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 (1999), citing section 3 of the United Nations Universal

Declarations on Human Rights (1948), stated that everyone who works, has the right to just 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 job

satisfaction as noted by Amoako (2002) that job satisfaction is a crucial factor that influences the

process and achievement of school system.

Self Actualisation has been considered to be a function of the perceive relationship between what

one wants from ones job and what one perceives as satisfying; and as a degree of fit between

what an organization requires of its employees and what the employees are expecting Amoako

(2002). Employers are certain that employees would be satisfied with their job and offer their

best leading to high productivity when the employers motivate employees.

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There must therefore, be required job satisfaction given by employers to their employees if any

job is to be done well. Job satisfaction includes interpersonal relationships, leadership quality

styles, supervision, training, and development of promotion programmes among others.

Low level of job satisfaction has been related to such problems including laxity, lack of high

turnover, and absenteeism. People stay on job 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 work

harder to enhance productivity (Edgar .E 1993).

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 job satisfaction on the part of the special educators.

Apart from the demands on teachers in special schools, each childs present his/her own level of

functional objectives and to meet these is a huge task on its own. The methods and materials

needed to meet those objectives, procedures, schedules for determining when objectives are met

among others, put much work load on teachers. Again 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. Apart from these academic work load, teachers play roles in the lives of

2
children with disabilities in terms of monitoring progress in order to determine the next level of

action to take.

Statement of the Problem

Teacher job unsatisfaction has received much attention of late in Ghana 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. Such problems were reported by Dery (1995)

,Avoke, Nyadu, Mensah (1999). As a result of low motivation, it appears some teachers move

from special schools to regular schools due to lack of job satisfaction. It seems teachers in

special schools are unwilling to go back 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.

Purpose of the Study

The study was to explore job satisfaction of teachers in special education and its influences on

teacher retention with particular reference to Akuapem North District of Ghana

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Objectives

The objectives of the study are:

To explore what factors influence job satisfaction for special education teachers in

special schools in the Akuapem North District of the Eastern region of Ghana.

To examine how job satisfaction affects teacher retention in the special schools.

To find out what challenges teachers face in their job execution and how these are

addressed by administrators.

To examine the level of job satisfaction generally in the special schools in Ghana.

Research Questions

The study was guided by the following research questions.

1. What are the factors that influenced teachers job satisfaction in the selected special

schools?

2. To what extent does job satisfaction influenced teachers in the special schools?

3. What challenges do teachers in special schools face in their job execution?

4. What is the general level of job satisfaction among teachers in the special schools?

Significance of the Study

The results of the study would help identifying factors influencing teacher job satisfaction in the

special schools in Ghana and it impacts on teacher retention in the special schools. This would

4
enable the Ghana Education Service to plan interventional measures in order to address teachers

job 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 work in the schools. This would also enable Government to put the

necessary measures to address the conditions in the schools and improve teacher morale in the

school.

Delimitation

Even though, there are many special schools serving the various categories of children with

disabilities in Ghana, this study focused on only the following special schools:

- Demonstration School for the Deaf, Mampong Akuapem

- Akropong School for the Blind, Akropong Akuapem

- Adukrom Special Unit for the Mentally Handicapped

Limitation

The ability to include respondents from all the special schools in Ghana could not permit the

generalization to be made to special schools in other parts of the country. Furthermore taking

into consideration the time available for the research and the problems associated to the research

in question. Again 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 Akropong Akwapem to Winneba on many occasions.

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Operational Definition of Terms

Demographic Characteristics: - Factors associated with age, gender, experience, educational

level among others.

Job Satisfaction: - The extent to which people like [satisfaction] or dislike [dissatisfaction] their

job.

Special Education Teachers: - Teachers who normally teach children with disabilities.

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 CHAPTER TWO

LITERATURE REVIEW

Introduction

1. This chapter discusses the related literature reviewed for the study. The areas covered

include:

Theoretical Framework of the Study

Factors that influence teachers job satisfaction in the selected special schools

The extent which job satisfaction influence teacher retention in the special schools

Challenges teachers in special schools face in their job execution

The general level of job satisfaction among teachers in the special schools

Theoretical Framework of the Study

Many theories have been used to explain job satisfaction in general. An attempt was made here

to throw some lights on the theory and how it could be used to interpret teacher job satisfaction

in the present study. In this study, the Maslows Needs Hierarchal Theory was adopted. Maslow

7
needs theory shows a direct relationship between motivation and jobs satisfaction. This theory

will be explained in details.

Maslows Needs Hierarchical Theory

Abraham Maslow (1954) 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 Maslows need hierarchy theory to organizational settings, it can be argued that

people who do not meet their needs at work will not function efficiently. Maslows Theory is

based on two assumptions which are:

1. Human beings wants and needs influence their behaviours.

2. A persons needs are arranged in order of importance (hierarchy from the most basic)

(food and shelter) to the complex (ego and achievement).

3. A 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 making people who are employed to feel satisfied and give out their best if really they

are met.

Maslow (1954) organized his theory on five levels models of human needs. These are:

psychological, safety or security, belongingness, social and love esteem and self-esteem

actualization.

Physiological Needs

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At 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 work places such as schools, the salaries

people can help them to fulfil this category of need. Another example of this would be trade

union ensuring their basic needs are met because they negotiate for better wages for their

members.

Safety needs are the next level of needs

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, job security and safe working

conditions among other often meet such needs.

Social Needs:

This third level of needs is activated once the second level of needs has been adequately met.

People have a need for love, friendship, acceptance and understanding from their people. These

needs satisfied when the individual is loved by colleagues; socialized, feels socially satisfied and

accepted in the work environment. Employees have a tendency to group that fulfil their social

needs. Managers can play an important role by encouraging people to interact with one another

and make sure that the social needs of subordinates are met.

9
Ego and Esteem Needs:

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 employees job organization. Teachers

must be part of decision making machinery of school, and attitude to work independently.

Teachers feel organized when school authorities permit them to use their potential at work

(Okumbe, 1998). Supervisors can play an active role in satisfying the needs of their employees

by recognizing and rewarding high achiever for good performance. The need for recognition

appreciation, status prestige, respect and dignity constitute the need for esteem from others.

Self- actualization Needs:

This is the highest level of Maslows hierarchy of needs, and leads to the full potential and what

they want to become, to utilize all talents well, and to be creative. According to Maslow, for a

person to reach the peak that leads to self-actualization, all lower order needs must be first met.

The work place must be conducive to employees who want to realize 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 making maximum use of ones abilities, skills and

potential. These qualities can be exhibited when the individual is involved in some form of work.

The workers would feel high sense achievement they have been able to use their skills, abilities

and potentials.

Maslows Hierarchy of Needs Theory and its Implication to the Study

The more a job allows for growth and acquisition of higher level needs, the more likely the

individual is to report satisfaction with his job or her job. Furthermore, the success of motivating

10
people depends on recognizing the needs that are unsatisfied and helping the individual to meet

these needs. Looking at Maslows 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- actualization. Another implication of this theory of the study is that,

if teachers need in terms of pay, their interactions with colleagues, incoherent in decision making

their safety, good conditions of service and recognition are met, then they would be satisfied and

motivated to remain on the job to put up the best thereby leading to good students achievement.

This study is linked to Maslows need hierarchy model in an attempt to develop the study round

the theory. It aims at selectively reviewing existing literature on teacher job satisfaction with

evidence from other nations and Ghana to see if job satisfaction patterns are consistent with

research questions in study. The present study also draws from the theory of teachers job

satisfaction on order to guide the selection of variables because job satisfaction is by various

factors, for instance, demographic and organizational factors. This will bring about the

misunderstanding of teachers job satisfaction in special schools in Ghana.

