CHAPTER ONE INTRODUCTION Background to the Study For every educational system to achieve its goal of successful manpower

development of a nation it requires that personnel are to be given the necessary required training as well as motivation. Teaching is one area which attracts low motivation even though, it is the teachers who train the manpower for the development of a country. In special education, teachers are therefore, the fore runners of these educational processes of teaching and learning and they play important roles in the attainment of goals for the educational programmes and targets for children with disabilities. Issues have been identified in the teaching profession and these have in turn influenced effective end results including the quality of education. For example, according to Organ and Bateman !"""#, citing section $ of the %nited &ations %niversal 'eclarations on (uman )ights !"*+#, stated that everyone who wor,s, has the right to -ust and favourable remuneration which satisfies the existence of worthy human dignity and supplemented by other means of social protection. This is what underscores the need for -ob satisfaction as noted by .moa,o /00/# that -ob satisfaction is a crucial factor that influences the process and achievement of school system. 1elf .ctualisation has been considered to be a function of the perceive relationship between what one wants from one2s -ob and what one perceives as satisfying3 and as a degree of fit between what an organi4ation requires of its employees and what the employees are expecting .moa,o /00/#. 5mployers are certain that employees would be satisfied with their -ob and offer their best leading to high productivity when the employers motivate employees.
1

There must therefore, be required -ob satisfaction given by employers to their employees if any -ob is to be done well. 6ob satisfaction includes interpersonal relationships, leadership quality styles, supervision, training, and development of promotion programmes among others. 7ow level of -ob satisfaction has been related to such problems including laxity, lac, of high turnover, and absenteeism. 8eople stay on -ob because of the value and the satisfaction they derive. It is the level of motivation that will sustain their interest and to encourage them to wor, harder to enhance productivity 5dgar .5 !""$#. In special education, children with disabilities are supposed to be provided with special services and these are responsibilities of teachers who have been specially trained to offer these services. One of the primary responsibilities, of special education teachers in the special schools is therefore to provide quality instructions, adapt and develop materials that match the learning needs strengths, and special needs for children. To do these effectively would to large extent depend upon the willingness and -ob satisfaction on the part of the special educators. .part from the demands on teachers in special schools, each child2s present his9her own level of functional ob-ectives and to meet these is a huge tas, on its own. The methods and materials needed to meet those ob-ectives, procedures, schedules for determining when ob-ectives are met among others, put much wor, load on teachers. .gain teachers are encountered with several learners with different abilities of varying degrees of severity in the same classroom and teachers are expected to meet the needs of all learners and manage them within classroom to ensure a conducive learning environment that is safe and secure for their future development and that is equally challenging. .part from these academic wor, load, teachers play roles in the lives of

children with disabilities in terms of monitoring progress in order to determine the next level of action to ta,e. Statement of the Prob em Teacher -ob unsatisfaction has received much attention of late in :hana due to the fact that the beginning of every academic year schools witness teacher shortages, absenteeism, request for transfer, and vacation of post by qualified teachers. 1uch problems were reported by 'ery !"";# ,.vo,e, &yadu, <ensah !"""#. .s a result of low motivation, it appears some teachers move from special schools to regular schools due to lac, of -ob satisfaction. It seems teachers in special schools are unwilling to go bac, to special schools after going through their training from the university. Teachers who even accept posting seems to report to schools and often become irregular in the schools. Pur!o"e of the Study The study was to explore -ob satisfaction of teachers in special education and its influences on teacher retention with particular reference to .,uapem &orth 'istrict of :hana

Ob#ect$%e" The ob-ectives of the study are= To explore what factors influence -ob satisfaction for special education teachers in special schools in the .,uapem &orth 'istrict of the 5astern region of :hana. To examine how -ob satisfaction affects teacher retention in the special schools. To find out what challenges teachers face in their -ob execution and how these are addressed by administrators. To examine the level of -ob satisfaction generally in the special schools in :hana.

Re"earch &ue"t$on" The study was guided by the following research questions. !. >hat are the factors that influenced teachers2 -ob satisfaction in the selected special schools? /. To what extent does -ob satisfaction influenced teachers in the special schools? $. >hat challenges do teachers in special schools face in their -ob execution? *. >hat is the general level of -ob satisfaction among teachers in the special schools? S$gn$f$cance of the Study The results of the study would help identifying factors influencing teacher -ob satisfaction in the special schools in :hana and it impacts on teacher retention in the special schools. This would
4

enable the :hana 5ducation 1ervice to plan interventional measures in order to address teacher2s -ob satisfaction in order to curb teacher any inherent attrition in the special schools. The results of the study would also help in unearthing the general level of conditions in the special schools and how they affect wor, in the schools. This would also enable :overnment to put the necessary measures to address the conditions in the schools and improve teacher morale in the school. De $m$tat$on 5ven though, there are many special schools serving the various categories of children with disabilities in :hana, this study focused on only the following special schools= 'emonstration 1chool for the 'eaf, <ampong .,uapem .,ropong 1chool for the Blind, .,ropong .,uapem .du,rom 1pecial %nit for the <entally (andicapped

'$m$tat$on The ability to include respondents from all the special schools in :hana could not permit the generali4ation to be made to special schools in other parts of the country. Furthermore ta,ing into consideration the time available for the research and the problems associated to the research in question. .gain financial constraints made the researcher to move at a slow pace in terms of the process to collect corrected writings from internal supervisor on time. Finally, frequent access to my supervisor was not within immediate proximity and this called for travelling long distances from .,ropong .,wapem to >inneba on many occasions.

O!erat$ona Def$n$t$on of Term" Demogra!h$c Character$"t$c"= @ Factors associated with age, gender, experience, educational level among others. (ob Sat$"fact$on= @ The extent to which people li,e AsatisfactionB or disli,e AdissatisfactionB their -ob. S!ec$a Educat$on Teacher"= @ Teachers who normally teach children with disabilities.

CHAPTER T)O 'ITERATURE RE*IE) Introduct$on !. This chapter discusses the related literature reviewed for the study. The areas covered include= Theoretical Framewor, of the 1tudy Factors that influence teachers2 -ob satisfaction in the selected special schools The extent which -ob satisfaction influence teacher retention in the special schools Challenges teachers in special schools face in their -ob execution The general level of -ob satisfaction among teachers in the special schools

Theoret$ca +rame,ork of the Study <any theories have been used to explain -ob satisfaction in general. .n attempt was made here to throw some lights on the theory and how it could be used to interpret teacher -ob satisfaction in the present study. In this study, the <aslow2s &eeds (ierarchal Theory was adopted. <aslow

needs theory shows a direct relationship between motivation and -obs satisfaction. This theory will be explained in details. -a" o,." Need" H$erarch$ca Theory .braham <aslow !";*# believed that people who came out of an environment which does meet their basic needs, tend to experience psychological complaints later in life. Based on the application of <aslow2s need hierarchy theory to organi4ational settings, it can be argued that people who do not meet their needs at wor, will not function efficiently. <aslow2s Theory is based on two assumptions which are= !. (uman being2s wants and needs influence their behaviours. /. . person2s needs are arranged in order of importance hierarchy from the most basic# food and shelter# to the complex ego and achievement#. $. . person advances to the next level of the hierarchy or from the basic needs towards complex needs which when meet influences his or her behaviour. These issues are critical in ma,ing people who are employed to feel satisfied and give out their best if really they are met. <aslow !";*# organi4ed his theory on five levels models of human needs. These are= psychological, safety or security, belongingness, social and love esteem and self@esteem actuali4ation. Phy"$o og$ca Need"

.t the lowest level, the physiological needs which are the basic life sustaining needs such as water, food and shelter are identified. These needs are required to sustain life. Once these needs are not satisfied, they remain very strong motivators. In wor, places such as schools, the salaries people can help them to fulfil this category of need. .nother example of this would be trade union ensuring their basic needs are met because they negotiate for better wages for their members.

Safety need" are the ne/t e%e of need" Once the first needs are satisfied then the security needs assume precedence= these include the need for security, insurance and medical aid and the need to face protected against physical and emotional earn. In educational institutions, such programmes as fringe benefits, retirement of pension schemes, insurance benefits, medical or health services, -ob security and safe wor,ing conditions among other often meet such needs. Soc$a Need"0 This third level of needs is activated once the second level of needs has been adequately met. 8eople have a need for love, friendship, acceptance and understanding from their people. These needs satisfied when the individual is loved by colleagues3 sociali4ed, feels socially satisfied and accepted in the wor, environment. 5mployees have a tendency to group that fulfil their social needs. <anagers can play an important role by encouraging people to interact with one another and ma,e sure that the social needs of subordinates are met.
9

Ego and E"teem Need"0 The fourth level of the needs is the needs for self@respect, recognition by others, confidence and achievement. These are satisfied through nature of the employee2s -ob organi4ation. Teachers must be part of decision ma,ing machinery of school, and attitude to wor, independently. Teachers feel organi4ed when school authorities permit them to use their potential at wor, O,umbe, !""+#. 1upervisors can play an active role in satisfying the needs of their employees by recogni4ing and rewarding high achiever for good performance. The need for recognition appreciation, status prestige, respect and dignity constitute the need for esteem from others. Se f1 actua $2at$on Need"0 This is the highest level of <aslow2s hierarchy of needs, and leads to the full potential and what they want to become, to utili4e all talents well, and to be creative. .ccording to <aslow, for a person to reach the pea, that leads to self@actuali4ation, all lower order needs must be first met. The wor, place must be conducive to employees who want to reali4e their full potential. In education, conditions which permit the teachers use of initiative must be created in the school. This is the desire for self@ fulfilment by ma,ing maximum use of one2s abilities, s,ills and potential. These qualities can be exhibited when the individual is involved in some form of wor,. The wor,ers would feel high sense achievement they have been able to use their s,ills, abilities and potentials. -a" o,." H$erarchy of Need" Theory and $t" Im! $cat$on to the Study The more a -ob allows for growth and acquisition of higher level needs, the more li,ely the individual is to report satisfaction with his -ob or her -ob. Furthermore, the success of motivating
10

people depends on recogni4ing the needs that are unsatisfied and helping the individual to meet these needs. 7oo,ing at <aslow2s needs hierarchy theory in relation to teaching, it can be argued that teachers require adequate pay, belongingness, recognition and good conditions of service before they can achieve self@ actuali4ation. .nother implication of this theory of the study is that, if teachers need in terms of pay, their interactions with colleagues, incoherent in decision ma,ing their safety, good conditions of service and recognition are met, then they would be satisfied and motivated to remain on the -ob to put up the best thereby leading to good students achievement.

This study is lin,ed to <aslow2s need hierarchy model in an attempt to develop the study round the theory. It aims at selectively reviewing existing literature on teacher -ob satisfaction with evidence from other nations and :hana to see if -ob satisfaction patterns are consistent with research questions in study. The present study also draws from the theory of teachers -ob satisfaction on order to guide the selection of variables because -ob satisfaction is by various factors, for instance, demographic and organi4ational factors. This will bring about the misunderstanding of teacher2s -ob satisfaction in special schools in :hana.

+actor" $nf uenc$ng teacher." #ob "at$"fact$on 6ob satisfaction among teachers in :hana has been a topic of discussion for some time now. 5vents which occurred those days are clear indication that teachers were not satisfied in :hana. 'uring the colonial days, some :old Coast teachers stopped teaching because they were not

