Christiana Toyin Oduwole, Olalekan Sunday Ekunday


This study examined conditions of service, in-service training and school climate as predictors of secondary school teachers’ job satisfaction in Ogun State, Nigeria. Descriptive survey design of the causal comparative type was used. The population of the study comprised 15,416 public secondary school teachers’ in Ogun State, South-West, Nigeria. Using simple random sampling technique, a total of 1700 public secondary school teachers’ were chosen across Ogun West, East and Central Senatorial Districts in Ogun State. This represents 11.03% of the population size. Purposive sampling technique was used for choosing public secondary schools investigated. From Ogun East, 30 public secondary schools were chosen, 27 public secondary schools were chosen from Ogun Central while 25 public secondary schools were chosen from Ogun West making a total of 82 public secondary schools. The study used researcher’s developed questionnaire; titled: Conditions of Service Questionnaire (COSQ), In-Service Training Questionnaire (ISTQ), School Climate Questionnaire (SCQ) and Teachers’ Job Satisfaction Questionnaire (TJSQ).  A reliability coefficients of 0.68, 0.72, 0.70, and 0.81 realized attests that the instruments were reliable for use to achieve the stated purpose of the study. The inferential statistics of multiple regression was used for the analysis of the data in respect of the research questions and hypotheses at 0.05 significance level. The findings revealed that there is significant influence of (regular staff promotion, regular payment of fringe benefits and salary, in-service training and school climate) on teachers’ job satisfaction in Ogun State, Nigeria. Out of five variables examined four were found to be significant and strongly determine teachers’ job satisfaction. Payment of fringe benefits was positive but not significantly enough to determine teachers’ job satisfaction. About 52% of the variance in teachers’ job satisfaction was accounted for by the linear combination of the independent variables. It was recommended that salary of teachers should be paid promptly to enable them concentrate on their job for effective delivery. The government and school management should ensure regular promotion of teachers promptly. The government and school management should motivate teachers by surprise packages such as soft loans, free medical care, free accommodation etc which will spur them to enhance their job performance.


Staff Promotion, Fringe Benefits, Salary, In-Service Training, School Climate, Teachers’ Job Satisfaction.

Full Text:



Aghenta, J. A. (2010). Educational planning in the 21st century in J.O. Fadipe, & E.E. Oluchukwu (ed) Educational planning and administration in Nigeria in the 21st Century. Ondo: National Institute for Educational Planning and Administration, 2 - 6.

Agwubike, T. J. (2010). Reflecting on reflections: A case study of experienced and inexperienced ESL teachers. System 22 (1) Pergamon Elsevier Science Ltd. 93.

Aitken, J. E. (2014). In-service training for teachers in New Zealand schools, what’s New Publications. North American Association of Educational Negotiators (NEAN) 15(1), 3-5.

Akande, F. B. A. (2014). Assessment of the relationship between conditions of service and teacher job performance in secondary school in Kogi State, Nigeria. Department of Educational Foundation and Curriculum, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.

Akinbode, J. F. (2014). Staff development. Journal of the Institute of Personnel Management of Nigeria 12(2), 52-57.

Akpan, C. P., & Ntukidem, P. J. (2010). Teachers’ perception of training and retraining programme and their attitude toward work in public secondary schools in Cross River State. Journal of World Council for Curriculum Instruction. Nigeria Chapter Forum, 5 (2), 78 - 84.

Akpan, I. U. (2013). The influence of motivation of teacher and their incentives in Akwa Ibow State, Nigeria. International Journal of Modern Management Sciences, 2(2), 87-93.

Arop, E. O., Eju, S. K., & Ekpeni, R. O. (2013). Staff training and reading in organizational behaviour in Nigeria Lagos, Malthouse Ltd 159-167.

Arrey, O. B. (2014). Teachers remuneration and their attitude to work in Cross River State. Global Journal of Management and Business Research, 14(4), 43-45.

Aujata, C. B., Enose, M. W., & Yalo, A. J. (2014). Influence of conditions of service and principal leadership on job satisfaction of secondary school deputy principal in Kenya. Educational Research, 5(7), 207-224.

Bassey, U. A. Bassey, A. O. Ojua, T. A. & Ottong, J. G. (2011). Impact of training and re-training on teachers’ productivity: An empirical analysis of public sectors in Calabar south, Nigeria. Journal of Education and Leadership Development, 3, 75 – 84.

Fadeyi, V. T. Sofoluwe, A. O., & Gbadeyan, R. A. (2015). Influence of teacher welfare scheme on job performance in chosen Kwara State secondary schools. Asia Pacific Journal of Education, Arts and Science, 2(4), 89-93.

Hoy, W. K., Kottkamp, R. B., & Tarter, C. J. (2015). Open schools/Healthyschools: Measuring school climate. Retrieved from http://www//F:On-line%20Books.htm.

Ijaiya,N.Y. S. (2014). A guide to supervision of instruction. Ilorin: My Grace Graphic Reproduction Company.

Korlo, K. A., & Akintunde, O. O. (2016). Exploring factors influencing teacher job satisfaction in Nigerian schools. Department of Educational Foundations, University of Jos.

Nyamubi, G. J. (2017). Determinants of secondary school teacher job satisfaction in Tanzania. Education Research International Journal, 4(7), 1-7.

Obiajulu, C. (2017). Influence of school climate on teacher morale in public secondary schools in Delta state. Journal of Research and Method in Education, 7(1), 19-24.

Osterman, K. F. (2014). Students’ need for belonging in the school community. Review of Educational Research, 70, 323-367.

Peretomode, V. T. (2014). Educational administration: Applied concepts and theoretical perspectives. Lagos: Joja Educational Research and Publications Limited.

Shahram, S., Hamid, J., & Rahim, N. M. (2013). The relationship between organizational climate with job satisfaction of education teachers at high school grade of Ardabil city. European Journal of Experimental Biology, 3(5), 506-572.

Shonje, G. N. (2016). The influence of working conditions on teachers’ job satisfaction. A dissertation submitted in partial fulfillment of the requirement for the award of masters of education in administration, planning and policy studies degree of Open University of Tanzania.

Udofia, U. I., & Ikpe, U. N. (2012). Administration of in-service training and teacher attitude to work in private secondary schools in Cross River State, Nigeria. International Journal of Academic Research in Business and Social Sciences, 2(10), 305-311.


  • There are currently no refbacks.

Copyright (c) 2022 Christiana Toyin Oduwole, Olalekan Sunday Ekunday




 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514






Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.