Factors influencing teachers job satisfaction

Job satisfaction among teachers in Ghana has been a topic of discussion for some time now.

Events which occurred those days are clear indication that teachers were not satisfied in Ghana.

During the colonial days, some Gold Coast teachers stopped teaching because they were not

11
satisfied with their salaries. For example, some Akuapem teachers who were displeased with

their salaries resigned to go into cocoa farming (MacWilliam & Kwabena Poh, 1975).

In 1975, 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.

MacWilliam and Kwabena Poh (1975) 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 remarkable improvement and this

affected the quality of education adversely. Teachers formed their own organization in the

Assisted School Teachers Union of 1932; which was pre- occupied with agitation for better

condition of services for teachers. Between 1956 and 1960 almost 3000 teachers resigned to seek

employment in other jobs (MacWilliam and Kwame Poh 1975). Thus by 1966, the majority of

teachers in the primary schools in the country (65%) were untrained. Teachers continued to

show dissatisfaction by learning the profession. Afful-Broni (2004) and Amissa, San-Tagoe,

Amoah, and Mireku (2002) came out with some statistics of the high percentage of pupil

teachers or non- professionals.

Again as a result of dissatisfaction of teachers with their jobs, 4,000 teachers left the teaching

service to seek employment in other countries. Majority of these teachers found themselves in

neighbouring Nigeria where the economy was vibrant at that time. Antwi (1992) explained that

the major 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 promptly; there was

little supervision, schools were in despair and there were in adequate textbooks and instructional

materials (Nti, 1997). In a report published by Kwarteng on the study conducted by the

University of Cape Coast (UCC) in the daily graphic edition of 1 st October, 2003 (No. 148939)

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indicated that there were vacancies for 43,876 qualified teachers in the first cycle schools in the

country (P1). Today, condition of service for teachers has not changed very much from that of

past years. In 2006, Graduate teachers in Ghana embarked on a strike action to protest against the

government for increase salary and better conditions of service.

Currently not much literature is available on survey into job satisfaction among teachers in

special schools in Ghana. Researchers rather focus on teachers in regular schools. Examples of

such researches are not common to find Boateng, 2001: Dokumah, 2001, Ewudzie, 2001, Asante

Nkrumah, 2001. However, there is no dispute about the fact that teachers in Special Schools are

workers as any other group of worker at any organization or profession. Therefore factors which

determine job satisfaction can be tested among teachers in Special Schools in Ghana to ascertain

their job satisfaction.

Job satisfaction cut across studies in various types of occupational studies. In United States

alone, it has been observed that more than 800 studies of job satisfaction have been conducted

since 1925 (Napior, 1969 cited in Chen, 2003). Business and educational administrator have

been interested in understanding the relationship between job satisfaction and consequences as

labour turnover absenteeism and productivity. The potential studies of job satisfaction was first

highlighted by the Hawthorne studies one of the biggest in the 1920s.These studies (1924-

1933), primary credited to Elton Mayo of the Harvard Business School sought to find the effect

of various conditions on workers productivity. These studies ultimately showed that novel

changes in work conditions temporarily increase productivity (called the Hawthorn effect) it was

later found that this increase resulted not from new conditions, but from the knowledge of being

observed. The finding provided strong evidence the people worked purpose other them pay,

which paved way for researchers to investigate other factors in job satisfaction.

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Green (2002) establishes that job satisfaction has been in decline in Britain since early 1990s.

This is due in past work intensification, but the primary reasons is a reduction in task discretion

where it was concluded these, when workers received special attention, their productivity is

likely to improve whether or not working conditions actually change. Job satisfaction is often

identified as one of the factors that influence decision to quite (Chen, 2003, Green 2002). South

Africa has been witnessing an upsurge in the departure of technical expertise in virtually all

sectors over the past five years (Bagrain, 2003). This has resulted in qualified personnel seeking

greener pastures abroad. Movement of people from developing countries towards the developed

world especially Europe and the Americans has been conspicuous. Antidotes show that during

the 1990s total Migration of professionals (including teachers) towards Western Europe and

North America accounted for 30% of the flows registered throughout the world (ILO, 1996). It is

estimated that in 2000 approximately 175 million people or 2.9% of the world population where

living outside their country of birth, compared to 100 million or 1.8% the total population in

1995 (Bagrain, 2003)

Factors Influencing Teachers Job Satisfaction in Special Education:

Demographic characteristics may play a role in the level of job satisfaction perceived by teachers

(Bogler, 2003). Literature suggests that four variables that may have significant interactions with

teachers job satisfaction include: gender age, experience or tenure and educational level

(Dinham & Scott, 1996). The researcher will duly discuss some demographic factors that affect

teachers job satisfaction in this section. According to John & Kofi (1990) on the part of age,

research has consistently found out that age has an influence on the level of job satisfaction

14
(Chambers 1999, Robins, 2001, Tolbert & Moen, 1998). Some authors suggest that older

employees tend to experience higher job satisfaction (Bilingsley & Cross, 1992; Jones Johnson

and Johnson, 2000). This difference may be attributed to better adjustment at work, better

condition and greater rewards at work (Birdi, Warr & Osword, 1995). In the course of this

assertion, Blood, Ridnour, Thomas, Qualls and Hammer (2002), view that older respondents

were more likely to report higher Job Satisfaction than younger respondents. Blood et al. (2002)

argued that job satisfaction increases with age and work experience. This can be explained by

the fact that older workers are more comfortable and tolerant of authority and may learn to lower

expectation for their job. Hertzberg , Mausrer, Peterson and Capwell (1957) attribute these trends

to the fact that job expectation tend to become more realistic as employee age and mature.

According to Hertzberg Mausrer, Peterson and Capwell (1957), this pattern may change to slow

a decline in satisfaction after age 65 but this may be linked to the decreased physical energy and

enthusiasm that may accompany the ageing process. Older workers may be satisfied because

their chances of getting new employment are limited or very slim as compared to younger

workers.

Clark and Osweld (1996) ascribed that younger employees may feel satisfied because they have

little experience about the labour market against which to judge their own work. Alternately,

older employees may have reduced aspirations as they realized that they may face limited

alternative choices as they get older. A study conducted by Malcon, Lowther, Jill and Copper

(1985) entitled Age and the determinants of teachers job satisfaction in the United State of

America involving a total of 182 teachers, all participants filled out three national surveys which

contained questions about reward the subjects get form work, job satisfaction, and what the

subjects value in a job, age was found to be significantly related to each of these factors. Malcom

15
et al. (1985) found that job satisfaction increased with age, and job satisfaction was also found to

increase with development or study done by Treboh (2001) to investigate the determinants of job

satisfaction and dissatisfaction to teachers in 2nd cycle schools in New Juabeng Districts in the

Eastern Region of Ghana. The questionnaires on the teachers job satisfaction in the study were

administered to 100 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 (2002) called Two profiles of school teachers: A

discriminating analysis of job satisfaction found that age of teachers was not found to be

statistically significant in regard to job satisfaction. The author using a descriptive survey

focused on demographic variables and principle leadership style. The subjects, 745 teachers in

Israel were asked to complete a questionnaire that addressed both perception of the teachers of

their principles leadership style and perceptions of their own Job Satisfaction. A total of 222

surveys were analysed.