11

satisfied with their salaries. For example, some .,uapem teachers who were displeased with their salaries resigned to go into cocoa farming <ac>illiam D Ewabena 8oh, !"F;#. In !"F;, the situation was worse and as reported by these authors, there were more resignation of experienced and senior teachers due to unattractive pay and poor conditions of service. <ac>illiam and Ewabena 8oh !"F;# stated that the shortage of untrained teachers grew more and seriously affected teaching and learning. They revealed that the conditions of service of the teachers regarding salaries in the thirties did not see any remar,able improvement and this affected the quality of education adversely. Teachers formed their own organi4ation in the .ssisted 1chool Teachers %nion of !"$/3 which was pre@ occupied with agitation for better condition of services for teachers. Between !";G and !"G0 almost $000 teachers resigned to see, employment in other -obs <ac>illiam and Ewame 8oh !"F;#. Thus by !"GG, the ma-ority of teachers in the primary schools in the country G;H# were untrained. Teachers continued to show dissatisfaction by learning the profession. .fful@Broni /00*# and .missa, 1an@Tagoe, .moah, and <ire,u /00/# came out with some statistics of the high percentage of pupil teachers or non@ professionals. .gain as a result of dissatisfaction of teachers with their -obs, *,000 teachers left the teaching service to see, employment in other countries. <a-ority of these teachers found themselves in neighbouring &igeria where the economy was vibrant at that time. .ntwi !""/# explained that the ma-or causes of the exodus are attributed to the frustration by the teachers in the economic academic, political and social spheres. For instance teachers were not paid promptly3 there was little supervision, schools were in despair and there were in adequate textboo,s and instructional materials &ti, !""F#. In a report published by Ewarteng on the study conducted by the %niversity of Cape Coast %CC# in the daily graphic edition of ! st October, /00$ &o. !*+"$"#
12

indicated that there were vacancies for *$,+FG qualified teachers in the first cycle schools in the country 8!#. Today, condition of service for teachers has not changed very much from that of past years. In /00G, :raduate teachers in :hana embar,ed on a stri,e action to protest against the government for increase salary and better conditions of service. Currently not much literature is available on survey into -ob satisfaction among teachers in special schools in :hana. )esearchers rather focus on teachers in regular schools. 5xamples of such researches are not common to find Boateng, /00!= 'o,umah, /00!, 5wud4ie, /00!, .sante &,rumah, /00!. (owever, there is no dispute about the fact that teachers in 1pecial 1chools are wor,ers as any other group of wor,er at any organi4ation or profession. Therefore factors which determine -ob satisfaction can be tested among teachers in 1pecial 1chools in :hana to ascertain their -ob satisfaction. 6ob satisfaction cut across studies in various types of occupational studies. In %nited 1tates alone, it has been observed that more than +00 studies of -ob satisfaction have been conducted since !"/; &apior, !"G" cited in Chen, /00$#. Business and educational administrator have been interested in understanding the relationship between -ob satisfaction and consequences as labour turnover absenteeism and productivity. The potential studies of -ob satisfaction was first highlighted by the (awthorne studies one of the biggest in the !"/02s.These studies !"/*@ !"$$#, primary credited to 5lton <ayo of the (arvard Business 1chool sought to find the effect of various conditions on wor,ers2 productivity. These studies ultimately showed that novel changes in wor, conditions temporarily increase productivity called the (awthorn effect# it was later found that this increase resulted not from new conditions, but from the ,nowledge of being observed. The finding provided strong evidence the people wor,ed purpose other them pay, which paved way for researchers to investigate other factors in -ob satisfaction.
13

:reen /00/# establishes that -ob satisfaction has been in decline in Britain since early !""02s. This is due in past wor, intensification, but the primary reasons is a reduction in tas, discretion where it was concluded these, when wor,ers received special attention, their productivity is li,ely to improve whether or not wor,ing conditions actually change. 6ob satisfaction is often identified as one of the factors that influence decision to quite Chen, /00$, :reen /00/#. 1outh .frica has been witnessing an upsurge in the departure of technical expertise in virtually all sectors over the past five years Bagrain, /00$#. This has resulted in qualified personnel see,ing greener pastures abroad. <ovement of people from developing countries towards the developed world especially 5urope and the .mericans has been conspicuous. .ntidotes show that during the !""0s total <igration of professionals including teachers# towards >estern 5urope and &orth .merica accounted for $0H of the flows registered throughout the world I7O, !""G#. It is estimated that in /000 approximately !F; million people or /."H of the world2 population where living outside their country of birth, compared to !00 million or !.+H the total population in !""; Bagrain, /00$# +actor" Inf uenc$ng Teacher" (ob Sat$"fact$on $n S!ec$a Educat$on0 'emographic characteristics may play a role in the level of -ob satisfaction perceived by teachers Bogler, /00$#. 7iterature suggests that four variables that may have significant interactions with teacher2s -ob satisfaction include= gender age, experience or tenure and educational level 'inham D 1cott, !""G#. The researcher will duly discuss some demographic factors that affect teacher2s -ob satisfaction in this section. .ccording to 6ohn D Eofi !""0# on the part of age, research has consistently found out that age has an influence on the level of -ob satisfaction

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Chambers !""", )obins, /00!, Tolbert D <oen, !""+#. 1ome authors suggest that older employees tend to experience higher -ob satisfaction Bilingsley D Cross, !""/3 6ones 6ohnson and 6ohnson, /000#. This difference may be attributed to better ad-ustment at wor,, better condition and greater rewards at wor, Birdi, >arr D Osword, !"";#. In the course of this

assertion, Blood, )idnour, Thomas, Iualls and (ammer /00/#, view that older respondents were more li,ely to report higher 6ob 1atisfaction than younger respondents. Blood et al. /00/# argued that -ob satisfaction increases with age and wor, experience. This can be explained by the fact that older wor,ers are more comfortable and tolerant of authority and may learn to lower expectation for their -ob. (ert4berg , <ausrer, 8eterson and Capwell !";F# attribute these trends to the fact that -ob expectation tend to become more realistic as employee age and mature. .ccording to (ert4berg <ausrer, 8eterson and Capwell !";F#, this pattern may change to slow a decline in satisfaction after age G; but this may be lin,ed to the decreased physical energy and enthusiasm that may accompany the ageing process. Older wor,ers may be satisfied because their chances of getting new employment are limited or very slim as compared to younger wor,ers. Clar, and Osweld !""G# ascribed that younger employees may feel satisfied because they have little experience about the labour mar,et against which to -udge their own wor,. .lternately, older employees may have reduced aspirations as they reali4ed that they may face limited alternative choices as they get older. . study conducted by <alcon, 7owther, 6ill and Copper !"+;# entitled J.ge and the determinants of teachers -ob satisfaction2 in the %nited 1tate of .merica involving a total of !+/ teachers, all participants filled out three national surveys which contained questions about reward the sub-ects get form wor,, -ob satisfaction, and what the sub-ects value in a -ob, age was found to be significantly related to each of these factors. <alcom
15

et al. !"+;# found that -ob satisfaction increased with age, and -ob satisfaction was also found to increase with development or study done by Treboh /00!# to investigate the determinants of -ob satisfaction and dissatisfaction to teachers in /nd cycle schools in &ew 6uabeng 'istricts in the 5astern )egion of :hana. The questionnaires on the teachers2 -ob satisfaction in the study were administered to !00 special teachers in three special schools which have been chosen for the study. The results show that demographic variables such as age among others influence the source of satisfaction of teachers. On the contrary, a study conducted by Bogler /00/# called J2Two profiles of school teachers= . discriminating analysis of -ob satisfaction found that age of teachers was not found to be statistically significant in regard to -ob satisfaction. The author using a descriptive survey focused on demographic variables and principle leadership style. The sub-ects, F*; teachers in Israel were as,ed to complete a questionnaire that addressed both perception of the teachers of their principle2s leadership style and perceptions of their own 6ob 1atisfaction. . total of /// surveys were analysed. Concerning gender, the literature in respect to the relationship between the gender and 6ob satisfaction is inconsistence. 1ome studies report that women have higher 6ob 1atisfaction, where as other studies find that men are more satisfied yet other studies find no significant difference between the genders Coward, (ogan, 'uncan, (ome , (i,erand, Felsen, !"";# cited in 6innett and .lexander !"""#..ccording to Coward et al, female employees demonstrate higher level of 6ob 1atisfaction their male counterparts across most settings. . number of studies involving several different populations support this argument 7ambert et al, /00!= 7oscocco, !""0= <a D <acmillan, !"""#.

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(uberman !""$# is of the view that women more than men will select teaching again of given the opportunity = on the other hand , men often saw teaching as alternative rather than as the main focus of career aspirations. (uberman !""$# stated that female teacher may be achieving more satisfaction from teaching and male teachers may be loo,ing beyond the classroom for satisfaction especially those who have been able to achieve their earlier goals. It has been observed by the researchers that more female teachers remain in teaching service more than their male counterparts in :hana. The reason could be due to the closing hour and the holidays in the profession which enable them female teachers# to get more time to attend to their families especially their children. On the other hand, more male teachers may leave because traditionally, :hanaian men are ,nown to be breadwinners of their families and are therefore responsible for the remittance of their families. They therefore ,eep on exploring for new -obs which better remuneration which can help them meet the need of the families. Bogler /00/# conducted a study called J2Two profile of school teacher= a discriminate analysis of 6ob 1atisfaction22. This study was attempting to separate predictors of both high 6ob 1atisfaction and low 6ob 1atisfaction in teaching. The sub-ects F*; teachers in Israel were as,ing to complete a questionnaire that addressed both perceptions of the teachers of their principals2 leadership styles and perceptions of their own 6ob 1atisfaction. First the 6ob 1atisfaction area of the questionnaire was scored and only respondent scoring at the extremes were including in further analysis. . total of /// surveys were analysed further. 1ome demographic variables were found to be significantly related to -ob satisfaction3 especially females were more satisfied than males.

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In :hana, <ahunu /00!# investigated the states of -ob satisfaction and dissatisfaction among teachers in some schools at the pre@ university level at the Epando 'istrict of :hana with a survey method. The sample si4e was !$0 primary, -unior high school, senior high school and college of education male and female teachers from both urban and rural areas. To collect the data for this study, the researcher used a questionnaire which is quantitative approach. The ma-or result was that generally, teachers have low satisfaction with their -obs. The male teachers have lower -ob satisfaction than their female counterparts. The study came out that generally3 the factor that contributed to high teachers satisfactions were leadership in their schools and the respect they got from their colleagues. On the other hand, they indicated low satisfaction to the rest of the items in the questionnaire especially, salary, other remuneration and their teaching load. (owever, Trebarh /00!# investigated the determinants of -ob satisfaction and dissatisfaction of /nd cycle schools in &ew 6uabeng 'istrict of 5astern )egion in :hana using the same method and approach used by <ahunu /00!#. Trebarh2s finding was different from that of <ahunu2s Trebarh /00!# used questionnaire /*0 special teachers in eleven /nd cycle institutions. The result show that gender did not have any influence on the source of -ob satisfaction the difference in the findings of these two studies could be due to the difference in the levels of the levels of the school. The example, <ahunu /00!# used pre@ university level which includes primary, 1enior (igh 1chool, 6unior (igh 1chool and college of education while Trebarh /00!# used 1econdary 1chools alone. 'espite the difference in the findings the difference in the findings the results of the above findings indicates that gender is a determinant of -ob satisfaction. .s regards to experience, research indicates that employees with longer wor,ing experiences have greater propensity to be satisfied with their -ob than employees with shorter wor,ing
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experiences 6innett and .lexander !""", 6ones , 6ohnson and /000 Kecchio, !"++#. Barder !"+0# found that -ob satisfaction was related to years of experience teachers had wor,ed, the more satisfaction they were with teaching than the less experienced ones. (uberman !""$# who is in agreement with Barber !"+0# observed that as teachers gain more teaching experience, they often follow one or two trac,s either one defined by self@doubts and conservation. .ccording to him the roles of teachers changes in its structure as they progress in their careers.

On the other hand, 7ambert et al /00!# argue that inverse leadership exists between experience and -ob satisfaction. The inconsistent and conclusive in this regard may be because of the relationship between these variables depending on the specific organisation and how experience in viewed. In some organi4ation senior employees are highly respected, while experience is as liability in other organi4ation2 Elec,er and 7oadman !""F,7ambert et al /00!# presented a paper at a meeting of the mid@western 5ducational )esearch .ssociation entitled J2 5xploring Teacher -ob satisfaction across year of teaching experiences22. This study explored the

relationship between -ob satisfaction and year of experiences in teaching and was also interested in discovering which aspect of teaching were most and least satisfying. 1ub-ects included *,0FG from Ohio schools who were requested to complete &ational 1urvey of Teachers 5ducation :raduates -ob satisfaction subscale developed by 7oadman and Elec,er. This scale addressed seven different aspects of -ob satisfaction. There were no significant findings between satisfaction and both salary and wor,ing conditions. Teachers with five or fewer years of teaching experience were more satisfied with the following aspects of teaching opportunities for advancement, level of personal and professional challenges and level of decision ma,ing or

19

autonomy. The pattern of overall -ob 1atisfaction showed a steady increase as years of experience increased.

Baughman !""G# examined both demographic organi4ational factors that may affect -ob satisfaction in secondary school teachers. 1ub-ects included $FG secondary schools teachers from /*0 school districts in &ew Lor, 1tate. Three different instruments designed to measure -ob satisfaction were combined and given to participant of the study. The teacher -ob satisfaction questionnaire, Organi4ational (ealth Inventory and Organi4ational descriptive questionnaire were used in the present study of demographic factors that examined, teachers years of experience, gender and level of teacher education, none was found to be significant related to 6ob 1atisfaction. The contrast between these two findings@ Elec,er and 7oadman !""F# and Baughman !""G# with regards to teaching experience shows that the relationship between -ob satisfaction and some demographic variables is inconsistent. Considering educational level and -ob satisfaction, some researchers Iuinn and

<andilovitch,!"F;# maintain that relationships between education and -ob satisfaction is in the nature. Elen and <aher !""G# observe that is a tendency for educational level to be positively related with 6ob 1atisfaction. 8erhaps as wor,ers educational level increases so do expectations of the individuals and these are catered for by the increased opportunities for expectations to be met at higher occupational level. In most organi4ations in :hana a wor,er is promoted to a higher level in position# as soon as the wor,er completes a further studies course# but this is not seen in the teaching profession where one is given two incremental -umps in terms of salary.

