Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682890
Title: Job satisfaction and work motivation of secondary school teachers : a case study of the south west region of Cameroon
Author: Mpako Makolle, Koge Henry
ISNI:       0000 0004 5915 3204
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2015
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Abstract:
Job satisfaction and work motivation are very important management concepts but the conceptual and empirical literature are predominantly from western countries, with only limited literature from African scholars and very little focused on the Cameroon context. This study contributes to the current research and literature by examining teachers’ job satisfaction and work motivation in the South West region of Cameroon, through a mixed methods design. In the quantitative phase, data were obtained from a stratified sample of 265 teachers from 20 secondary government schools from Fako (an urban setting) and Ndian (a rural setting). In the qualitative phase, two case studies (one in Fako and another in Ndian) were undertaken to provide greater depth and understanding. The study relied on a set of descriptive and inferential statistics to represent the findings of the survey on job satisfaction and work motivation. A series of non-parametric statistical analysis techniques were carried out in order to gather evidence to decipher whether teachers’ levels of teachers’ job satisfaction was related to a specific number of selected demographic variables. The study also utilized qualitative data to provide depth on teachers’ job satisfaction and work motivation. Data from interviews were analysed using a thematic approach, while field notes were compiled and analysed using broad codes and themes. The findings showed that, though intrinsic variables are commonly cited to underpin teachers’ job satisfaction in Western literature, both intrinsic and extrinsic elements are important components that shape teachers’ emotional and cognitive assessment of their job satisfaction and work motivation in Cameroon. The study showed that economic factors (salaries, allowances and benefits), situational circumstances (environmental factors and working conditions), as well as the behavioural dispositions of other members of the school (students, other teachers, and administrators), were the most prominent elements impinging on teachers’’ job satisfaction and motivation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.682890  DOI: Not available
Keywords: LC Special aspects of education
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