Concerning gender, the literature in respect to the relationship between the gender and Job

satisfaction is inconsistence. Some studies report that women have higher Job Satisfaction, where

as other studies find that men are more satisfied yet other studies find no significant difference

between the genders (Coward, Hogan, Duncan, Home , Hikerand, Felsen, 1995) cited in Jinnett

and Alexander (1999).According to Coward et al, female employees demonstrate higher level of

Job Satisfaction their male counterparts across most settings. A number of studies involving

several different populations support this argument (Lambert et al, 2001: Loscocco, 1990: Ma &

Macmillan, 1999).

16
Huberman (1993) 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. Huberman (1993) stated that female teacher may be achieving

more satisfaction from teaching and male teachers may be looking 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 Ghana. 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,

Ghanaian men are known to be breadwinners of their families and are therefore responsible for

the remittance of their families. They therefore keep on exploring for new jobs which better

remuneration which can help them meet the need of the families.

Bogler (2002) conducted a study called Two profile of school teacher: a discriminate analysis

of Job Satisfaction. This study was attempting to separate predictors of both high Job

Satisfaction and low Job Satisfaction in teaching. The subjects 745 teachers in Israel were asking

to complete a questionnaire that addressed both perceptions of the teachers of their principals

leadership styles and perceptions of their own Job Satisfaction. First the Job Satisfaction area of

the questionnaire was scored and only respondent scoring at the extremes were including in

further analysis. A total of 222 surveys were analysed further. Some demographic variables were

found to be significantly related to job satisfaction; especially females were more satisfied than

males.

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In Ghana, Mahunu (2001) investigated the states of job satisfaction and dissatisfaction among

teachers in some schools at the pre- university level at the Kpando District of Ghana with a

survey method. The sample size was 130 primary, junior 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 major

result was that generally, teachers have low satisfaction with their jobs. The male teachers have

lower job satisfaction than their female counterparts. The study came out that generally; 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.

However, Trebarh (2001) investigated the determinants of job satisfaction and dissatisfaction of

2nd cycle schools in New Juabeng District of Eastern Region in Ghana using the same method

and approach used by Mahunu (2001). Trebarhs finding was different from that of Mahunus

Trebarh (2001) used questionnaire 240 special teachers in eleven 2nd cycle institutions. The result

show that gender did not have any influence on the source of job 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, Mahunu (2001) used pre- university level which includes primary, Senior

High School, Junior High School and college of education while Trebarh(2001) used Secondary

Schools alone. Despite the difference in the findings the difference in the findings the results of

the above findings indicates that gender is a determinant of job satisfaction.

As regards to experience, research indicates that employees with longer working experiences

have greater propensity to be satisfied with their job than employees with shorter working

18
experiences (Jinnett and Alexander 1999, Jones , Johnson and 2000 Vecchio, 1988). Barder

1980) found that job satisfaction was related to years of experience teachers had worked, the

more satisfaction they were with teaching than the less experienced ones. Huberman (1993) who

is in agreement with Barber (1980) observed that as teachers gain more teaching experience, they

often follow one or two tracks either one defined by self-doubts and conservation. According to

him the roles of teachers changes in its structure as they progress in their careers.

On the other hand, Lambert et al (2001) argue that inverse leadership exists between experience

and job 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 organization senior employees are highly respected, while experience is as

liability in other organization (Klecker and Loadman (1997,Lambert et al 2001) presented a

paper at a meeting of the mid-western Educational Research Association entitled Exploring

Teacher job satisfaction across year of teaching experiences. This study explored the

relationship between job satisfaction and year of experiences in teaching and was also interested

in discovering which aspect of teaching were most and least satisfying. Subjects included 4,076

from Ohio schools who were requested to complete National Survey of Teachers Education

Graduates job satisfaction subscale developed by Loadman and Klecker. This scale addressed

seven different aspects of job satisfaction. There were no significant findings between

satisfaction and both salary and working 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 making or

19
autonomy. The pattern of overall job Satisfaction showed a steady increase as years of

experience increased.

Baughman (1996) examined both demographic organizational factors that may affect job

satisfaction in secondary school teachers. Subjects included 376 secondary schools teachers from

240 school districts in New York State. Three different instruments designed to measure job

satisfaction were combined and given to participant of the study. The teacher job satisfaction

questionnaire, Organizational Health Inventory and Organizational 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 Job

Satisfaction. The contrast between these two findings- Klecker and Loadman (1997) and

Baughman(1996) with regards to teaching experience shows that the relationship between job

satisfaction and some demographic variables is inconsistent.

Considering educational level and job satisfaction, some researchers (Quinn and

Mandilovitch,1975) maintain that relationships between education and job satisfaction is in the

nature. Klen and Maher (1996) observe that is a tendency for educational level to be positively

related with Job Satisfaction. Perhaps as workers 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 organizations in Ghana a worker is promoted to a

higher level (in position) as soon as the worker completes a further studies (course) but this is not

seen in the teaching profession where one is given two incremental jumps in terms of salary.

20
Avoke, Offei Nyadu and Mensah (1999) noted that the products from the University of

Education, Winneba tend to be reluctant and adamant in going back to special schools after their

training and this could be traced to the fact that after acquiring higher qualifications, there were

more attractive job placement. However, those who are not able to get better jobs remain in the

special schools frustrated. A survey conducted by Smith and Staples (1982) on the teachers in

English High School in Chicago with a sample of 200 out of the population of 300 teachers,

found out that teachers with masters degree were more critical of their professional

environment..

Dokumah (2001) investigated the job satisfaction of lecturers in three Ghanaian Universities.

The lecturers job Satisfaction questionnaire that was utilized in the study was administered to

100 lecturers chosen for the study. The results revealed that there was difference between male

and female lecturers with regards to job satisfaction. There was difference between lecturers with

long years and lecturers with short years of service. But there was no difference in job

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 Ghanaian society and therefore one feels satisfied to be

teaching at a university.

Challenges Facing Teachers in the Special Schools

In order to examine job satisfaction among teachers in special schools successfully; it is

important to consider some of the internal factors that deal with some of the things seen in the

schools that influence job satisfaction. These factors include interpersonal relationship; work,

security, teaching and learning materials, and work variety. Sutherland (1994) mentioned some

21
of the internal factors that influence teachers job satisfaction to include: learning environment,

teacher morale, work variety, materials to work with, inter personal relationship, high student

achievement among others. For the purposes of this review factors such as interpersonal

relationship, work security, teaching and learning materials, and work variety are discussed.

Interpersonal Relationship

Interpersonal relationships are the elements that make up the social and support network of

employee within the contest of job satisfaction. These elements include social interaction with

co- workers (Sutherland, 1994). Communication is an important aspect in creating an effective

school climate communication is used to help people within the organization, clarify their

understanding of the organizations goals, objectives, procedure and rules (Sutherland, 1994,

p7). Nnadi, (1997) is also of the view that social interaction of workers at work engenders a

high sense of belonging among employees. The interaction may include conversation and

communications among workers. Through these they learn to trust and respect each other.

Greater satisfaction is developed when they can share what they are doing and what goes on in

their daily work. Workers who possess high social needs may retain their membership in work

environment which responds to these needs. In a similar view, Gibson, J.L.; Ivancevich, J.M. &

Donnelly, J.H 2000) 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

organization should engage in the integration of employees so as to create group cohesion among

employees and departments within the organization (Lambert et al 2001). Luthans (1998)

postulates that, work groups characterized by co-operation and understanding amongst their

members influence the level of job, satisfaction or dissatisfaction when cohesion is evident

within a work group. It usually leads to effectiveness within a group and the job becoming more

enjoyable. However of the opposite situation exist and colleagues are difficult to work with this

may have a negative impact on job satisfaction. The findings above indicate that the quality of

the co- workers relationship will have a significant positive influence on the employees overall

level of job satisfaction. Okumbe (1998) sees the importance of such relationships and remarks:

work has a social function in that the work in that the work environment provides the workers

with an opportunity to meet new people and make friends. Workers spend most spend most of

their working hours with their co- workers in their working place (p.1819) when their

colleagues are hostile; such workers are likely to absent themselves from work frequently

because they are unhappy at work. Kreitner and Kinicki (2001) also observe that people with

high need for affiliation prefer to spend more time maintaining relationships; joining groups and

wanting to be loved (p.213).