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.vo,e, Offei &yadu and <ensah !"""# noted that the products from the %niversity of 5ducation, >inneba tend to be reluctant and adamant in going bac, to special schools after their training and this could be traced to the fact that after acquiring higher qualifications, there were more attractive -ob placement. (owever, those who are not able to get better -obs remain in the special schools frustrated. . survey conducted by 1mith and 1taples !"+/# on the teachers in 5nglish (igh 1chool in Chicago with a sample of /00 out of the population of $00 teachers, found out that teachers with master2s degree were more critical of their professional environment.. 'o,umah /00!# investigated the -ob satisfaction of lecturers in three :hanaian %niversities. The lecturer2s -ob 1atisfaction questionnaire that was utili4ed in the study was administered to !00 lecturers chosen for the study. The results revealed that there was difference between male and female lecturers with regards to -ob satisfaction. There was difference between lecturers with long years and lecturers with short years of service. But there was no difference in -ob satisfaction between lecturers with higher educational qualifications and those with lower educational qualifications. The results on the educational qualification could be as a result of the prestige given to the lectures in the :hanaian society and therefore one feels satisfied to be teaching at a university. Cha enge" +ac$ng Teacher" $n the S!ec$a Schoo " In order to examine -ob satisfaction among teachers in special schools successfully3 it is important to consider some of the internal factors that deal with some of the things seen in the schools that influence -ob satisfaction. These factors include interpersonal relationship3 wor,, security, teaching and learning materials, and wor, variety. 1utherland !""*# mentioned some

21

of the internal factors that influence teachers -ob satisfaction to include= learning environment, teacher morale, wor, variety, materials to wor, with, inter personal relationship, high student achievement among others. For the purposes of this review factors such as interpersonal relationship, wor, security, teaching and learning materials, and wor, variety are discussed.

Interpersonal )elationship Interpersonal relationships are the elements that ma,e up the social and support networ, of employee within the contest of -ob satisfaction. These elements include social interaction with co@ wor,ers 1utherland, !""*#. Communication is an important aspect in creating an effective school climate communication is used to help people within the organi4ation, clarify their understanding of the organi4ation2s goals, ob-ectives, procedure and rules 1utherland, !""*, pF#M. &nadi, !""F# is also of the view that social interaction of wor,ers at wor, engenders a high sense of belonging among employees. The interaction may include conversation and communications among wor,ers. Through these they learn to trust and respect each other. :reater satisfaction is developed when they can share what they are doing and what goes on in their daily wor,. >or,ers who possess high social needs may retain their membership in wor, environment which responds to these needs. In a similar view, :ibson, 6.7.3 Ivancevich, 6.<. D 'onnelly, 6.( /000# noted that conversation and communication among teachers have the advantage of developing trust and respect among the teacher when they share their experiences in the classroom with their colleagues, they develop satisfaction.

22

The practice of professional teachers advocating for their right, rises from genuine conversation and it allows teachers to build up confidence and consider one another as diverse colleagues, instead of members of competing factors. These findings strengthen the argument that

organi4ation should engage in the integration of employees so as to create group cohesion among employees and departments within the organi4ation 7ambert et al /00!#. 7uthans !""+# postulates that, wor, groups characteri4ed by co@operation and understanding amongst their members influence the level of -ob, satisfaction or dissatisfaction when cohesion is evident within a wor, group. It usually leads to effectiveness within a group and the -ob becoming more en-oyable. (owever of the opposite situation exist and colleagues are difficult to wor, with this may have a negative impact on -ob satisfaction. The findings above indicate that the quality of the co@ wor,ers relationship will have a significant positive influence on the employees overall level of -ob satisfaction. O,umbe !""+# sees the importance of such relationships and remar,s= Nwor, has a social function in that the wor, in that the wor, environment provides the wor,ers with an opportunity to meet new people and ma,e friends. >or,ers spend most spend most of their wor,ing hours with their co@ wor,ers in their wor,ing placeM p.!+!"# when their colleagues are hostile3 such wor,ers are li,ely to absent themselves from wor, frequently because they are unhappy at wor,. Ereitner and Einic,i /00!# also observe that Npeople with high need for affiliation prefer to spend more time maintaining relationships3 -oining groups and wanting to be lovedM p./!$#. In :hana , .moa,o 5ssien /00/# investigated the level of -ob satisfaction of teachers in private basic schools and also to identify factors that contribute to their satisfaction. The population for the study embraced all teachers in the private basic schools in the .ccra <etropolitan of :reater .ccra region of :hana. . total sample of /+0 teachers !*0 basic school teachers and !*0 -unior
23

high school teachers# were used in the study. 'ata was collected using questionnaire. The analysis of data collected revealed that teachers in both public and private basic schools were high satisfied with the factors such as wor, environment, recognition and interpersonal relationship. (owever, teachers were not satisfaction with factors such as remuneration and benefit as well as opportunities for professional development. (ere interpersonal relationship had a positive effect on teacher -ob satisfaction. It could be a high predictor of teacher -ob satisfaction in special schools too. 1imilarly, 1utherland !""*# investigated teacher2s perception of the characteristics of good school climate. The study was a survey design which used a quantitative approach. .

questionnaire called the teacher perception scale was used. This was given to !;0 teachers in a school district in a suburban area in &etherlands. The study revealed that ma-ority teachers agreed to the characteristics of favourable school climate are present in their schools. 1utherland also found that at 0.; level of significance of area of teacher overall attitude toward the school3 +/ per cent agreed that they li,ed the school in which they wor,. In the area of trustworthiness of colleagues, 1utherland explained that GG per cent at the 0.; levels agreed that they trust the people with who they wor,. .t 0.; level of significance, +* per cent of the teacher agreed that they ,now a lot about the school in which they wor,. .lso ma-ority of the teachers agreed that they information about their school is shared and communication practices are accepted to them. F0 per cent of the teachers agreed to the statement, NI feel that I am part of the school in which I wor,M at the 0.; level of significance. The findings of the above study indicate that interpersonal relationship has an influence on teacher2s -ob satisfaction. The wor, itself

24

The nature of wor, performed by employees has a significant impact on their level of -ob satisfaction 7andy and Trumbo !"+"3 7uthan !""/3 <oorhead and :riffen, !""/#. .ccording to 7uthans !""/# employees derive satisfaction from wor, that is with status. >or,ing with children with disabilities could be very challenging when one considers the nature of wor, some of which have been discussed earlier on in the bac,ground of the study# done by teachers in special schools as far as children with disabilities are concerned. 1upporting this view, 7andy and Trumbo !"+0# state that wor, that is personally interesting to employees in li,ely to contribute to -ob satisfaction. 1imilarly s,ill variety has strong effect on -ob satisfaction implying that the greater the s,ills that employees are able to utili4e in their -obs the higher their satisfaction Ting !""F#.

.modt !"""# proves that -ob satisfaction is influenced by opportunities for challenges and growth as well as by the opportunity to accept responsibility. <entally challenging wor, that the individual can successfully accomplish, satisfying and that employees prefer -obs that provide them with opportunities to use their s,ills and abilities that offer a variety of tas,, freedom and feedbac, regarding performance, is valued by most employees 7arwood, !"+*#3 7uthans, !""/3 )obbins /00!#. )obbins /00!# argues that under conditions of moderate challenge, most employees will experience pleasure and satisfaction, in this situation the teacher will be more motivated as he or she is given opportunity to exercise his or her freedom and show his or her abilities 7oc,e, !"G+3 !+G# is it and Ford !"FG# study mentioned that, teaching wor,load could be a factor in determining teacher2s -ob satisfaction. In addition, previous achieving. 7ow income and minority students for more economically and educationally advantaged schools 7oeb, 'arling (ammond D 7u4a, /00;#. <ost of the children in special schools are low achievers and
25

therefore this could not be a good predictor of a teacher2s -ob satisfaction in special schools. 5wud4ie /00!# studied the type of attitude teachers have about the sub-ect Nlac, of -ob satisfactionM. This study revealed the followed as the concerns of teachers. 8oor pay teachers, inadequate tools and materials to wor, with3 wor,load, poor academic performance of pupils3 teachers face problems of large class si4e to wor, with and wor,ing conditions surrounding their -obs. 1ecurity 1ecurity at the wor,place include freedom fear of physical and psychological harm or anxiety or the need for freedom from threat3 that is the security for threatening events or surroundings :ibson, 6.7.3 Ivancevich, 6.<. D 'onnelly, 6.( /000# explain further that, physical harm is lin,ed to harm emanating from the wor, environment. For instance the infrastructure of a school contributes to the level of safety that the teachers and pupils en-oy. The infrastructure refers to the physical outloo, of the school made up of the general accommodation, classroom and furniture situation, the compound of school, offices and sanitation facilities .mu4u, !"""#. 7i,e &nadi, !""F#, Owens, /00!# considers safety as Nto be without fear of physical or

psychological harmM page $;*#. O,umbe, !""+# noted that the environment is important in satisfying some of the security needs of employees, he states that=@ N1ecurity needs relate to the desire for a peace, 1moothly run and stable environment wor,ers want some .ssurances that their security needs will be met.

26

1ecurity in a wor,ing environment ensures that wor,ers needs are met now and in the futureM page *;#. Therefore the nature of the environment would determine whether the teacher would be frustrated with his wor, or not. 'urham, /00G# led a research team to conduct a survey study. .dopting a quantitative approach with a simple of /!F out of $00 first and second year teachers in a small, urban school district at 'u,e with a population of $00, the study was to assess teacher2s perception on monitoring school climate and leadership of this group. The findings was that !*.+ per cent of teachers did not plan to return to their school, !! per cent did not plan to remain in the district and $0 per cent planned to remain in teaching for five years or less. Teachers were not satisfied with the climate that existed in the schools. 1ome of the areas mentioned were security, relationship with other teachers and lac, of resources. The suggestion was that teachers should be made to feel secured and be motivated through financial rewards. .nd also, they should be provided with tools and facilities to wor, with. )esources >hen employers are not able to provide employees with the entire requisite resources for the completion of a -ob, or the resources may be unreliable for the wor,er to perform the -ob this will lead to frustration especially when the employers expects the employee to complete the -ob in schedule in spite of the unavailability of some resources <aier, !"G! and &nadi, !""F#. . large@ scale conducted by the %1 'epartment of 5ducation !""$# showed that *$H of .merican teachers were strongly dissatisfied with the wor,load, the resources available to them,

27

the support received from school administrators and the procedures used to evaluate their wor,. 1tudies conducted by the Council for 5xceptional Children /000# cited by .glomasa /00+# indicated that both general and special education teachers report that they often lac, speciali4ed resources and materials for students with exceptional learning needs.

>or, variety <ailer, !"G!# and &nadi, !""F# explained that doing the same -ob routine creates monotony. This situation becomes prevalent when teachers are made to teach the same classes for a long time. In their view, the employee becomes frustrated doing the same wor, for a long time and may exhibit frustration through anger, aggression and absenteeism among others. <aier, !"G!# and &nadi, !""F# explain further that, the chain of monotony is bro,en when some amount of variety is introduced through changing of classes that teachers handle on a fairly regular basis. Challenging classes on the regular basis also help teachers ma,e maximum use of their s,ills and abilities. 1tempien and 7oeb /00/# comparing the satisfaction of teachers in general teachers of emotionally, behaviourally impaired students in special education and teachers and both groups of students. One hundred and sixteen teachers completed surveys and they were assigned into groups based on teaching assignments of general education, special education or both. Iuestionnaire included demographic questions, a -ob satisfaction scale, and a file satisfaction scale. .ll were ; points 7i,ert scale. The Brayfied@ )othe -ob satisfaction index@ 71I@ .# was used for the life satisfaction scale. The scales were not developed by the researchers but had been used as instrument in previous studies on life and -ob satisfaction. 1tatistical analysis includes two one@ way analyses of variance to determine difference in -ob
28

satisfaction life among each group of teachers. Individuals who teach student in special education programmes were found more dissatisfied then general education teachers or those who taught both general education and eventually or behaviourally improved students. .ssociated with dissatisfaction, was frustration coming within and outside the classroom as a result of poor students2 progress.

