TABLE OF CONTENT
Title Page
Table of Content
Abstract
CHAPTER ONE : INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Questions
1.4 Research Hypothesis
1.5 Objectives of the study
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Abbreviations
References
CHAPTER TWO : REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Concept of Motivation and Job Satisfaction
2.3 Theories of Motivation
2.3.1 Need Theory
2.3.2 Two–Factor Theory of Motivation
2.3.3 Expectancy Theory
2.3.4 Affect theory
2.4 Relationship between Motivation and Job Satisfaction
2.5 Application of Motivation Theories to Staff Performance
2.6 Motivation and Staff Performance
2.7 Effects of Motivation on Employee Performance
2.8 The Determinants of Job Satisfaction
2.9 Teacher–Librarians
2.9.1 Teacher Librarians‟ Job Satisfaction
2.10 Strategies of Employee Motivation
2.11 Summary of the Review
References
CHAPTER THREE : RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Validity of the Instrument
3.5 Reliability of the Instrument
3.6 Procedure for Data Collection
3.7 Procedure for Data Analysis
References
CHAPTER FOUR : DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Response Rate
4.3 Socio-Demographic Characteristics of Respondents
4.3.1 Demographic Information
4.3.2 Gender
4.3.3 Marital Status
4.3.4 Job Description
4.3.5 Educational Qualifications
4.3.6 Years of Experience
4.4 Analysis Based on the Research Questions
4.5 Test of Hypothesis
References
CHAPTER FIVE : SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Summary of Major Findings of the Study
5.4 Conclusion
5.5. Recommendations
5.6 Suggestions for Further Studies
References
Appendices
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.
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....
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