changes in the environment with effort put forward by the teachers.
However,
Adeniyi (2001) as cited by Ekundayo (2011) asserted that educational
organization exist in symbiotic relationship with their environment, importing
human and materials resources and utilizing them in the production of
educational socialized student in order to carry out these energy sapping task
of building the leaders of tomorrow, the stake holders should think of how best
to harness the materials and human resources available for better job
performance as this will go a long way to bring forth a quality output
(graduates) in the system.
According
to Olaniyan (1997) several studies on Job performance have not over the years
produced any general consensus on the factors that really aid and affect
teachers job performance, this is because there are so many factors affecting
teachers commitment which are being neglected. Ajayi and Oguntoye (2003)
reported that “one of the various variable of motivation such as
remuneration, authority, staff relationship, recognition, promotion or also
advancement and provision of facilities” had significant relationship with
teachers job performance.
In another
dimension, Oloruntoba (2001) citing Blumberg and Fringe (1982) revealed that
ability, knowledge, skills, intelligence, state of health, educational level,
endurance, stamina and energy level are factors that can affect job
performance. The financial condition of the teachers determines the achievement
of the above mentioned factors of motivation. The issue of job performance
feature prominently among several problems affecting teachers in different schools.
According
to Melther (1992) the premise of deprivation or gratification proposition is
when an individual identifies need which is not being met behaviour occurs when
it is directed towards satisfying the need. To describe need gratification
which include job satisfaction. Herberg (1959) develop the motivator hygiene
theory, the theory states that works have factors which lead to satisfaction or
dissatisfaction job satisfaction (motivator) factor include achievement,
recognition, the job itself, responsibilities and advancement. Job satisfaction
factors allow individuals to reach their psychological potential and are
usually associated with the job itself. Job dissatisfaction (hygiene factor) is
usually associated with the work environment and includes pay work. Financial
reward is one of the most important and challenging task facing the educational
management. It is the energetic behaviour directed toward some goals and the
quality of that effort. It has been variously linked with urges, instinct,
purposes, goals, desires, want, need and so on. It is looked at as involving
the physiological, psychological and social aspect of human being. Herzberg
(1959) explains financial rewards for teachers as means of motivation basically
individual needs, desires and concept that cause him to act in a particular
manner. Teachers must be motivated to higher level of achievement in order for
the school to realize its full potentials.
One of the main -findings of the world bank research on Nigerian
education is that extremely low remuneration, poor working condition and
inadequate facilities have inevitably eroded motivation and the satisfaction of
teachers, the world bank (1999). If is against this background that this study
seeks to examine the relationship between financial reward and teachers
commitment to school activities.
Statement
of the Problem
          Considering the general trend of
students failure and most Nigerian teacher’s attitudes to their work these
days, question will quickly come to mind about what teachers are paid and how
they are paid from time to time. It is on their salaries and other benefit like
leave bonus that their commitment to school activities is hinged. One can
further state that the reason why teachers are not commitment to activities in
their respective schools in area under consideration are: the financial rewards
of their job performances is not encouraging, there are some benefit which
teachers in the area supposed to be given in order to complete with their
colleagues in other local government in Ekiti State but it is unfortunate that
these teachers in (Moba Local Government area of Ekiti State) are suffering
from housing problem health care allowances and their basic salaries are not
encouraging to work rather, the teachers look for alternative ways to support
their selves such as trading and farming for survival.
This study therefore examines monetary rewards provided for
teachers and other members of staff in school and its relationship with their
commitment to activities and to look for further ways of improving their pays
and integration with the needs of schools in Moba Local Government area of
Ekiti State.
Purpose of
the Study
The purpose
of this research work is to examine the standard of education in Moba Local
Government area of Ekiti State and the factors responsible for the job
performance of teachers. The factors which are financial rewards that include
upgrading the teacher’s level, salary increment housing allowances and so on
would either encouraged or discourage the teachers in the course of carrying
out their expected duties.