%nsuitable teaching materials, wor, monotony and excessive paper wor,. The younger less experienced special education teachers experience more difficulty. 8roblems they identified included wor,ing with students with a large variety of needs being emotional spent at the end of the school days with little available time for planning and preparation. Other studies show teachers of students with emotional and behavioural disabilities as being more dissatisfied and more li,ely to leave the profession. 5xternal factors in 6ob 1atisfaction 1everal researchers have attempted to determine -ob satisfaction in connection with external factors. For example, Barry !""+# and 1hala,a, /00*# mentioned the following external factors as an indication of -ob satisfaction= growth, money, wor, recognition, promotion and advancement. Over the last decade, many studies have attempted to identify factors affecting the -ob satisfaction of teachers. 1ome of the external factors that have been found to contribute to -ob satisfaction among teachers are= promotion, salary and financial rewards, growth. .dditional factors include achievement and society recognition .lgbari, /00/3 .loana4i, /00/, .loyabli, /00/#. These factors among others will help determine the satisfaction of teachers in special schools.
29

7oc,e, !"FG# cited in 1empane, )ieger and )oodt /00/# presented a summary of -ob dimensions that have established to contribute to employees -ob associated with -ob satisfaction. The particular dimensions represent characteristics associated with -ob satisfaction. The dimension included pay, promotions, recognition, wor,ing conditions and benefits. This postulated to influence employees opinion of how interesting the wor, is how routine, how they are doing and in general, how much they en-oy doing it. <cCormic, D IIgen, !"+;# a comprehensive assessment of the above listed factors could give an indication of -ob satisfaction, explaining -ob satisfaction. To him -ob satisfaction is a higher when the -ob has more positive characteristics such as adequate pay and benefits, recognitions among others. . study of the Nchanging role of secondary principalM surveyed by Baughman, !""G# examines demographic and other related factors that may affect -ob satisfaction in secondary school teachers. 1ub-ects included $FG secondary school teachers from /*0 school districts in &ew Lor, 1tates. Three different instruments designed to measure -ob satisfaction were combined and given to participants of this study. Teachers2 6ob 1atisfaction questionnaire Organi4ation (ealth Inventory and the Organi4ation Climate 'escriptive Iuestionnaire )evised 1econdary were the measure included in the study. 1ome of the findings revealed that promotion, salary and status were all significantly related to -ob satisfaction. Opo,u, /00$# studied the causes of -ob satisfaction among basic level teachers after the 5ducation )eforms at .hafo @ .mo &orth 'istrict of .shanti to found out there was a -ob descriptive survey for the study with a sample of +0 teachers out of a population of !;0 teachers concerns were3 recognition from the society, higher remunerations, money rewards, adequate fringe benefits, higher prestige. Based on the results of the studies are all predictors of -ob satisfaction some of the recommendation were that salaries of teachers should be raised to
30

appreciable levels to help them meet their financial obligations. Fringe benefits and service conditions for teachers should be positively reconsidered to raise their social status.

Compensation Compensation has been identified as a fundamental variable in the study of -ob satisfaction <iller, !"+;, Barrie, !""!, 7ambert, (ogan, Barton, /00!#. Fringe benefits and salary among others can be brought under the term compensation, which is termed by &nadi !""F# as N5mployee CompensationM. This includes wages or salary, incentives over time, paid time for holidays, social security, benefits and food services salary and fringe benefits needed for this study and will therefore be discussed below. 1alary )ecent studies have generally shown a positive relationship between pay and -ob satisfaction Bame, !""!3 &nadi, !""F, Opo,u, /00$#. 1alaries not only assist people to attain their basic need but are instrumental in satisfying the higher level needs of the people 7uthans, !""+#. &nadi, !""F# noted that money can be a source of -ob satisfaction. The degree of its influence varies from one individual to another. The influence of money as a source of -ob satisfaction has been found with individuals at higher occupational levels. >hen an employee feels underpaid, compared with other employees in the same -ob category, this lead to dissatisfaction. Continuing that if the employee refuses to -oin another establishment, although receiving no increase in

31

salary, wor, output would be lowered. .lso employee will steal from his employers to ma,e up for what he9she has not received by way of remuneration. Bame, !""!# supports &nadi, !""F# view by stating that, N.n adequate salary was one of the factor which made teachers leaving the teaching professionM. these ideas are collaborated by Ereitner and Einic,i /00!# as they re@echo &nadi that Na good reward system should attract talented people and motivate and satisfy them once they have -oined the organi4ations. 7ambert, (ogan, and Barton /00!# found financial reward to have significant impact on -ob sociali4ed in society where money, benefits and security are general sought after and are often used to gauge the importance or worth of person. Thus the greater the financial reward, the less worry employees have concerning their financial state, thereby enhancing their impression of their self@ worth to the organi4ation. In a similar view :oodman !"F*# cited in >exley !"FF# stated the degree of satisfaction with pay depended on employees needs and values. If employees2 salary is sufficient to provide for his own and family2s needs, he or she will be more satisfied then if their pay is less than necessary to ensure an adequate standard of living. The situation is different in special schools because they do not organi4e extra classes for their student2s disabilities. Therefore, salary could be a higher predictor of their -ob satisfaction. 1upporting the view of 7ambert, et al /00!# and :oodman !"F*#, cited in >exley !"FF#, value money and material possession than people who do not. Teachers in the basic regular schools earn extra income from extra classes to supplement their salaries. But the situation is different in special schools because they do not organi4e extra classes for their students with disabilities. The salary could be a higher predictor of their -ob satisfaction.

32

Boateng2s /00!# exploration study the casual factor of teachers -ob satisfaction with their -ob and what can be done to retain them in the profession. The main research instrument used was questionnaire to elicit answers to five questions on why teachers are leaving the field at an alarming rate. One hundred !00# teachers from the .ccra <etropolis form the sample for the study. . sample percentage description was used in analysing the responses. The main findings were= teachers are generally dissatisfied with their -ob. Teacher2s satisfaction levels vary with gender level of teaching academic and profession are leaving it for other lucrative -obs. 7ow salary rates high on the list of predictors of teachers2 -ob dissatisfaction. .gain teachers were not happy about the fringe benefits attached to their -obs.

In view of these findings, recommendations made include3 teachers2 present condition of service should be improved, teachers li,e their counterparts in other professions have to be given good conditions and service li,e housing, loans, car loans, bungalows who are leaving and to attract brilliant senior high school graduates into college of education. <embers in professions should be given -ob security. (ealth Insurance 1cheme should be established and should be made compulsory for every teacher. In@ service training should be intensified to boost the professional competences if teachers. . similar study was conducted in Lendi district of &orthern region in :hana by .bdul <aseed /00;#. This author investigated the cause of -ob dissatisfaction among basic school teachers using the survey design and quantitative approach. !+0 teachers were randomly selected out of ;"+ basic schools. .mong the findings were the following= inadequate tools and materials for teachers to wor, with. 8oor salaries of teachers were found to be one of the main factors

33

affecting teachers2 dissatisfaction. 1uggestions made include, exhibition of a high sense of professionalism and attract published sympathy to induce government to give the necessary recognition to teachers. 1alary fringe benefit run through the two researches conducted in :hana. This indicates how teachers in :hana place more importance to salary. .s such, salary can be described as an important determinant of -ob satisfaction of a :hanaian teacher.

Fringe Benefit Fringe benefit also generates employee satisfaction and dissatisfaction. 1ome of such benefits are medical report, sic, leave, plans for pension, time@off to respond to personal matters product or services offered at reduced cost by the employer and paid holidays. The level of fringe benefit an employee get may determine his level of satisfaction3. (e or she is li,ely to be satisfied if the fringe benefits are those that he value as important and indispensable &nadi, !""F#. 5mployee2s benefits are very vital to -ob satisfaction because according to &nadi !""F, this benefit can help develop a stable and productive wor, force page /F#. 1nell and Bateman !"""# also noted that reward system can serve the strategic purpose of attracting3 motivating and attracting people page $;!#. 8romotion 8romotion provides opportunities for person2s growth, increase responsibility and increase social status )obbins, /00!#. 5mployee2s opportunities are also li,ely to exert an influence on -ob 7andy, !"+03 7arwood, !"+*3 <oorehead and :riffen, !""/3 Kecchio, !"++#. !"+;# emphasi4ed that satisfaction with promotional opportunities will

satisfaction

<cCormic and IIgen

34

depend on a number of factors including the probability that employees will be promoted as well as the basis and the fairness of such promotion. 8romotion in the teaching service in :hana is not based on hard wor, but rather number of years in the service. In the teaching profession, a teaching is promoted from his ran, to the next through an interview conducted by the :hana 5ducation 1ervice. .n invitation to such interviews depends on the number of years one has being on the previous ran,. For instance a teacher with the ran, of assistant superintendent would have to wait for three to four years before attending an interview for promotion to the next ran,. (owever teachers with the ran, of superintendent en-oy an automatic promotion to senior superintendent after three to four years. Opportunities for promotion to have significant positive correlation with -ob satisfaction Tolbert and <oen !""+#, in study conducted by 6ayarantne and Chess !"";# cited in 1taudt !""F#. It was reveal that the opportunity for promotion was found to be the best and only predictor of -ob satisfaction in child welfare, community mental health and family services agency. 7uthans !""/# further maintains that promotion may ta,e a variety of different forms and generally accompanied by different rewards. 8romotional opportunities therefore have different effects of -ob satisfaction and it is essential that this be ta,en into account in cases where promotion policies are designed to enhance employees2 satisfaction. .ntwi !""/# posits that promotion is one way to increase teacher2s -ob satisfaction and promotion means an increase in pay. (e stated further that promotion helps to raise the morale of teachers and motivate them to wor, harder in their -ob and lac, of promotion leads to low morale and may result in frustration, resignation or departure from the teaching profession. >ith similar view, 8athens !"G0# assert that individuals who are not been promoted but they feel that they are qualified for promotion will experience -ob dissatisfaction, leading to deterioration in
35

the individual2s organisation productivity. In a recent study by .glomasa /00+# on teacher attrition in 1pecial 1chools, the researcher wanted to find out about the opportunity for teacher development in the 1pecial 1chools. The method was a survey design, and structured questionnaire was used to collect data researchers scale measured whether teacher J2agreed or disagreed J2 with items such as J2 I had regular promotion, I had opportunity for in@service training and I had opportunity to further of the respondents had my education.22 The finding was that ma-ority of the respondents had irregular promotion and irregular in@service training. One the other hand ma-ority agreed that they had opportunity for further studies. (owever, whether negatively or positively related, promotion is one of the sources of -ob satisfaction of teachers. .dvancement .dvancement in this context means opportunity to pursue high education. Blac,, (ayden and Thompson !""*# cited by .glomasa /00+# noted that the practice of teachers and

administrators to see, graduate and post graduate study courses leading to higher qualification has been an establishment pattern for professional advancement. Cambell !""F# observed that overtime the ,nowledge and s,ills of staff members are sub-ected to deterioration whilst new development in educational thin,ing render their s,ills out dated and inefficient. 1par,s and )ichardson, !""F# cited by 1teyn /00*# are of the view that educators will not change the way they teach unless they learn new ways to teach the need for advancement. :erstein, Eeating Lovanof and (arniss /00!# conducted a study in urban system. They use a scale that measures J2 satisfaction with items such as opportunity to learn many techniques and new strategies, opportunities for professional advancement and promotion22 ;;; @;;G# the finding was that more than those surveyed did not feel there were many opportunities to learn

36

new techniques and strategies in their district and therefore considered learning. :erstein D (arniss discovered from the study that professional advancement had an indirect effect on teachers2 intend to leave and indirect influence on their commitment to the profession.

In a similar study >illiment /00$# discovered in his study that lac, of opportunity for career advancement could push more highly s,illed educators from the teaching profession. (e added that a higher percentage of educators also obtain at least a higher diploma or first degree and who were unhappy about lac, of opportunity for career advancement in education s,ills +0H# and with few s,ills in diploma F0H# considered leaving their profession. (owever .glomasa /00+# recent study on teacher attrition in 1pecial 1chools in :hana revealed that teachers had opportunities for further education. The researcher2s s,ill measured. J2 I had the opportunity to further my education.22 This finding confirms .vo,e et al !"""# study findings also reveal that $0H F;H# of 1pecial education student they used in their study indicated that they left 1pecial 1chools for further studies. In :hana, to maintain teachers in the classroom for academic wor, to go on, a quota system has been introduced by the government where certain numbers of teachers are given study leave with pay in every region. 1tatus 1tatus can be referred to as the prestige or low regard that accompanies one office or position or -ob. 1tatus is one of the reasons why people ta,e a certain -ob so as to be recogni4ed in the society. It was reported in .merica in !"+0 that factors that greatly influence -ob satisfaction of teachers includes general public criticism which is function of the status acquire in the society. 8ersons who en-oy high status according to Baron, Byrne, Eantowit4 !"+0# do usually register
37

greater satisfaction with their wor, than low status wor,ers. It is also explicit that a high degree of satisfaction is reported when wor,er feel that they are being treated fairly as compared to others.