In Ghana , Amoako Essien (2002) investigated the level of job 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 Accra Metropolitan of Greater

Accra region of Ghana. A total sample of 280 teachers (140 basic school teachers and 140 junior

23
high school teachers) were used in the study. Data 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 work environment, recognition and interpersonal

relationship. However, teachers were not satisfaction with factors such as remuneration and

benefit as well as opportunities for professional development. Here interpersonal relationship had

a positive effect on teacher job satisfaction. It could be a high predictor of teacher job

satisfaction in special schools too.

Similarly, Sutherland (1994) investigated teachers perception of the characteristics of good

school climate. The study was a survey design which used a quantitative approach. A

questionnaire called the teacher perception scale was used. This was given to 150 teachers in a

school district in a suburban area in Netherlands. The study revealed that majority teachers

agreed to the characteristics of favourable school climate are present in their schools. Sutherland

also found that at 0.5 level of significance of area of teacher overall attitude toward the school;

82 per cent agreed that they liked the school in which they work. In the area of trustworthiness of

colleagues, Sutherland explained that 66 per cent at the 0.5 levels agreed that they trust the

people with who they work. At 0.5 level of significance, 84 per cent of the teacher agreed that

they know a lot about the school in which they work. Also majority of the teachers agreed that

they information about their school is shared and communication practices are accepted to them.

70 per cent of the teachers agreed to the statement, I feel that I am part of the school in which I

work at the 0.5 level of significance. The findings of the above study indicate that interpersonal

relationship has an influence on teachers job satisfaction.

The work itself

24
The nature of work performed by employees has a significant impact on their level of job

satisfaction (Landy and Trumbo 1989; Luthan 1992; Moorhead and Griffen, 1992). According to

Luthans (1992) employees derive satisfaction from work that is with status. Working with

children with disabilities could be very challenging when one considers the nature of work (some

of which have been discussed earlier on in the background of the study) done by teachers in

special schools as far as children with disabilities are concerned. Supporting this view, Landy

and Trumbo (1980) state that work that is personally interesting to employees in likely to

contribute to job satisfaction. Similarly skill variety has strong effect on job satisfaction implying

that the greater the skills that employees are able to utilize in their jobs the higher their

satisfaction (Ting 1997).

Amodt (1999) proves that job satisfaction is influenced by opportunities for challenges and

growth as well as by the opportunity to accept responsibility. Mentally challenging work that the

individual can successfully accomplish, satisfying and that employees prefer jobs that provide

them with opportunities to use their skills and abilities that offer a variety of task, freedom and

feedback regarding performance, is valued by most employees (Larwood, 1984); Luthans, 1992;

Robbins 2001). Robbins (2001) 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 (Locke, 1968; 186) is it and Ford (1976) study mentioned that, teaching workload could

be a factor in determining teachers job satisfaction. In addition, previous achieving. Low income

and minority students for more economically and educationally advantaged schools (Loeb,

Darling Hammond & Luzak 2005). Most of the children in special schools are low achievers and

25
therefore this could not be a good predictor of a teachers job satisfaction in special schools.

Ewudzie (2001) studied the type of attitude teachers have about the subject lack of job

satisfaction. This study revealed the followed as the concerns of teachers. Poor pay teachers,

inadequate tools and materials to work with; workload, poor academic performance of pupils;

teachers face problems of large class size to work with and working conditions surrounding their

jobs.

Security

Security at the workplace include freedom fear of physical and psychological harm or anxiety or

the need for freedom from threat; that is the security for threatening events or surroundings

(Gibson, J.L.; Ivancevich, J.M. & Donnelly, J.H 2000) explain further that, physical harm is

linked to harm emanating from the work environment. For instance the infrastructure of a school

contributes to the level of safety that the teachers and pupils enjoy. The infrastructure refers to

the physical outlook of the school made up of the general accommodation, classroom and

furniture situation, the compound of school, offices and sanitation facilities (Amuzu, 1999). Like

Nnadi, (1997), Owens, (2001) considers safety as to be without fear of physical or

psychological harm(page 354). Okumbe, (1998) noted that the environment is important in

satisfying some of the security needs of employees, he states that:-

Security needs relate to the desire for a peace,

Smoothly run and stable environment workers want some

Assurances that their security needs will be met.

26
 Security in a working environment ensures that workers needs are met now and in the

future (page 45).

Therefore the nature of the environment would determine whether the teacher would be

frustrated with his work or not.

Durham, (2006) led a research team to conduct a survey study. Adopting a quantitative approach

with a simple of 217 out of 300 first and second year teachers in a small, urban school district at

Duke with a population of 300, the study was to assess teachers perception on monitoring

school climate and leadership of this group. The findings was that 14.8 per cent of teachers did

not plan to return to their school, 11 per cent did not plan to remain in the district and 30 per cent

planned to remain in teaching for five years or less. Teachers were not satisfied with the climate

that existed in the schools. Some of the areas mentioned were security, relationship with other

teachers and lack of resources. The suggestion was that teachers should be made to feel secured

and be motivated through financial rewards. And also, they should be provided with tools and

facilities to work with.

Resources

When employers are not able to provide employees with the entire requisite resources for the

completion of a job, or the resources may be unreliable for the worker to perform the job this

will lead to frustration especially when the employers expects the employee to complete the job

in schedule in spite of the unavailability of some resources (Maier, 1961 and Nnadi, 1997).

A large- scale conducted by the US Department of Education (1993) showed that 43% of

American teachers were strongly dissatisfied with the workload, the resources available to them,

27
the support received from school administrators and the procedures used to evaluate their work.

Studies conducted by the Council for Exceptional Children (2000) cited by Aglomasa(2008)

indicated that both general and special education teachers report that they often lack specialized

resources and materials for students with exceptional learning needs.

Work variety

Mailer, (1961) and Nnadi, (1997) explained that doing the same job 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 work for a long time and

may exhibit frustration through anger, aggression and absenteeism among others.

Maier, (1961) and Nnadi, (1997) explain further that, the chain of monotony is broken 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 make maximum use of

their skills and abilities. Stempien and Loeb (2002) 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. Questionnaire included demographic questions, a job satisfaction scale, and a

file satisfaction scale. All were 5 points Likert scale. The Brayfied- Rothe job satisfaction index-

(LSI- A) 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 job satisfaction.

Statistical analysis includes two one- way analyses of variance to determine difference in job

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.

Associated with dissatisfaction, was frustration coming within and outside the classroom as a

result of poor students progress.

Unsuitable teaching materials, work monotony and excessive paper work. The younger less

experienced special education teachers experience more difficulty. Problems they identified

included working 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 likely to leave the profession.

External factors in Job Satisfaction

Several researchers have attempted to determine job satisfaction in connection with external

factors. For example, Barry (1998) and Shalaka, (2004) mentioned the following external factors

as an indication of job satisfaction: growth, money, work recognition, promotion and

advancement. Over the last decade, many studies have attempted to identify factors affecting the

job satisfaction of teachers. Some of the external factors that have been found to contribute to job

satisfaction among teachers are: promotion, salary and financial rewards, growth. Additional

factors include achievement and society recognition (Algbari, 2002; Aloanazi, 2002, Aloyabli,

2002). These factors among others will help determine the satisfaction of teachers in special

schools.

