Appraisal of Perceived Psychological Concepts as Determinants of Teachers Productivity among Private Secondary School Teachers in Akinyele Local Governmen, Ibadan, Nigeria

Abstract

Teachers' productivity remains one of the most substantial work-related behavioral phenomena. However, private secondary school teachers not only struggle with productivity issues; they are most often treated with levity by their employers. In view of this the study assessed the contributory impact of job satisfaction, pay satisfaction, job stress, and job motivation as psychological concepts to the prediction of teachers' productivity among private secondary school teachers in Akinyele Local Government area, Ibadan. The population of the study comprised all 32 private secondary school in Akinyele LGA. 200 private school teachers formed the sample size for the study in which a multi-stage sampling technique was used. Ten private secondary schools were randomly selected; 20 teachers were drawn from the 10 private schools in which 121 were females and 79 were males. Data was collected through the use of a well-structured and validated questionnaires and analysed using multiple linear regression. Results obtained indicated that the four variables, has a significant joint contribution to teacher's productivity F_(4,195) = 26.154; P< .05. There is a significant relative effect of job satisfaction, pay satisfaction, job stress, and job motivation on teachers' productivity. It was concluded that for teachers to be productive in their work, employers should ensure that teachers are maximally paid as this is a way to both attract and retain the best employees. Hence, school administrators especially at the private secondary schools should consider these factors to boost the productivity of its teachers.