1eidu /00G# conducted a research on the impact of -ob satisfaction on Teacher 5ffectiveness in >est :on-a 'istrict to find out whether teacher derived satisfaction from their -ob, and whether this satisfaction has any impact on the effectiveness on the motivating factors that help to improve -ob satisfaction. The researcher adopted the survey method which is quantitative in nature. . sample if !00 teachers were drawn out of a target population of /// trained teachers for both Basic and 1enior (igh 1chools district of the study. The author used questionnaires and some unstructured interviews to collect data for his analysis. The ma-or findings were that teachers do not en-oy the same the social status as doctors, lawyers -ust to mention a few. It was also found out that there is low wor,er morale in teaching, and that ma-ority of teachers are not prepared to stay in the teaching profession till retirement. 1ome of the recommendations made were that conditions of services of teachers should be improved so as to raise their status. The morale of teachers can be boosted when there is a quality relationship among teachers3 leadership of :hana 5ducation 1ervice and all organs which matter in addition. Better salary, better infrastructure and advancement should be en-oyed by teacher. 7eadership Iualities of (eads that Contribute to Teachers2 6ob 1atisfaction The quality of leadership in an institution would influence the satisfaction that wor,ers would derive from their wor,. There are many and varied definition to the concept of leadership as noted by 1togdill !"F*#, Owen /00!# posit that leadership is not something that goes to people
38

nor a manner of behaving towards people3 it is wor,ing with and through other people to achieve organisational goal page /$"#. &nadi !""F# states that J2 leadership refers to the interpersonal process by which a supervisor tries to influence employees to perform their wor, page !/#. Burns !""F# is of the that Jleadership over human beings is exercised when persons with certain purpose mobili4e in competition or in conflict with others, institutional, political, psychological and other resources so as to arouse and satisfy motives of flowers. Ereitner and Einic,i /00!# noted that some researcher2s defined leadership in terms of personality and physical traits, while others believe leadership is represented by a set of prescribed behaviours in contrast3 other researchers believe that leadership is a temporary role that can be filled by anyone. There is a common trend however, among the different definition of leadership. The common trend is social influence p. ;;!#. The -udgement that could be drawn from the above comment of Ereitner and Einic,i /00!# on the different definitions of leadership is that, leader is a process of social influence of subordinates to voluntarily wor, towards the achievement of organisational goals. .ll the above definitions have similar focus and would therefore meet the purpose of this discussion. .ccording to Owen /00!#, the above definitions on leader are considered as a group function3 it see,s to influence the behaviour of other people. 8eter and .ustin !"+;# also gave a very distinct description of leadership when they describe leadership as3 vision, cheerleading, enthusiasm, love, trust, very passion, obsession, consistency the use of symbols, paying attention as illustrated by the content of one2s calendar3 out and out drama and the management thereof# creating heroes at all levels, coaching effectively, wandering around and numerous other things. 7eadership must be present at all level of the organi4ation. .ccording to 8eters .ustin !"+;# it depends on a million little things add up to

39

nothing with obsession, consistency, and care but all those million little things add up to nothing if the trust, vision and basic are not there p.;@G#. This description shows that leadership clearly does not involve only the using of power and exercising authority. )ather, 7eadership is also concerned with inspiring, motivating, monitoring and coaching of wor,er. <oreover, Team building, creation of cohesion and resolution of conflicts are the responsibility of leaders to ma,e others feel to remain on -obs. In addition to the above, leaders have responsibilities of building a culture and creating positive change in the organi4ation. 5ffective leaders &nadi, !""F# develop the common vision and strategic plan of an organi4ation or a school and trying to get employees to rally around a common goal. It is the duty of the organi4ation and display satisfaction or -oy to such contributions. &nadi !""F# present some qualities of good leadership are#= self@motivation of leaders, adaptability to change, solicits, input from others, goal oriented, and strives for excellence, wor, well with people, preservers, delegate2s responsibilities, reposes confidence in their capabilities and wor, hard. Ereitner and Einic,i /00!# in similar view quoted Cohin 8owell, the former chairman of the 6oints Chiefs of 1taff and >hite (ouse &ational 1ecurity advisor of the %1. on his opinion of the qualities that an effective leader of the /!st Century must possess. 7eadership will always require people who have a vision of where they wish to ta,e the NledM 7eadership will always require people who are able to organi4e the effort of others to accomplish the ob-ective that flow from the vision. .nd leadership will always put a demand on leaders to pic, the right people leadership also requires motivating people and that means pushing the vision down to every level of the organi4ation p.;;G#. These leadership qualities can lead to the success of the organi4ation. On the other hand, leadership that pays attention to wor, performance to the neglect of wor,ers well@being inhibits -ob performance Eotter, !""G#
40

Fullan, !""!=G+# noted that climate of a school and the leadership qualities of the following as school leadership qualities. Facilities the development of a shared vision, related conditions, resolve problem and manage a process to achieve the vision. %nder central economic and social issues and anticipate their impact on education and schools. 'evelops a school culture conducive to learning Facilitate parent involvement

'ecision ma,ing Teachers2 involvement in decision ma,ing could depend on the heads relationship with teachers. .nd decision ma,ing by teachers on matters that affect their -ob and can influence teacher -ob satisfaction. Chieffo !""!# maintains that supervisions, who allow their employees to participate in the decision that affect their own -ob will in doing so will stimulate higher level of employees satisfaction. This can promote higher performance on the -ob. In similar outcome, <iller !"+;# reported a significant relationship between -ob satisfaction and rate of verb participation and school decision ma,ing were li,ely to present both high and low levels of -ob satisfaction than teacher of less, participation. Chen !""$# observed that in an environment with intimacy3 strong

41

ideology of the organi4ation, and shared participation the teacher experienced by higher -ob satisfaction and increased productivity.

1upervision 1upervision is a process of bringing about improvement in an institution by wor,ing with people who wor, with student. It is a process of stimulating growth, and a means of helping teachers to help them. In government schools in :hana, internal supervision is normally done by heads of institutions or their assistants or inspectors from :hana 5ducation 1ervice. Conley, 13 Bacharach, 13 D Baurev, 1. !"+"#. illustrate that there are two aspects of supervision3 positive and negative ides a climate in which people have a sense of wor,ing for themselves. .ccording to these researchers, applying positive supervision, supervisors shows appreciation for teachers2 activity and solicits inputs from teachers. >hen applying negative supervision, supervisors maintain a negative critical alienation towards teachers. <yers /00!# reports that, effective supervision is necessary for -ob satisfaction, it provides a climate in which people have a sense of wor,ing for themselves. )esearch indicates that individuals are li,ely to have a high level of -ob satisfaction if supervisors provide them with support and co@operation in completing their tas, and appreciating the efforts of wor,ers Ting, !""F#. 1imilar results were reported by Bilingsley and Cross !""/# as well as management supervision is a significant predictor of -ob satisfaction. The above findings are collaborated by 1toudt !""+# research based on social wor,ers in which it was found that respondents who

42

reported satisfaction with supervision will also more li,ely to be satisfied with their -obs in general. )esearchers Enoll, !"+F, 8feiffer and 'unlop !"+/3 )etting, /000# have written extensively about the importance of supervision in schools. Their research indicates that supervisory activities foster motivation, inspiration and trust thus help to improve teaching performance. Bame !""!# found in the study in :hana that, teachers attach more importance to their relationship with supervisors and that teachers consider it as a high priority for determining -ob satisfaction. Furthermore, teachers have mixed feelings and attitudes towards the supervisory activities of the :hana 5ducation 1ervice officials even though teachers, , have often had cause to worry about the tendency of supervisors and inspectors often trying to find faults with wor, of teachers and ma,ing unfair criticisms. Teachers according to Bame, !""!# are rather of the opinion that such inspection should aim at nothing deficiencies in the wor, of teacher and the need for inspectors and supervisors to offer teachers with practical ideas, innovations and useful suggestions that could enhance their performance. The researcher has observed that when teachers2 efforts are not appreciated, they relax in performing their -ob. They concluded that no matter how hard they try, their superiors would not appreciate their effort. >hen this happens, the children rather suffer3 1upervisors should really ta,e a second loo, in their supervisor2s strategies. .gbady, /00/# conducted survey research with quantitative approach to find out the extent of teacher -ob satisfaction in the .wutu 5futu 1enya 'istrict in four circuit with a population of $$!. 1amples of !/0 teachers were used for the study using questionnaire to gather data. One of the main findings was that teachers are castrated by their superior officer Teachers2 dissatisfaction could be due to the superiors2 and this can affect the performance of researchers at
43

.wutu 5futu 1enya 'istrict. The above discussion indicated that teachers attach more importance to their superior supervision and therefore this could be an important determinant of -ob satisfaction.

5ffects of -ob 1atisfaction 6ob satisfaction in 1pector2s !""F# view has been the most frequent investigated variables effecting -ob performance and organi4ational effectiveness in human resources and organi4ational behaviour in human resources and organi4ational management. 6ob satisfaction can be an important policy issue since it is closely associated with teacher wor, attitude and performance that ultimately affect student learning Ostroff, !""/#. 1pecially, teacher2s -ob satisfaction may influence the quality of instructional practice. >eiten !"+G# posits that -ob satisfaction is one happiness and contentment with a particular occupational position. 5ven though it may sound worrying it is significant to note that issue of -ob satisfaction could evo,e health implications. This has explained that the satisfaction associated with wor, can spill over with great impact into virtually any area of our lives. 6ob satisfaction could be changing to health.

8ositive 5ffects 6ob satisfaction promotes certain behaviours among wor,ers. >or,ers who are satisfied with their -ob exhibit positive behaviours. :ibson et al3 /000# termed these as citi4enship behaviour. These include= showing untrained colleagues how to complete a hobs helping a fellow wor,er to
44

complete a hob when he is not feeling well, ma,ing positive moments in the community about the organi4ation wor,ing extra hard to deliver, and not complaining when management doesn2t provide resources as promised. Other positive consequences are= commitment and high

productivity. One of the positive impacts of -ob satisfaction is commitment, :ibson et al /000# assert that wor,ers remain wholly commitment to their -obs and ensure the reali4ation goals even in the absence of their colleagues. Therefore, they have such unsha,able affinity for their wor,. Contributing to the consequences of -ob satisfaction, Bame !""!# added that, the teacher -ob satisfaction is positively related to the degree of commitment to their wor,. Teachers who are satisfied psychologically with teaching are also found to play a vital role in their self@image. )ue and Byars !"+G# study reveals that individuals satisfaction leads to commitments. In other words, teachers who are satisfied with their -ob and other related factors are li,ely to be dedicated to their wor,. Fresco, Efir and &assar !""+0 conducted an empherical investigation made of a model for predicting commitment to teaching as measured by the extent to which teachers expressed unwillingness to change careers. 8redictor2s variable included personal

variables as well as -ob related factors. 'ata are reported from !F; teachers who had completed their pre O service training at an Israel teachers college over the ten years period. )esults indicated only -ob satisfaction could directly commitment. Other factors such as professional, self@image, abilities, gender -ob advancement, and pupil grade level were directly related generally through their relationship with satisfaction. &egative 5ffects >or,ers who are not satisfied with their wor, exhibit negative behaviours such as quitting schools, health implication, poor -ob performance and absenteeism among others. :ibson, 6.7.3 Ivancevich, 6.<. D 'onnelly, 6.(. /00!#. . health implication has a negative consequence of
45

-ob satisfaction. :ibson et al /000# noted that when wor,ers are not satisfied with hob wor,, the consequences are often undesirable. 6ob dissatisfaction brings about stress which contains dire health implications. This opinion is shared by &nadi !""F#. (e stipulated that

dissatisfaction can lead to teacher -ob stress and serious health implications. <orrhead and :riffen !"+G# observed that when people are dissatisfied with their -ob they are more li,ely to call in sic, when they really feel fine and may even leave the organi4ation for more attractive -obs elsewhere. Conversely, when employees are satisfied they come to wor, regularly and are less li,ely to see, other employment. .ccording to Bame !""!#, teachers who are dissatisfied are also li,ely to transmit negative attitudes and values about the teaching to the pupils they teach. This attitude seems to have the potential of ,illing the teaching profession is future, since the future teacher are tuned away from the profession by the advice offered by their dissatisfied teachers. This author went on to state that, if these young ones should become teachers in future at all, negative values and attitudes deeply ingrained in them might -eopardi4e their commitment to the profession. They may also transmit the same negative attitudes to their prospective pupil, thereby, creating a vicious cycle of disli,e for the teaching profession. 'issatisfied teachers may often absent themselves from school. Field and Croc,ett !"";# to substantive this point3 they gave the following psychological basis for the relationship between dissatisfaction, absence and drop out of school. They postulated that in general, organisms tend to avoid situations that are punishing to them and tend to be attracted to situations that are regarding to them. Bame !""!# relying on the views of Bray, Field and Croc,ett, !";;# indicated that the situation of dissatisfied wor,ers is caparable to one that is punishing them. .s such, they would attempt to shun it, thereby absenting them from wor, deserting, teaching completely. Furthermore, the moral of the teacher would determine the rate
46

of attendance to school. 'issatisfied teachers may often absent themselves from school and that teacher2s dissatisfaction can be critical problem for schools, other teachers and students even when it does not lead them to exit Bray O Field !"";#. Teacher -ob satisfaction and teacher -ob stress= school si4e, age and teaching experience= by :reen O)esse, 6ohnson and Compbell !""!# examined the variable named above in a specific teaching population. 1econdary physical education teachers from Florida and :eorgia were given questionnaires designed to assess their -ob satisfaction. . total of //" surveys were returned and included in analysis. :reen O)esse, 6ohnson and Compbell !""!# found that -obs dissatisfaction was a main contributing factor to stress. .ge of the teacher and years of teacher and of teaching experience were not significantly related to increase -ob stress or to varying levels of -ob satisfaction. Chaplain !"";# examined different variables that affect -ob satisfaction and -ob stress. . total of /GF sub-ects from, the 5astern and &orthern regions of 5ngland participated in the study. . random sample consisting of $; of the returned survey were used to conduct interviews with some of the participants. . stress scale, -ob satisfaction scale and biographical information that were included in the questionnaire pac,ets. In regards to years of teaching experiences and -ob stressors teacher with less

experiences were found to be experiencing a significantly greater amount of -ob stress than others. The relationship between -ob stress and -ob satisfaction was found to be significant with greater -ob dissatisfaction resulting in -ob stress.