29
Locke, (1976) cited in Sempane, Rieger and Roodt (2002) presented a summary of job

dimensions that have established to contribute to employees job associated with job satisfaction.

The particular dimensions represent characteristics associated with job satisfaction. The

dimension included pay, promotions, recognition, working conditions and benefits. This

postulated to influence employees opinion of how interesting the work is how routine, how they

are doing and in general, how much they enjoy doing it. (McCormick & IIgen, 1985) a

comprehensive assessment of the above listed factors could give an indication of job satisfaction,

explaining job satisfaction. To him job satisfaction is a higher when the job has more positive

characteristics such as adequate pay and benefits, recognitions among others.

A study of the changing role of secondary principal surveyed by Baughman, (1996) examines

demographic and other related factors that may affect job satisfaction in secondary school

teachers. Subjects included 376 secondary school teachers from 240 school districts in New York

States. Three different instruments designed to measure job satisfaction were combined and

given to participants of this study. Teachers Job Satisfaction questionnaire Organization Health

Inventory and the Organization Climate Descriptive Questionnaire Revised Secondary were the

measure included in the study. Some of the findings revealed that promotion, salary and status

were all significantly related to job satisfaction.

Opoku, (2003) studied the causes of job satisfaction among basic level teachers after the

Education Reforms at Ahafo - Amo North District of Ashanti to found out there was a job

descriptive survey for the study with a sample of 80 teachers out of a population of 150 teachers

concerns were; recognition from the society, higher remunerations, money rewards, adequate

fringe benefits, higher prestige. Based on the results of the studies are all predictors of job

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 job satisfaction

Miller, 1985, Barrie, 1991, Lambert, Hogan, Barton, 2001). Fringe benefits and salary among

others can be brought under the term compensation, which is termed by Nnadi (1997) as

Employee Compensation. 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.

Salary

Recent studies have generally shown a positive relationship between pay and job satisfaction

Bame, 1991; Nnadi, 1997, Opoku, 2003). Salaries not only assist people to attain their basic need

but are instrumental in satisfying the higher level needs of the people (Luthans, 1998). Nnadi,

(1997) noted that money can be a source of job satisfaction. The degree of its influence varies

from one individual to another. The influence of money as a source of job satisfaction has been

found with individuals at higher occupational levels. When an employee feels underpaid,

compared with other employees in the same job category, this lead to dissatisfaction. Continuing

that if the employee refuses to join another establishment, although receiving no increase in

31
salary, work output would be lowered. Also employee will steal from his employers to make up

for what he/she has not received by way of remuneration.

Bame, (1991) supports Nnadi, (1997) view by stating that, An adequate salary was one of the

factor which made teachers leaving the teaching profession. these ideas are collaborated by

Kreitner and Kinicki(2001) as they re-echo Nnadi that a good reward system should attract

talented people and motivate and satisfy them once they have joined the organizations.

Lambert, Hogan, and Barton (2001) found financial reward to have significant impact on job

socialized 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 organization. In a similar view Goodman (1974) cited in Wexley (1977)

stated the degree of satisfaction with pay depended on employees needs and values. If

employees salary is sufficient to provide for his own and familys 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 organize extra classes for their

students disabilities. Therefore, salary could be a higher predictor of their job satisfaction.

Supporting the view of Lambert, et al (2001) and Goodman (1974), cited in Wexley (1977),

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 organize extra

classes for their students with disabilities. The salary could be a higher predictor of their job

satisfaction.

32
Boatengs (2001) exploration study the casual factor of teachers job satisfaction with their job

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 (100) teachers from the Accra Metropolis form the sample for the

study. A sample percentage description was used in analysing the responses. The main findings

were: teachers are generally dissatisfied with their job. Teachers satisfaction levels vary with

gender level of teaching academic and profession are leaving it for other lucrative jobs. Low

salary rates high on the list of predictors of teachers job dissatisfaction. Again teachers were not

happy about the fringe benefits attached to their jobs.

In view of these findings, recommendations made include; teachers present condition of service

should be improved, teachers like their counterparts in other professions have to be given good

conditions and service like housing, loans, car loans, bungalows who are leaving and to attract

brilliant senior high school graduates into college of education. Members in professions should

be given job security. Health Insurance Scheme should be established and should be made

compulsory for every teacher. In- service training should be intensified to boost the professional

competences if teachers.

A similar study was conducted in Yendi district of Northern region in Ghana by Abdul Maseed

(2005). This author investigated the cause of job dissatisfaction among basic school teachers

using the survey design and quantitative approach. 180 teachers were randomly selected out of

598 basic schools. Among the findings were the following: inadequate tools and materials for

teachers to work with. Poor salaries of teachers were found to be one of the main factors

33
affecting teachers dissatisfaction. Suggestions made include, exhibition of a high sense of

professionalism and attract published sympathy to induce government to give the necessary

recognition to teachers. Salary fringe benefit run through the two researches conducted in Ghana.

This indicates how teachers in Ghana place more importance to salary. As such, salary can be

described as an important determinant of job satisfaction of a Ghanaian teacher.

Fringe Benefit

Fringe benefit also generates employee satisfaction and dissatisfaction. Some of such benefits are

medical report, sick 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 satisfaction;. He or she is likely to be satisfied if the

fringe benefits are those that he value as important and indispensable (Nnadi, 1997). Employees

benefits are very vital to job satisfaction because according to Nnadi 1997, this benefit can help

develop a stable and productive work force (page 27). Snell and Bateman (1999) also noted that

reward system can serve the strategic purpose of attracting; motivating and attracting people

(page 351).

Promotion

Promotion provides opportunities for persons growth, increase responsibility and increase social

status ( Robbins, 2001). Employees opportunities are also likely to exert an influence on job

satisfaction ( Landy, 1980; Larwood, 1984; Moorehead and Griffen, 1992; Vecchio, 1988).

McCormic and IIgen ( 1985) emphasized that satisfaction with promotional opportunities will

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. Promotion in the teaching service in Ghana is not

based on hard work but rather number of years in the service. In the teaching profession, a

teaching is promoted from his rank to the next through an interview conducted by the Ghana

Education Service. An invitation to such interviews depends on the number of years one has

being on the previous rank. For instance a teacher with the rank of assistant superintendent

would have to wait for three to four years before attending an interview for promotion to the next

rank. However teachers with the rank of superintendent enjoy an automatic promotion to senior

superintendent after three to four years.

Opportunities for promotion to have significant positive correlation with job satisfaction (Tolbert

and Moen 1998), in study conducted by Jayarantne and Chess (1995) cited in Staudt (1997). It

was reveal that the opportunity for promotion was found to be the best and only predictor of job

satisfaction in child welfare, community mental health and family services agency. Luthans

(1992) further maintains that promotion may take a variety of different forms and generally

accompanied by different rewards. Promotional opportunities therefore have different effects of

job satisfaction and it is essential that this be taken into account in cases where promotion

policies are designed to enhance employees satisfaction.

