Institutional Factors and Occupational Well-Being as Predictors of Job Satisfaction among Secondary School Teachers in Ogun State, Nigeria

Abstract

The study examined the institutional factors and occupational well-being as predictors of job satisfaction of secondary school teachers in Ogun state, Nigeria. Ogun State was chosen because it consists of public secondary schools with varying institutional and working conditions which makes it appropriate for the study to examine the factors that affect teachers' job satisfaction. While past studies have isolated institutional factors and occupational well-being, there is poor empirical evidence on the joint predictive effect of institutional factors and occupational well-being on job satisfaction among secondary school teachers in Nigeria. A descriptive survey design was used in this study because it allowed for quantitative data to be collected from the large population. The study population were the teachers in public secondary schools in Ogun State who numbered 5,025. The sample size was 307 respondents, employing purposive sampling technique. The Institutional Factors, Occupational Well-Being and Job Satisfaction Questionnaire (r = 0.86, 0.88 and 0.91, respectively) were used to gather data. The data were analysed by descriptive statistic and multiple regression analysis at 5% significant level. The results indicate that high satisfaction level is found in the job satisfaction (Grand Mean = 3.82). The overall effect of the institutional factors (Grand Mean = 3.72) and occupational well-being (Grand Mean = 3.91) on the teachers' job satisfaction was observed and statistically significant, with the cumulative effect of these two accounting for 55.7% of the variance in job satisfaction (R² = 0.557, p < 0.05). The study suggests that institutional support systems need to be made stronger and occupational well-being programmes should be put in place to improve teachers' job satisfaction. The results have implications for policy makers and school administrators in enhancing teacher retention, teaching effectiveness and quality of secondary education in Nigeria.