47

Summary of '$terature Re%$e, 6ob satisfaction is accepted by researchers as an educational problem worldwide. The literature has highlighted on some variables that affected teachers2 -ob satisfaction. For example, demographic factors, school climate, external factors, the quality of leadership and -ob satisfaction. >hen the factors affecting the -ob satisfaction of a teacher in special school are identified, it can serve as a guide to improve teacher performance and also be a valuable addition to existing literature t 7an4o, /00$, Bame, !""!3 and Boateng, /00!#

48

CHAPTER THREE -ETHODO'O34 Introduct$on This chapter deals with the research design, population sampling techniques, instrumentation, validity and reliability procedure for data collection, and data analysis. Re"earch De"$gn This research was a descriptive survey with the focus on exploring -ob satisfaction of teachers in special schools in &orth .,wapem 'istrict of the 5astern )egion of :hana. Orland and 7aw /00/# have described a survey as a method of gathering data from respondents thought to be representative of some population using an instrument composed of closed structure or open@ ended items questions#. Best and Ehan !"";# also noted that survey data may be gathered from the entire population or from a carefully selected sample from the total population. The descriptive survey was considered appropriate for conducting this study3 since it was to explore how things are currently, -ob satisfaction among in some selected schools could lead the researcher to unearth the phenomenon on the ground regarding 6ob 1atisfaction and teacher retention in schools. In the view of Crewswell /00$# information gathered from survey studies can be meaningful or useful in diagnosing or exploring phenomenon by gathering, recording, analysing, describing and interpreting results according to how things exist. It involves some
49

types of comparison of respondent2s views and attempting to discover relationships between existing variables. Fraen,el and >allen /000# in spite of the importance of using descriptive surveys have however pointed out some difficulties associated with its use. 1uch difficulties include the danger of playing into private affairs of respondents and therefore, the li,elihood of generating unreliable response and difficulty in assessing the clarity and precision of questions that elicit the desire response. >hat has been suggested to overcome this problem is assuring respondents of treating their responses confidentially <axwell, /00;#.

Po!u at$on The population consisted of !;0 teachers teaching in these selected schools= .du,rom %nit 1chool for the <entally (andicapped, 'emonstration 1chool for the 'eaf and .,ropong 1chool for the Blind.

Sam! e (undred !00# respondents were selected for the study out of the total population of One (undred !00# from the following schools= .du,rom %nit 1chool for the <entally (andicapped, 'emonstration 1chool for the 'eaf at <ampong and .,ropong 1chool for the Blind at .,ropong .,uapem. Teachers were selected for the study because the issue of -ob satisfaction concerned them and they would be more willing to give appropriate information on that. The distribution of respondents is shown in the tables.
50

Tab e 50 D$"tr$but$on of re"!ondent" accord$ng to "choo " Name of "choo !. .du,rom %nit 1chool for the <entally (andicapped /. 'emonstration 1chool for the 'eaf, <ampong $. .,ropong 1chool for the Blind Tota 67 89 5:: -a e !F +ema e + Tota /;

/0

!F

$F

/0

!+

$+

Table ! shows the sample distribution of respondents according to schools. .ll schools had different sample distribution in terms of numbers. .du,rom %nit 1chool for the <entally (andicapped out of /; teachers, !F were males and + were females while 'emonstration 1chool for the 'eaf $F teachers were males and !F were females. .,ropong 1chool for the Blind had a total of $+ teachers which comprised /0 males and !+ females. 'istribution of sample in terms of age is shown in the table.

51

Tab e ;0 Teacher Demogra!h$c Character$"t$c" by 3ender Se/ Female <ale Tota Number *$ ;F 5:: Percentage <=> *$.0 ;F.0 5::

Table / shows the demographic characteristics of respondents by gender. *$ representing *$.0 were females while ;F representing ;F.0 were males. The highest percentage by gender was males. Tab e 90 Teacher Demogra!h$c Character$"t$c" by Age Age /!@ $0 $!@ *0 *!@ ;0 ;!@ G0 Tota Number * $+ $G // 5:: Percentage <=> *.* */.$ *0.0 !$.$ 5::

Table $ shows the age range of the teachers involved in the study. *.*H of the teachers were between the ages of /!@ $0 years while $+@ */.$H were between the ages of /!@ *0 years. Thirty@ six representing *0H were between */@ ;0 years while !/@ !$.$H was between ;!@ G0 years. This shows that ma-ority of the teachers are between ages *!@ G0 are getting nearer their pension time. This means that there could be teacher shortage if nothing is done to encourage young and vibrant teachers into procession. Tab e 80 Teacher Demogra!h$c Profe""$on ? &ua $f$cat$on &ua $f$cat$on 8h' <.. Number @ !
52

Percentage 0.0 !.!

<sc <.5d <.8hil B.5d 'iploma 1pecialist Cert. N.M Tota

! ! ! +* / * G 5::

!.! !.! !.! +/./ /./ *.* G.F 5::

Table * above describes the demographic characteristics of respondents by professional2s qualification. Table * indicates that G representing G.FH of the respondents had teacher Certificate N.M while * representing *.*H held specialist certificate. <a-ority of the respondents that is, F* representing +/./ had degrees, while * that is *.*H held <aster2s 'egree. &one of the respondents had a doctorate degree. This means that most teachers in 1pecial 1chools are qualified special education teachers.

Sam! $ng Techn$@ue )andom sampling technique involving purposive sampling technique was used in selecting the teachers. This was used because the focus of the study was on only trained special teachers to select hundred teachers for the study. The staff list of each of the schools was obtained. The names of the teachers were written on the pieces of papers3 folder and put in a box. The researcher pic,ed the pieces of paper one after the other and any name that was pic,ed automatically formed part of the research which was here because the researcher wanted the sample method to be free from bias and pre-udice 1idhu, /00/#.

53

Re"earch In"trument The instrument used to collect data for this study was a questionnaire. . questionnaire is that form of inquiry which contains a systematically compiled and organi4ed series of questions that are to be sent to targeted samples for analysis 1idhu, /00/#. The questionnaire was made up of /; close@ ended items involving a 7i,ert@ type scales ranging from strong agree 1.# P ;, agree .# P *, %ncertain %# P $ strong disagree 1'# P / and disagree P !. The li,ert type scale has been found to be a popular, easy to construct administer, and score Borg and :all, !"+$#. The li,ert scale according to Taylor and (ealth !""G# has become one of the dominant methods of measuring social and political issues. The researcher therefore, adopted it because 7i,ert scales help in determining values as well as views, attitudes, and experiences of respondents. If a 7i,ert scale is used, it may be possible to report percentage responses by combining the two outside categories Best and Ehan, !"";3 p. /*#. The questionnaire had two parts namely, . and B and questionnaire found out the demographic variables such as age gender, years of teaching experience, professional qualification of the respondents. 1ection B of the questionnaire comprised five parts which was developed on the main themes mentioned in the research questions. This first part of section B consisted of four items, these items sampled the views of teachers on demographic factors that are li,ely to affect -ob satisfaction in special schools. The second part comprised five items and sought to find the views of the respondents on the external factors that teacher2s -ob satisfaction. This fourth part consisted of items which south to find out whether leadership qualities of heads have significant relationship with teachers -ob satisfactions in special schools. The final part made up of five items was to sample the effects of -ob satisfaction in special schools.

54

*a $d$ty and Re $ab$ $ty The pre@ testing of the instrument was underta,er at the .,ropong 1chool for the Blind. 'uring the pilot testing !0 teachers were supplied with draft copies of the questionnaires. The researcher then then had session with the respondents were told to discuss verbally with the researcher any ambiguity and incoherencies or doubt that may be experienced about any aspect of the draft questionnaire. There after the respondents were given the time to provide answers to the draft questionnaire and return them to the researcher. .fter the pilot testing responses were scored, coded and listed using 1tatistical 8ac,age for the 1ocial 1ciences 1811# 1oftware. Procedure for Data Co ect$on .n introductory letter was collected from the (ead of 1pecial 5ducation 'epartment to see, permission from teachers involved in the study in the selected schools. The aim was to establish a close relationship with them and also inform them about their intention in the studies agreed on the reasons given for the collection of data, the dates and the time when they were contacted.

.ccording to Creswell /00;# gaining access involved obtaining permission to sites and individuals. Iuestionnaire was administered by the researcher and this made it possible to explain the procedure for the responding to the questionnaire. .rrangement was made with some teachers in the sampled schools to see the collection of the completed questionnaire. This arrangement was done to ma,e the collection easier. )espondents were given two wee,s to response to the questionnaire which they did. !00 questionnaires administered to !00 respondents. There was a high rate of the instrument that "0H "0 questionnaires were retrieved#.

55

Data Ana y"$" For questionnaire data, the descriptive statistical methods by the collected data were analysed using the 1tatistical 8ac,age for 1ocial 1cience 1811#.The use of software on the computer, version G.0# To aid easy and quic, interpretation of data, tables were used for the summary3 complete questionnaires were given several numbers for easy identification. In addition, all the responses to the items and sub@ items were scored to ma,e them possible to be fed into 1811 spread sheet for analysis.

CHAPTER +OUR ANA'4SIS O+ RESU'TS AND DISCUSSION O+ +INDIN3S Introduct$on This chapter deals with the results and findings of the study. . questionnaire in the form of a 7i,ert@ scale type was designed that required respondents to respond to a series of statements based on the ,ey themes raised in the research findings. The items were built in a five point ranges strongly agree 1.# agree .# %ndecided %#, 'isagree '# and strongly disagree 1'#. The items were designed to find out the respondents opinion about -ob satisfaction and how it
56

influences teacher retention in special education. The questionnaire items were /; and were designed on a multi@ dimensional basis reflecting ,ey items motion or ran,ing after training3 level of -ob satisfaction, school resources and school conditions. 'ata collected were analysed using the descriptive statistics which allowed the researcher to ma,e inferences to the population studied.

RESU'TS Re"earch &ue"t$on" 50 )hat are the factor" that $nf uence teacher." #ob "at$"fact$on $n the "e ected "choo "A To answer this research question, responses to questionnaire items number !@F was used. Table * shows the responses to the items.

Tab e 6B Re"!on"e" to $tem" 517 by re"!ondent" for re"earch @ue"t$on 50 1tatement !. 1pecial education teachers are well 8laced on their ran,s after training. /. 1alaries paid to special education teachers after training are sources of motivation !$ **.*# */ *G.*# 0 00.0# !G !F.G# !$ !*.*# 1. . % 1' ' F H# !$ !*.*#

F H# !$ !*.*#

F H# F H# F H# $; $+."# !! !/.$# !+ /0#

57

$. 1pecial education teachers en-oy benefits such as extra teaching *. Teachers in special schools are paid their responsibility allowance well. ;. Teaching in special schools is more

!! !/./#

$! $*.*#

$ $.$#

$0 $$.$# !; !G.+#

; ;.;#

!! !/./#

!$ !*.*# *F ;/./# !* !;.G#

* *.;#

;! ;G./#

; ;.G#

/; /+.!# ; ;.G#

lucrative and prestigious than normal school G. Conditions in 1pecial 1chools allow all teachers to en-oy wor,ing there F. )egular schools have better value in terms of reputation Cey= + P Frequency G G.F# = P 8ercentage ;* G0.0# 0 00.0# !" /!.!# !! !/./# !G !F.+# ;; G!.!# G G.F# !/ !$.$# ! !.!#

Table ; shows the response distributions to the statements items !@F by the respondents. Item ! focused on finding out whether teachers are placed on their ran,s after completing their training. . combination of strongly agree and agree representing *+ ;$.*H# of the teachers2 views were in agreement with the statement. (owever, $! $*.*H# of the teachers disagreed while !! !/.$H# of the teachers were neutral. Those who disagreed to the statement may suggest that treatment meted to teachers may differ in line with how promptly they were put on their correct ran,s and how promptly their salaries are paid or ad-usted among others. These variations may serve as a problem to teachers who may be affected in some districts and can create motivational problems. .s regards item / that sought to find out whether salaries after training are sources of motivation,
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a total of ;; G!.0H# of teachers responded positively to the statement. (owever $; $+."H# of teachers disagreed. This may be an indication that addressing the needs of newly trained teachers may vary from school to school and district to district. >ith regard to item $ that sought to find out whether teachers in special schools en-oy benefit from teaching allowance as done in regular schools, a total of */ representing *G.GH# of teachers agreed with the statement which is a further indication that so far as salary payment after training are concerned, depends on prevailing conditions with respective to schools and districts. This is a reflection on the opinions expressed by a ma-ority of the respondents who disagreed with the statement. Teachers who suffer these may not regard it as motivating enough. This results confirms with Barber !"+0# who found out that -ob satisfaction was related to years of experience and that the more special teachers were satisfied they will discharge their duties with 4eal and efficiency. This goes to confirm what 7ambert et al. /00!# have noted that an inverse relationship exist between access to salary and -ob satisfaction. (e explained that the reason the literature has both inconsistent and inconclusiveness in this regard may be because the specific organi4ation and how they respond to the needs of newly appointed employees. In accordance with their views, in some organi4ations senior employees are highly respected, while high experience is viewed as a liability in other organi4ations.