Antwi (1992) posits that promotion is one way to increase teachers job satisfaction and

promotion means an increase in pay. He stated further that promotion helps to raise the morale

of teachers and motivate them to work harder in their job and lack of promotion leads to low

morale and may result in frustration, resignation or departure from the teaching profession. With

similar view, Pathens (1960) assert that individuals who are not been promoted but they feel that

they are qualified for promotion will experience job dissatisfaction, leading to deterioration in

35
the individuals organisation productivity. In a recent study by Aglomasa (2008) on teacher

attrition in Special Schools, the researcher wanted to find out about the opportunity for teacher

development in the Special Schools. The method was a survey design, and structured

questionnaire was used to collect data researchers scale measured whether teacher agreed or

disagreed with items such as I had regular promotion, I had opportunity for in-service

training and I had opportunity to further of the respondents had my education. The finding was

that majority of the respondents had irregular promotion and irregular in-service training. One

the other hand majority agreed that they had opportunity for further studies. However, whether

negatively or positively related, promotion is one of the sources of job satisfaction of teachers.

Advancement

Advancement in this context means opportunity to pursue high education. Black, Hayden and

Thompson (1994) cited by Aglomasa (2008) noted that the practice of teachers and

administrators to seek graduate and post graduate study courses leading to higher qualification

has been an establishment pattern for professional advancement. Cambell (1997) observed that

overtime the knowledge and skills of staff members are subjected to deterioration whilst new

development in educational thinking render their skills out dated and inefficient. Sparks and

Richardson, (1997) cited by Steyn (2004) are of the view that educators will not change the way

they teach unless they learn new ways to teach the need for advancement.

Gerstein, Keating Yovanof and Harniss (2001) conducted a study in urban system. They use a

scale that measures satisfaction with items such as opportunity to learn many techniques and

new strategies, opportunities for professional advancement and promotion(555 -556) 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. Gerstein &

Harniss discovered from the study that professional advancement had an indirect effect on

teachers intend to leave and indirect influence on their commitment to the profession.

In a similar study Williment (2003) discovered in his study that lack of opportunity for career

advancement could push more highly skilled educators from the teaching profession. He added

that a higher percentage of educators also obtain at least a higher diploma or first degree and who

were unhappy about lack of opportunity for career advancement in education skills (80%) and

with few skills in diploma (70%) considered leaving their profession. However Aglomasa (2008)

recent study on teacher attrition in Special Schools in Ghana revealed that teachers had

opportunities for further education. The researchers skill measured. I had the opportunity to

further my education. This finding confirms Avoke et al (1999) study findings also reveal that

30% (75%) of Special education student they used in their study indicated that they left Special

Schools for further studies. In Ghana, to maintain teachers in the classroom for academic work 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.

Status

Status can be referred to as the prestige or low regard that accompanies one office or position or

job. Status is one of the reasons why people take a certain job so as to be recognized in the

society. It was reported in America in 1980 that factors that greatly influence job satisfaction of

teachers includes general public criticism which is function of the status acquire in the society.

Persons who enjoy high status according to Baron, Byrne, Kantowitz (1980) do usually register

37
greater satisfaction with their work than low status workers. It is also explicit that a high degree

of satisfaction is reported when worker feel that they are being treated fairly as compared to

others.

Seidu (2006) conducted a research on the impact of job satisfaction on Teacher Effectiveness in

West Gonja District to find out whether teacher derived satisfaction from their job, and whether

this satisfaction has any impact on the effectiveness on the motivating factors that help to

improve job satisfaction. The researcher adopted the survey method which is quantitative in

nature. A sample if 100 teachers were drawn out of a target population of 222 trained teachers

for both Basic and Senior High Schools district of the study. The author used questionnaires and

some unstructured interviews to collect data for his analysis. The major findings were that

teachers do not enjoy the same the social status as doctors, lawyers just to mention a few. It was

also found out that there is low worker morale in teaching, and that majority of teachers are not

prepared to stay in the teaching profession till retirement. Some 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 teachers; leadership

of Ghana Education Service and all organs which matter in addition. Better salary, better

infrastructure and advancement should be enjoyed by teacher.

Leadership Qualities of Heads that Contribute to Teachers Job Satisfaction

The quality of leadership in an institution would influence the satisfaction that workers would

derive from their work. There are many and varied definition to the concept of leadership as

noted by Stogdill (1974), Owen (2001) posit that leadership is not something that goes to people

38
nor a manner of behaving towards people; it is working with and through other people to achieve

organisational goal (page 239). Nnadi (1997) states that leadership refers to the interpersonal

process by which a supervisor tries to influence employees to perform their work (page 12).

Burns (1997) is of the that leadership over human beings is exercised when persons with certain

purpose mobilize in competition or in conflict with others, institutional, political, psychological

and other resources so as to arouse and satisfy motives of flowers.

Kreitner and Kinicki (2001) noted that some researchers defined leadership in terms of

personality and physical traits, while others believe leadership is represented by a set of

prescribed behaviours in contrast; 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. 551). The judgement that could be drawn

from the above comment of Kreitner and Kinicki (2001) on the different definitions of leadership

is that, leader is a process of social influence of subordinates to voluntarily work towards the

achievement of organisational goals. All the above definitions have similar focus and would

therefore meet the purpose of this discussion. According to Owen (2001), the above definitions

on leader are considered as a group function; it seeks to influence the behaviour of other people.

Peter and Austin (1985) also gave a very distinct description of leadership when they describe

leadership as; vision, cheerleading, enthusiasm, love, trust, very passion, obsession, consistency

the use of symbols, paying attention as illustrated by the content of ones calendar; out and out

drama (and the management thereof) creating heroes at all levels, coaching effectively,

wandering around and numerous other things. Leadership must be present at all level of the

organization. According to Peters Austin (1985) 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.5-6). This description shows that leadership clearly

does not involve only the using of power and exercising authority. Rather, Leadership is also

concerned with inspiring, motivating, monitoring and coaching of worker. Moreover, Team

building, creation of cohesion and resolution of conflicts are the responsibility of leaders to make

others feel to remain on jobs. In addition to the above, leaders have responsibilities of building a

culture and creating positive change in the organization.

Effective leaders (Nnadi, 1997) develop the common vision and strategic plan of an organization

or a school and trying to get employees to rally around a common goal. It is the duty of the

organization and display satisfaction or joy to such contributions. Nnadi (1997) present some

qualities of good leadership (are): self-motivation of leaders, adaptability to change, solicits,

input from others, goal oriented, and strives for excellence, work well with people, preservers,

delegates responsibilities, reposes confidence in their capabilities and work hard. Kreitner and

Kinicki (2001) in similar view quoted Cohin Powell, the former chairman of the Joints Chiefs of

Staff and White House National Security advisor of the USA on his opinion of the qualities that

an effective leader of the 21st Century must possess.

Leadership will always require people who have a vision of where they wish to take the led

Leadership will always require people who are able to organize the effort of others to accomplish

the objective that flow from the vision. And leadership will always put a demand on leaders to

pick the right people leadership also requires motivating people and that means pushing the

vision down to every level of the organization (p.556). These leadership qualities can lead to the

success of the organization. On the other hand, leadership that pays attention to work

performance to the neglect of workers well-being inhibits job performance (Kotter, 1996)

40
Fullan, (1991:68) 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.

Under central economic and social issues and anticipate their impact on education and

schools.

Develops a school culture conducive to learning

Facilitate parent involvement

Decision making

Teachers involvement in decision making could depend on the heads relationship with teachers.

And decision making by teachers on matters that affect their job and can influence teacher job

satisfaction. Chieffo (1991) maintains that supervisions, who allow their employees to participate

in the decision that affect their own job will in doing so will stimulate higher level of employees

satisfaction. This can promote higher performance on the job. In similar outcome, Miller (1985)

reported a significant relationship between job satisfaction and rate of verb participation and

school decision making were likely to present both high and low levels of job satisfaction than

teacher of less, participation. Chen (1993) observed that in an environment with intimacy; strong

41
ideology of the organization, and shared participation the teacher experienced by higher job

satisfaction and increased productivity.