The
purpose of the study is therefore to examine whether the teachers in Moba Local
Government area of Ekiti State are satisfied with the salary structure in the
Local Government, the relationship between the financial reward level and their
commitment to school activities and to know whether king in private or public
school affect their level of commitment to work.
Significant
of the Study
It is a
common and general motion that if teachers and other members of staff of
educational institutions are given the right and necessary financial rewards,
they will devoted more of their attention to the achievement of their
respective school activities. This is because financial rewards are considered
effective motivational means of bringing the best out if workers in any
organization settings including schools. This study is set out to examine the
reason why there is need to encourage the teachers in order to enable them carry
out their responsibilities as expected most especially in Moba Local Government
Area of Ekiti State.
It is very
important for government improve the level of financial rewards of the teachers
in Moba Local Government not because of any other things but to make the
teachers feel that they are important and make them do their school job
excellently. If government recognizes the teachers in Moba Local Government,
the end result of the teacher’s excellent performance will benefit the entire
society as the level of education in the area will be improved. Both the
government teacher themselves, parent and the student will be beneficiaries of
the improve payback of the teachers.
Scope of
the Study
This
study examines the relationship between financial rewards and teachers
commitment to school activities in Moba Local Government Area of Ekiti State.
It covers both public and private educational institutions in the local
government. The target populations limited to Moba Local Government Area of
Ekiti State.
Research
Questions
1.  Is there any relationship between the
financial rewards and teacher’s commitment to school activities in Moba Local
Government Area of Ekiti State?
2.  Is there any difference in the level of
financial reward between private and public schools in Moba Local Government
Area of Ekiti State?
3.  Is there any difference in the level of
teacher’s commitment in public and private school in Moba Local Government Area
of Ekiti State?
4.  Is there any significant relationship between
teachers gender and their commitment to school activities in Moba Local
Government Area of Ekiti State? Research Hypothesis
Ho (1)
There is no significant relationship between the financial reward and teacher’s
commitment to school activities in Moba Local Government Area of Ekiti State.
Ho (2) There is no significant difference in the level of financial rewards
between public and private schools in Moba Local Government Area of Ekiti
State.
Ho (3)
There is no significant difference in the level of teachers commitment in
public and private schools in Moba Local Government Area of Ekiti State.
Ho
(4) There is no significant relationship between teachers gender and their
commitment to schools activities in Moba Local Government Area of Ekiti State.
Definition of Terms
In the
topic of this research, a study of financial rewards and teachers commitment to
school activities, the words that are sued will be define as follows:
School
Activities:
These include those various
laid down events either for each term or for the whole session that are to be
carried out in order to improve the standard of education. These activities
that is, teaching -learning activities which are classroom work and extra­curricular
activities which are carried out outside the classroom, these are sport
activities which are to improve the physique of the students, cultural
activities expose the students to other cultures that varies in tribes.
Financial
Rewards:
These are the pay packages for the
teacher as mean of compensation on what they have done. These include:
Salary: This can be described as the
monetary reward for a worker’s skill who is engaged in a non- manual work that
is a permanent staff and is usually at interval of one month or longer.
 Wages: This is the payment to a worker
for the work he has performed.
 Teacher’s Commitment: This involves the
teachers putting in the best in them into the teaching- learning activities
which are curricular activities and other social activities in order to achieve
excellent performance of the school.
Private
Schools:
This enables private education
organizations which are not government but are owned by private individual.
Public Schools: This is any
educational organization belonging to the central or Local Government.
Administration:
This is an aspect of management that is concerned with the
interpretation of policy and the implementation of procedures to effect it.
Incentives:
at his means any payment made to employees over and above their
basic pay in order to encourage them to work harder.
Motivation:
It is process or factor that causes people to act or behave in
certain ways.
Subject:
These are workers and executive and principals from whom the researcher
collected the data.
Psychologist:
These are people or group of people who engage in the act of studying
of mind.
Objectives:
These are explicit statement that show the ways students are
expected to be changed after undergoing a process of instruction.
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