)esponses to item * indicated that ma-ority of respondents G! GF.GH# disagreed with the statement that teachers with higher qualification are more satisfied with their -obs than teachers with lower qualification.

59

. total of !G !F.+H# agreed while !$ !*.*H# were neutral views by those who disagreed is in line with Elem and <aher2s !""G# observation which indicated that there is a tendency for educational level to be positively related with -ob satisfaction, however as wor,ers educational level increases so as their expectations for increased opportunities. These findings confirm that of this statement that as one climbs the academic ladder one expects to be given a higher position in his wor,. %nli,e other organi4ations :hana 5ducation 1ervice does not use academic achievements to promote but instead number of years of the -ob and interview and this can frustrate teachers who have graduate degree and have gone bac, to their former positions. In summary of research question one, teachers in the study maintained that older teachers more satisfied than younger teachers and female teachers are more satisfied than their male counter parts. (owever, they disagreed that experienced teachers and teachers with higher qualifications are more satisfied with non@experienced teachers and teachers with lower qualification respectively. )esponse to item ; shows that teaching in special schools is more lucrative and prestigious. . combination of strongly agree and agree representing ;; G!./H# of teachers responses were in agreement with the statement. (owever, ; ;.GH# of teachers are neutral while ; ;.G# of teachers disagree and /; /+.!H# of teachers strongly disagree. .lso with regards to item G, conditions in special schools allow F! !*!.!H# of teachers to strongly agree and agree with the statement. . total of !$ !*.*H# of teachers strongly disagree and disagree with the statement while G G.F# are neutral. This is with the view that conditions in special schools allow all teachers to en-oy wor,ing there.

60

Concerning conditions in special schools as regular or other centres being more prestigious than in special schools, G0 GF.0# of teachers strongly agree and agree to the statement. 0 00.0# of teachers are neutral whiles $0 $$.$# of teachers strongly disagree and disagree with the statement.

Re"earch &ue"t$on" ;0 To ,hat e/tent doe" #ob "at$"fact$on $nf uence teacher" retent$on $n the "!ec$a "choo "A

61

To answers this question, teacher2s responses to items number +@!* were used. This is presented in table G. 1tatements +. Teachers are well catered for In teaching in the special school ". 7ac, of -ob satisfaction ma,es teachers leave for other -obs !0. The wor,load in special schools matches with remunerations given to teachers !!. Teachers will have remained in special schools if conditions were better. !/. Conditions in special schools create retention problems for teachers. !$. The &ational award for teachers include special teachers. !*. Conditions in special schools do not motivate teachers to stay long. CE40 + P Frequency 1. F H# !G !F.+H# G G.FH# ; ;.GH# + ".0H# !G !F.+H# ; ;.GH# + ".0H# = P 8ercentage . F H# ;; G!.!H# ;* G0.0H# !G !+.0H# !; !G."H# ;; G!.!;# !G !+.0H# !; !G."H# & F H# G G.FH# 0 0.0H# !! !/./H# ; ;.GH# G G.FH# !! !/./H# ; ;.GH# ' F H# !/ $.$H# !" /!.!H# *$ *F.$H# ;! ;G./H# !/ !$.$H# *$ *F.$H# ;! ;G./H# !/./# !; !G."H# !! !/.$H# ! !.!H# !; !G."H# !! 0.$H# 1. F H# ! !.!H# !!

Table G presents the views expressed by teachers to the items that focused on research question /. .s regards item + that was used to find out whether teachers are well catered for in teaching in special schools, a total of F! F+."H# of teachers agreed with the statement while $0 $$.$H# disagreed. This implies that teachers valued proper care in their wor, environment and this promotes team wor, success.

62

The results are in collaboration .moa,o@ 5ssien /00/# and 1utherland !""*# 1tudies that revealed that teachers are satisfied due to low wor,load and good inter@ personal relationship which existed in the school. 7uthans !""+#, postulates that wor, groups characteri4ed by giving rewards to deserving teachers to influence the level of -ob satisfaction. It usually leads to effectiveness with a group and the -ob becoming more en-oyable. &nadi !""F# is of the views that through good inter@personal relationship wor,ers learn to trust and respect each other and also wor,ers who possess high special needs may retain their membership in the wor, environment which responds to their needs. Fifty@five representing G!.!H of the teachers agreed that conditions in special schools give them retention problems while !/ !$.$H# disagreed with the statement. Item !* responds to the statement JConditions in 1pecial 1chool do not motivate teachers to stay long. !; !G."H# agreed with the statement while ;! ;G./H# disagreed that they feel secured in their schools. The implication is that ma-ority of teachers in the study are satisfied with security in the school. The findings is a healthy one because &nadi !""F# and Owen /00!# consider J1afety and good conditions as to be without fears or physical or psychological harm2 Contrary to the present study. 'urham2s /00G# study discovered that the conditions in the special schools were one of the areas affecting the climate in the school negatively.

Re"earch &ue"t$on 90 )hat cha enge" do teacher" $n S!ec$a Schoo " face $n the$r #ob e/ecut$onA
63

To answers this question, teacher2s response to items number !;@!" were used. This is presented in the table F. 1T.T5<5&T1 1. F H# !;. Teachers do not see any progress in their ! pupils to serve as a source of motivation !G. )esources are available for G! effectively training the pupils for GF."H# functioning after many years of schooling !F. Information for all teachers do not often reach teachers in special schools on time. !+. 1ome heads of special schools are too dictatorial !" .Teachers are often blamed for &on@progressing of pupils Cey0 + P Frequency ; ;.GH# !F !+."H# $ $.$H# !G $F.!H# G0 GG.F# $* $F.+H# !! ".!H# ; ;.GH# $ $.$H# *$ $F.!H# * *.*H# $F !*.*H# !; !!.!H# * *.*H# !$ !*.*H# / /./H# $ $.$H# $ $.$H# /! /$.$H# !.!H# . F H# ! !.!H# & F H# 0 0.0# ' F H# $* $F.+H# 1. F H# ;* G0.0H#

= P 8ercentage

Table F describes the challenges teachers in special schools face in the -ob execution. Iuestionnaire items numbered !;@ /0 answered questions in the challenges teachers in the special schools face in their -ob execution. Item !G was to find out their pupils inability to progress academically as a source of prestige. It was revealed that ++ representing "F."H# disagreed with the statement that they were satisfied with the unavailability of resources to enhance their teaching after several years of schooling ta present while /, representing /./H# agreed with the statement. This result reveals that teachers

64

are very much concern about information not reaching teachers in special schools. The present findings collaborate, discovered that teachers rated low salary high amongst other predictors of -ob satisfaction. It worth nothing that some heads of special schools are too dictatorial and the low salary can affect their performance. Bame !""!# noted that inadequate salary was one of the factors which made teachers leave the teaching profession. &nadi !""F# noted that money can be a source of -ob satisfaction when one feels under paid compared with others in the same category leads to dissatisfaction. 1he continues that if information for all teachers do not reach teachers in 1pecial 1chools on time -ob output will be lowered. .gain stealing activities can be heightened of employees are not well remunerated. 7uthans !""+# noted that salaries not only assist people to attain their basic needs but are only instrumental in satisfying the higher level needs of the people. <oney provides means to achieve many desires. It is a powerful force because it is lin,ed directly or indirectly to the satisfaction of many needs. It can clearly satisfy all types of needs forms the basis for survival of self@ actuali4ation needs. This is in line with <aslows !";*# needs theory which states that a person advances towards complex needs only when the lower needs is at least minimally satisfied. Therefore striving for self@actuali4ation will enhanced when lower for self@satisfied. These findings collaborate with Boateng /00!# and .bdu <aseeds /00;# study which revealed teachers rated low salary high amongst other predators of -ob satisfaction. The results indicate that teachers are very much concerned about their salary. It was indicated in item !F that ; representing ;.;H# of the respondents agreed that they are satisfied with their fringe benefits while +/ that is "!.!H# disagreed to the statement Jinformation for all teachers do not reach

65

teachers in special schools on time. This findings substantiate Boateng /00!# explanatory study with !00 teachers which found out that teachers in .ccra <etropolis were dissatisfied with their fringe benefits. &nadi !""F# noted that employees benefits are very vital to the satisfaction because they can help develop a stable and procedure wor, force. This implies that special schools could experience negative results since ma-ority of the teachers are not satisfied with their fringe benefits. It was discovered that teachers do not have regular promotion. This findings is in agreement with .glomasa /00+# who found out that ma-ority of the respondents had irregular promotion. This findings is in line with the view of 8atherns !"G0# that the individuals who are not promoted but feel that they are qualified for promotion will experience -ob dissatisfaction that may lead to that individual not motivated and thus affecting the whole organi4ations .ntwi !""/# posits that promotion in one way increase teachers -ob satisfaction and promotion means an increase in pay. This author stated further that promotion helps to raise the moral of the teachers and motivate them to wor, harder in their -ob and lac, of promotion leads to low morale and may result in frustration, resignation or departure from the teaching profession. This agrees with <aslow2s !";*# theory of needs that the importance of promotion opportunities may be due to higher order needs of employees such as the need for achievement and self@esteem which are important to satisfy employees especially when their lower order needs have been satisfied. Teachers who are not satisfied with their promotions could show lac,adaisical attitude towards wor, or they could pretend to be wor,ing.

66

>hen teachers were as,ed whether they have opportunities to pursue further education, FF representing +;.GH,# of the teachers agreed with the statement while + that is +.+H# disagreed that they have opportunity for further studies. This finding confirms .vo,e et al !"""#2s study that revealed that ma-ority of the students in the study $0# representing $;H indicated that they left special schools for further studies. The findings is a healthy development because :erstien, )3 Eeating T. Lovanat, 8 D (arniss, <.E. /00!# found that professional development has an indirect intent on teachers intention to leave and direct intent teachers Commitment to the profession. This was revealed that ma-ority of the respondents, ;0 representing ;0.;H# disagreed that teaching en-oys social status while $F that is *!.!H# agreed to the statement. The findings show that teachers in special schools do not en-oy social status. This agrees with the study conducted by 1eidu /00G# that discovered that teachers do not en-oy the same social status as doctors, lawyers and other professionals Baron, ). . &yre, ' and Eantowit4, B. . !"+0# observed that persons who en-oy high status do usually register greater satisfaction with their wor, than low status wor,ers. This implies that low status accorded by the society to the teaching profession could affect teacher2s -ob satisfaction negatively. Bame !""!# thin,s that low prestige of teachers in :hana is due to part of the presence of large number of untrained teachers in the :hana 5ducational 1ystem. )ecognition helps individual to fulfil the higher needs of <aslow2s !";*# hierarchies providing wor,ers with self@esteem and a sense of accomplishment. Therefore for a teacher to achieve self@ esteem and a sense of accomplishment, 1ociety2s recognition should be overloo,ed. It could therefore be inferred to the analysis on research question three that apart from having opportunity to pursue further education teacher are not satisfied with the following as indicated in the items= salaries and fringe benefits, regular promotions and 1ocial 1tatus.
67

Re"earch &ue"t$on 80 )hat $" the genera e%e of #ob "at$"fact$on $n the S!ec$a Schoo A To answer this question, questionnaire items number /!@/; which is presented in the table + is used. Re"!on"e" to $tem" ;51;6 by re"!ondent" for re"earch @ue"t$on 80 1tatement 1. /!. <y head teacher pays attention to my !/ needs as a teacher in the ".0H# school. //. There is much co@operation between head teacher and teachers in my school. + +."H# !0 . + $!.!H# ;F G$.$H# % /+ *.*H# ; ;.GH# ' * */./H# /0 //./H# !/ ;G.FH# !G F."H# !G !F.+H# !.!H# F F.+H# 1. $+ !$.$H# " !0.0H# !/ !$.$H# F

/$. <y head teacher delegates responsibilities ; to their staff members. !$.$H# ;.GH# /*. <y head teacher appreciates efforts of ! teachers in teachings. /;. <y headteacher facilitates parent ! involvement with teachers !.!H# CE40 F P Frequency
% = Percentage

;! !!.!H# ;/ !+.0H# ;G G/./H#

!* ;+.0H# !0 !!.!H#

!;.FH#

The table describes the views of the respondents, the leadership qualities of heads in 1pecial 1chools that contribute to teacher2s -ob satisfaction in these schools. Iuestionnaire items /!@ /; answered questions on the leadership qualities of heads that contribute to teachers -ob satisfaction. Item /! was to find out whether heads of 1pecial 1chools pay attention to wor, performance to the neglect of teacher well@ being. It was revealed that $G representing *0.!H#