Supervision

Supervision is a process of bringing about improvement in an institution by working with people

who work with student. It is a process of stimulating growth, and a means of helping teachers to

help them. In government schools in Ghana, internal supervision is normally done by heads of

institutions or their assistants or inspectors from Ghana Education Service. Conley, S;

Bacharach, S; & Baurev, S. (1989). illustrate that there are two aspects of supervision; positive

and negative ides a climate in which people have a sense of working for themselves. According

to these researchers, applying positive supervision, supervisors shows appreciation for teachers

activity and solicits inputs from teachers. When applying negative supervision, supervisors

maintain a negative critical alienation towards teachers.

Myers (2001) reports that, effective supervision is necessary for job satisfaction, it provides a

climate in which people have a sense of working for themselves. Research indicates that

individuals are likely to have a high level of job satisfaction if supervisors provide them with

support and co-operation in completing their task and appreciating the efforts of workers (Ting,

1997). Similar results were reported by Bilingsley and Cross (1992) as well as management

supervision is a significant predictor of job satisfaction. The above findings are collaborated by

Stoudt (1998) research based on social workers in which it was found that respondents who

42
reported satisfaction with supervision will also more likely to be satisfied with their jobs in

general. Researchers (Knoll, 1987, Pfeiffer and Dunlop 1982; Retting, 2000) 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 (1991) found in the study in Ghana that, teachers attach more importance to their

relationship with supervisors and that teachers consider it as a high priority for determining job

satisfaction. Furthermore, teachers have mixed feelings and attitudes towards the supervisory

activities of the Ghana Education Service officials even though teachers, , have often had cause

to worry about the tendency of supervisors and inspectors often trying to find faults with work of

teachers and making unfair criticisms. Teachers according to Bame, (1991) are rather of the

opinion that such inspection should aim at nothing deficiencies in the work 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

teachers efforts are not appreciated, they relax in performing their job. They concluded that no

matter how hard they try, their superiors would not appreciate their effort. When this happens,

the children rather suffer; Supervisors should really take a second look in their supervisors

strategies.

Agbady, (2002) conducted survey research with quantitative approach to find out the extent of

teacher job satisfaction in the Awutu Efutu Senya District in four circuit with a population of

331. Samples of 120 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 Teachers

dissatisfaction could be due to the superiors and this can affect the performance of researchers at

43
Awutu Efutu Senya District. The above discussion indicated that teachers attach more

importance to their superior supervision and therefore this could be an important determinant of

job satisfaction.

Effects of job Satisfaction

Job satisfaction in Spectors (1997) view has been the most frequent investigated variables

effecting job performance and organizational effectiveness in human resources and

organizational behaviour in human resources and organizational management. Job satisfaction

can be an important policy issue since it is closely associated with teacher work attitude and

performance that ultimately affect student learning (Ostroff, 1992). Specially, teachers job

satisfaction may influence the quality of instructional practice. Weiten (1986) posits that job

satisfaction is one happiness and contentment with a particular occupational position. Even

though it may sound worrying it is significant to note that issue of job satisfaction could evoke

health implications. This has explained that the satisfaction associated with work can spill over

with great impact into virtually any area of our lives. Job satisfaction could be changing to

health.

Positive Effects

Job satisfaction promotes certain behaviours among workers. Workers who are satisfied with

their job exhibit positive behaviours. Gibson et al; (2000) termed these as citizenship behaviour.

These include: showing untrained colleagues how to complete a hobs helping a fellow worker to

44
complete a hob when he is not feeling well, making positive moments in the community about

the organization working extra hard to deliver, and not complaining when management doesnt

provide resources as promised. Other positive consequences are: commitment and high

productivity. One of the positive impacts of job satisfaction is commitment, Gibson et al (2000)

assert that workers remain wholly commitment to their jobs and ensure the realization goals even

in the absence of their colleagues. Therefore, they have such unshakable affinity for their work.

Contributing to the consequences of job satisfaction, Bame (1991) added that, the teacher job

satisfaction is positively related to the degree of commitment to their work. Teachers who are

satisfied psychologically with teaching are also found to play a vital role in their self-image. Rue

and Byars (1986) study reveals that individuals satisfaction leads to commitments. In other

words, teachers who are satisfied with their job and other related factors are likely to be

dedicated to their work. Fresco, Kfir and Nassar (19980 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. Predictors variable included personal

variables as well as job related factors. Data are reported from 175 teachers who had completed

their pre service training at an Israel teachers college over the ten years period. Results

indicated only job satisfaction could directly commitment. Other factors such as professional,

self-image, abilities, gender job advancement, and pupil grade level were directly related

generally through their relationship with satisfaction.

Negative Effects

Workers who are not satisfied with their work exhibit negative behaviours such as quitting

schools, health implication, poor job performance and absenteeism among others. (Gibson, J.L.;

Ivancevich, J.M. & Donnelly, J.H. 2001). A health implication has a negative consequence of

45
job satisfaction. Gibson et al (2000) noted that when workers are not satisfied with hob work,

the consequences are often undesirable. Job dissatisfaction brings about stress which contains

dire health implications. This opinion is shared by Nnadi (1997). He stipulated that

dissatisfaction can lead to teacher job stress and serious health implications. Morrhead and

Griffen (1986) observed that when people are dissatisfied with their job they are more likely to

call in sick when they really feel fine and may even leave the organization for more attractive

jobs elsewhere. Conversely, when employees are satisfied they come to work regularly and are

less likely to seek other employment. According to Bame (1991), teachers who are dissatisfied

are also likely to transmit negative attitudes and values about the teaching to the pupils they

teach. This attitude seems to have the potential of killing 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 jeopardize their commitment

to the profession. They may also transmit the same negative attitudes to their prospective pupil,

thereby, creating a vicious cycle of dislike for the teaching profession. Dissatisfied teachers may

often absent themselves from school.

Field and Crockett (1995) to substantive this point; 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 (1991) relying on the views of Bray, Field and

Crockett, (1955) indicated that the situation of dissatisfied workers is caparable to one that is

punishing them. As such, they would attempt to shun it, thereby absenting them from work

deserting, teaching completely. Furthermore, the moral of the teacher would determine the rate

46
of attendance to school. Dissatisfied teachers may often absent themselves from school and that

teachers dissatisfaction can be critical problem for schools, other teachers and students even

when it does not lead them to exit (Bray Field 1995). Teacher job satisfaction and teacher job

stress: school size, age and teaching experience: by Green Resse, Johnson and Compbell (1991)

examined the variable named above in a specific teaching population. Secondary physical

education teachers from Florida and Georgia were given questionnaires designed to assess their

job satisfaction. A total of 229 surveys were returned and included in analysis. Green Resse,

Johnson and Compbell (1991) found that jobs dissatisfaction was a main contributing factor to

stress.

Age of the teacher and years of teacher and of teaching experience were not significantly related

to increase job stress or to varying levels of job satisfaction. Chaplain (1995) examined different

variables that affect job satisfaction and job stress. A total of 267 subjects from, the Eastern and

Northern regions of England participated in the study. A random sample consisting of 35 of the

returned survey were used to conduct interviews with some of the participants. A stress scale,

job satisfaction scale and biographical information that were included in the questionnaire

packets. In regards to years of teaching experiences and job stressors teacher with less

experiences were found to be experiencing a significantly greater amount of job stress than

others. The relationship between job stress and job satisfaction was found to be significant with

greater job dissatisfaction resulting in job stress.