68

agreed that their heads pay attention to wor, performance to the neglect of their well@ being while ;0 representing ;;.;H# disagreed with the statement. This result revealed that the heads of 1pecial 1chools are concerned with teacher2s well@ being. This is a healthy findings because &nadi !""F# noted that leadership that pays attention to wor, performance to the neglect of their employees feelings does not promote wor, performances and output which implies that leadership which pays attention to their wor,ers well@ being in one way or the other pave way for increase -ob performances and wor, output. It was discovered in the item // that heads wor, representing //./H disagreed with the statement while G; representing F/./H# agreed that heads wor, with staff to achieve goals of the schools. Chieffo !""!# maintains that supervisors who allow their employees to participate in decision that affect their own -ob in doing so stimulate high level of employee satisfaction. Item /$ revealed that ma-ority of the respondents G! representing GF.+H# agreed that their heads delegate responsibilities which !F !+."H# disagreed with the statement. The outcome of the item agrees with 7iterall and Bulingsley2s !""*# finding which indicated that principals who provide information and emotional supports and delegate responsibilities among others are more li,ely to have teachers who experience satisfaction in their wor,. >hen teachers were as,ed whether their needs appreciate their efforts, in item /*, + representing ".0H# disagreed with the statement while GG representing F$.$H# agreed that their heads appreciate their efforts. This finding is consistent with the observation Ting !""F# made that individuals are li,ely to have high level of -ob satisfaction depending on how much support they got from their supervisors. It was indicated in item /; that G; representing F/.+H# agreed that their heads facilitates parental involvement while + representing ".0H# disagreed with the statement. The implication is that headteachers in these schools facilitate parental involvement.
69

.ccording to (enderson and Berla !""*# one of the advantages of parts involvement in the school is that it improves teacher2s moral. The overall results of item in this table on leadership qualities of heads revealed that teachers are satisfied with the leadership qualities in 1pecial 1chools and this is a good indicator to -ob performances. The results is in line with 7an4o2s /00$# study which found principal leadership to have a significant impact on -ob satisfaction with teachers having a higher level of -ob satisfaction when they perceive their principals a positive leader. 6ant4i et al !"""# also asserts that the qualities of school heads influences -ob satisfaction. It is also an undeniable fact that when teachers are satisfied with their -obs, they show commitment. Furthermore, teachers ma,e positive comments about their -obs in the communities and when they are satisfied with their -obs. .lso teachers -ob dissatisfaction leads to stress, moreover teachers who are dissatisfied transmits negative attitudes and values about their -obs to the pupils they teach. In conclusion, teacher2s -ob dissatisfaction can be a critical problem for schools, pupils and other teachers.

CHAPTER +I*E SU--ARL, CONC'USIOND AND RECO--ENDATIONS Introduct$on This chapter presents the summary of ma-or findings, conclusion, and the recommendation and suggestions for further study.
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Summary The purpose of the study was to find out teachers -ob satisfaction in selected 1pecial 1chools. . survey was used for the study respondents were drawn from three schools namely .,ropong 1chool for the Blind, <ampong 1chool for the 'eaf and .du,rom %nit 1chool for the <entally (andicapped. One hundred and seventy@ one teachers were given the questionnaires out of which !00 sample si4es was selected. On the question of demographic characteristic which are li,ely to affect teacher2s -ob satisfaction in 1pecial 1chools, responses from teachers indicated that teachers in 1pecial 1chools are more satisfied than those in the regular schools. It was also revealed that female teachers are more satisfied with their -ob than male teachers. .gain, it was however found that teachers with higher qualification are not satisfied than teachers with lower qualifications. It was again found that experience teachers are not satisfied than non@experience teachers. Therefore demographic variables li,ely to affect teacher2s -ob satisfaction in 1pecial 1chools are gender, age and higher qualification.

Concerning internal factors that determines teacher -ob satisfaction in 1pecial 1chools, it was discovered that teachers are not satisfied with teaching materials which are not available when they need them. The finding shows that teachers are satisfied with the interpersonal relationship between the staff members. It came to light that teacher get feedbac, from their regarding performance. Beside, teachers are satisfied with the security and en-oy wor, variety. 5xternal factors that contribute to teacher2s -ob satisfaction were also investigated. It was also revealed that teachers have opportunity to pursue further studies. It was discovered however, that teachers
71

are not satisfied with their present salaries and fringe benefit moreover3 teachers do not en-oy social recognition and regular promotion.

On the question of which leadership qualities contribute to teachers -ob satisfaction in 1pecial 1chools, it was found that heads are concerned with teachers well@being, they wor, with staff to achieve the goals of the schools, they delegate responsibilities, they appreciate teachers effort and also facilitate parents involvement. Concerning the effect of -ob satisfaction, the findings show that teachers who are satisfied show commitment to their wor,. That apart, teachers who are satisfied ma,e positive comments about them in their communities. It was discovered in the finding that -ob dissatisfaction leads to stress. .lso teachers who are not satisfied transmit negative attitude to the children they teach. The findings again shows that -ob dissatisfactions could lead to a critical problem in the school, pupils and other teachers.

Conc u"$on The study revealed that teacher -ob satisfaction includes and retention in special schools in :hana involves certain factors such as age, gender, and higher qualification. Internal factors that emerged that teachers were not satisfied with the unavailability of teaching and learning materials. The external factor that teachers are content with include= salary, fringe benefits, promotion, social status, pay attention to teachers2 well@being, appreciating teacher2s effort and facilitating parent involvement contribute to teacher2s satisfaction. In conclusion it
72

was

discovered that teachers were satisfied with factors such as interpersonal relationship wor, itself, wor, variety, advancement and leadership qualities of heads, but were not satisfied with teaching materials, salaries and benefits, promotion and social status.

Recommendat$on" Based on the findings of the study, the following recommendations were made to future researchers. !# Teaching should be made more attractive by the government in term of remunerations, benefits, incentives among others to ma,e male teachers, young teachers with higher qualifications more satisfied with the -ob and stay on it. /# 8olicy ma,ers should ma,e and increase salaries of teachers to an appreciable amount in other to raise their standard of living which will intend raise their morale to li,e their -ob. This will also enable them to gain recognition in the society. $# 8olicy ma,ers should include fringe benefit of teachers so that they can en-oy their retirement benefit among others with satisfaction after retirement. *# :hana 5ducation 1ervice should supply 1pecial 1chools with adequate teaching and learning materials enhance teaching and learning raise standard of students. Teachers will be satisfied to see improvement on their pupils2 performance. ;# :hana 5ducation 1ervice should ensure that teachers who are due for promotion are promoted without delay. .gain promotion should not be based on -ust one day interview

73

alone, but teachers commitment to wor,. <oreover criteria for promoting teachers should include academic advancement as seen in other -obs li,e nursing, policy among other so that those who go for further studies will be happy to come bac, and wor, as teachers. G# Teachers concerns should be addressed by the :hana 5ducation 1ervice to reduce absenteeism and attrition rates, stress among others.

Sugge"t$on for further Re"earch )esearch can be conducted to find out differences between regular schools and special schools in :hana such as special school for the deaf, special school for the mentally retarded, and special schools for the blind.

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Iui, nn)3 D <andilivitch, <. !"F;#. 5ducation and 6ob 1atisfaciton= . questionable pg. %1.3 %niversity of <ichigan3 1urvey )esearch Centre. )etting, 8. /000#. 7eslie2e ament= (ow teachers supervision meaningful? 5ducational (ori4ons F" !#, $$@$F. )eyes, 8 D 1hin, (.1. !"";0. Teacher Commitment and 6ob 1atisfaction= . causal analysis 6ournal of 1chool 7eadership, ; !# //@$". )hodes, 1 !""+#. .ge related differences in wor, attitude and behaviours= . review and Conceptual analysis. 8sychological Bulletin. "$ /#, $/+@$GF.robbins, 1.8. /00!#. Organi4ational behaviour= +th ed.#. &ew 6ersey. 8rentice (all. )obbins, 8 D (arvey, . !"";#. The 8rincipal2s Companion. Thousand as, C.3 Corwin 8ress. )ue, >.I D Byars, 7.I. !"+G#. 1upervision, Eey lin, to productivity %1.= Irwin Inc. 1eidu .. /00G# Impact of 6ob 1atisfaction on teacher effectiveness in >est :on-a 'istrict. Implication for Consederation. 1empane, <3 )ieger, (3 D )oodt, :. /00/#. 6ob 1atisfaction in relation to organi4ational Culture 1outh.frica 6ournal of Industrial 8sychology /+ /# /$@$0 1idhu, E.1. /00/# <ethodology of research in education. 1terling 8ublishers 8rivate 7imited &ew 'elhi. 1,olnic,, &.1.3 1mith, '.). D 'iamond 6. !""$# 8rofessional 1atisfaction and dissatisfaction family physicians. 6ournal of Family 8ractice $F $#, /F;@/G$.

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1mith, 7.). 1mith, '.'. D 1taples, '.). !"+/#. 5ffect of teacher transition and supper flows consent on students achievement and perception of lesson effectiveness in high 1chool 5nglish. The 6ournal of 5ducation )esearh F; $#, $*@". 1mith, 8. Eendall, 7. D (ulin, 7. !"G"#. The measurement of 1atisfaction in wor, and retirement. Chicago, ). D <c &elly D Co. 1nell, 1... D Bateman, T.1. !"""#. <anagement building Competitive advantage. Boston= Irwin <c:raw@(ill Inc. 1pector, 8.5. !""F#. 6ob 1atisfaction= application assessment Course and consequences= 1age 8ublication Inc. Califonia. 1taudt, <. !""F#. Correlates of 6ob 1atisfaction in 1chool 1ocial wor,. 1ocial wor, in education, !" !!# *$@;/. 1tempien 7.) D 7oeb, ).C. /00/# 'ifferences in 6ob 1atisfaction between general 5ducation and 1pecial education teachers@ )emedial and 1pecial education Kol. /$, ;# /;+@/GF <ichigan. 1teyn, :.<. /00*#. (ow do professionals develop= 7essons for effective implementation of 1outh .frican 1,ills .ct. 1outh .frican 6ournal of 5ducation,/*, $. 1togdil, ).). !"F*#. (andboo, of leadership style= &ew Lor,. Free 8ress. 1utherland, F. !""*#. T5.C(5)1 85)C58TIO& OF 1chool Climate. )esearch )eport &o. !*$#. Taylor3 and (ealth, .. !""G#. The use of double si4e items in scale construction centre for research into electrons and social trends. >or,ing paper &o. $$F.
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Ting, K. !""F# 'eterminants of 6ob 1atisfaction of federal government employees. 8ublic 8ersonal <anagement3 /G $# !$!@$$;. Tolbert, 8.1. D <oen, 8. !""+#. <en and women2s definitions of NgoodM 6ob >or, and occupation /; /#, !G+@!";. Trebarh, 1.>. /00!#. 'eterminants of teachers 6ob 1atisfaction and 'issatisfaction in /nd Cycle 1chools in the &ew 6uabeng 'istrict. %npublished <asters thesis presented to the faculty of 5ducation, %niversity of 5ducation, >inneba. %nited &ations %niversal 'eclaration on (uman )ights !"*+#. %nited &ational. %nited 1tates 'epartment of 5ducation !""$# N.merica2s teachers= profile of a profession=. %1 :overnment printing office, >ashington, '.C. Kecchio ).8. !""+#. Organi4ational behaviour. &ew Lor,= 'ryden press. >eiten, >. !"+G#. 8sychology applied to modern life. .d-ustment in the +02s Califonia= Broo,9 Cole 8ublishing Company. >esley, E.&. !""F#. Organi4ational behaviour and personal psychology (omewood= )ichard '. Irwin Inc. >illiment, <. /00$#. Teaching and learning= )esearch 5xchange= . descriptive study of teacher retention and attrition in &orth 7ights 1chool 'ivision 1as,atchewan= 1as,atoon 1.). >u, C.(. /00F#. .n empirical study on the transformation of li,ert@scale type data to numerical scored. .pplied <athematical 1eries ! ;# /+;!/+G/.

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APPENDIE
QUESTIONNAIRE For Heads and Teachers n !"ec a# schoo# $or %h #dren & th ' sa( # t es)

Keys: SA A N

Strongly Agree Agree Neutral 88

D SD

Disagree Strongly Disagree

Name of School************************************))

P#ease + , the o"t ons to the state-ents accord ng to ho& they a""ea# to you n re#at on to -a.or quest ons ra sed)

89

!T/T0102T! ' !' 5hat are the $actors that n$#uence teachers6 .o( sat s$act on n the se#ected schoo#7 1) !"ec a# 0ducat on teachers are &e## "#aced on the r ran8s a$ter tra n ng 2) !a#ar es "a d to s"ec a# educators a$ter tra n ng are sources o$ -ot 9at on 3) Teachers en.oy (ene$ ts such as e:tra teach ng a##o&ances as done n other regu#ar schoo#s 4) Teachers n s"ec a# schoo#s are "a d the r res"ons ( # t es a##o&ances &e## 5) Teach ng n s"ec a# schoo#s s -ore #ucrat 9e and "rest g ous 6) %ond t ons n s"ec a# schoo#s a##o& a## teachers to en.oy &or8 ng there 7) %ond t ons n regu#ar or other .o( centre are -ore "rest g ous than n s"ec a# schoo#s

30!P42!0! !/ / 2

90