47
Summary of Literature Review

Job satisfaction is accepted by researchers as an educational problem worldwide. The literature

has highlighted on some variables that affected teachers job satisfaction. For example,

demographic factors, school climate, external factors, the quality of leadership and job

satisfaction. When the factors affecting the job 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 (Lanzo, 2003, Bame, 1991; and Boateng, 2001)

48
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter deals with the research design, population sampling techniques, instrumentation,

validity and reliability procedure for data collection, and data analysis.

Research Design

This research was a descriptive survey with the focus on exploring job satisfaction of teachers in

special schools in North Akwapem District of the Eastern Region of Ghana. Orland and Law

(2002) 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 Khan (1995) 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 study; since it was to explore

how things are currently, job satisfaction among in some selected schools could lead the

researcher to unearth the phenomenon on the ground regarding Job Satisfaction and teacher

retention in schools. In the view of Crewswell (2003) 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 respondents views and attempting to discover relationships between

existing variables.

Fraenkel and Wallen (2000) in spite of the importance of using descriptive surveys have however

pointed out some difficulties associated with its use. Such difficulties include the danger of

playing into private affairs of respondents and therefore, the likelihood of generating unreliable

response and difficulty in assessing the clarity and precision of questions that elicit the desire

response. What has been suggested to overcome this problem is assuring respondents of treating

their responses confidentially (Maxwell, 2005).

Population

The population consisted of 150 teachers teaching in these selected schools: Adukrom Unit

School for the Mentally Handicapped, Demonstration School for the Deaf and Akropong School

for the Blind.

Sample

Hundred (100) respondents were selected for the study out of the total population of One

Hundred (100) from the following schools: Adukrom Unit School for the Mentally Handicapped,

Demonstration School for the Deaf at Mampong and Akropong School for the Blind at

Akropong Akuapem. Teachers were selected for the study because the issue of job 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
Table 1: Distribution of respondents according to schools

Name of school Male Female Total

1. Adukrom Unit 17 8 25
School for the
Mentally
Handicapped

2. Demonstration 20 17 37
School for the
Deaf, Mampong

3. Akropong School 20 18 38

for the Blind

Total 57 43 100

Table 1 shows the sample distribution of respondents according to schools. All schools had

different sample distribution in terms of numbers. Adukrom Unit School for the Mentally

Handicapped out of 25 teachers, 17 were males and 8 were females while Demonstration School

for the Deaf 37 teachers were males and 17 were females. Akropong School for the Blind had a

total of 38 teachers which comprised 20 males and 18 females. Distribution of sample in terms of

age is shown in the table.

51
Table 2: Teacher Demographic Characteristics by Gender

Sex Number Percentage (%)

Female 43 43.0
Male 57 57.0
Total 100 100

Table 2 shows the demographic characteristics of respondents by gender. 43 representing 43.0

were females while 57 representing 57.0 were males. The highest percentage by gender was

males.

Table 3: Teacher Demographic Characteristics by Age

Age Number Percentage (%)

21- 30 4 4.4
31- 40 38 42.3
41- 50 36 40.0
51- 60 22 13.3
Total 100 100

Table 3 shows the age range of the teachers involved in the study. 4.4% of the teachers were

between the ages of 21- 30 years while 38- 42.3% were between the ages of 21- 40 years. Thirty-

six representing 40% were between 42- 50 years while 12- 13.3% was between 51- 60 years.

This shows that majority of the teachers are between ages 41- 60 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.

Table 4: Teacher Demographic Profession & Qualification

Qualification Number Percentage

PhD - 0.0
M.A 1 1.1

52
Msc 1 1.1

M.Ed 1 1.1

M.Phil 1 1.1
B.Ed 84 82.2
Diploma 2 2.2
Specialist 4 4.4
Cert. A 6 6.7
Total 100 100

Table 4 above describes the demographic characteristics of respondents by professionals

qualification. Table 4 indicates that 6 representing 6.7% of the respondents had teacher

Certificate A while 4 representing 4.4% held specialist certificate. Majority of the respondents

that is, 74 representing 82.2 had degrees, while 4 that is 4.4% held Masters Degree. None of the

respondents had a doctorate degree. This means that most teachers in Special Schools are

qualified special education teachers.

Sampling Technique

Random 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 papers; folder and put in a box. The

researcher picked the pieces of paper one after the other and any name that was picked

automatically formed part of the research which was here because the researcher wanted the

sample method to be free from bias and prejudice (Sidhu, 2002).

53
Research Instrument

The instrument used to collect data for this study was a questionnaire. A questionnaire is that

form of inquiry which contains a systematically compiled and organized series of questions that

are to be sent to targeted samples for analysis (Sidhu, 2002). The questionnaire was made up of

25 close- ended items involving a Likert- type scales ranging from strong agree (SA) = 5, agree

(A) = 4, Uncertain (U) = 3 strong disagree (SD) = 2 and disagree = 1. The likert type scale has

been found to be a popular, easy to construct administer, and score (Borg and Gall, 1983). The

likert scale according to Taylor and Health (1996) has become one of the dominant methods of

measuring social and political issues. The researcher therefore, adopted it because Likert scales

help in determining values as well as views, attitudes, and experiences of respondents. If a Likert

scale is used, it may be possible to report percentage responses by combining the two outside

categories (Best and Khan, 1995; p. 24).

The questionnaire had two parts namely, A and B and questionnaire found out the demographic

variables such as age gender, years of teaching experience, professional qualification of the

respondents. Section 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 likely to affect

job satisfaction in special schools. The second part comprised five items and sought to find the

views of the respondents on the external factors that teachers job satisfaction. This fourth part

consisted of items which south to find out whether leadership qualities of heads have significant

relationship with teachers job satisfactions in special schools. The final part made up of five

items was to sample the effects of job satisfaction in special schools.

54
Validity and Reliability

The pre- testing of the instrument was undertaker at the Akropong School for the Blind. During

the pilot testing 10 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. After the pilot testing responses were scored,

coded and listed using Statistical Package for the Social Sciences (SPSS) Software.

Procedure for Data Collection

An introductory letter was collected from the Head of Special Education Department to seek

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.

According to Creswell (2005) gaining access involved obtaining permission to sites and

individuals. Questionnaire was administered by the researcher and this made it possible to

explain the procedure for the responding to the questionnaire. Arrangement was made with some

teachers in the sampled schools to see the collection of the completed questionnaire. This

arrangement was done to make the collection easier. Respondents were given two weeks to

response to the questionnaire which they did. 100 questionnaires administered to 100

respondents. There was a high rate of the instrument that 90% (90 questionnaires were retrieved).

55
Data Analysis

For questionnaire data, the descriptive statistical methods by the collected data were analysed

using the Statistical Package for Social Science (SPSS).The use of software on the computer,

version (6.0) To aid easy and quick interpretation of data, tables were used for the summary;

complete questionnaires were given several numbers for easy identification. In addition, all the

responses to the items and sub- items were scored to make them possible to be fed into SPSS

spread sheet for analysis.

CHAPTER FOUR

ANALYSIS OF RESULTS AND DISCUSSION OF FINDINGS

Introduction

This chapter deals with the results and findings of the study. A questionnaire in the form of a

Likert- scale type was designed that required respondents to respond to a series of statements

based on the key themes raised in the research findings. The items were built in a five point

ranges strongly agree (SA) agree (A) Undecided (U), Disagree (D) and strongly disagree (SD).

The items were designed to find out the respondents opinion about job satisfaction and how it

56
influences teacher retention in special education. The questionnaire items were 25 and were

designed on a multi- dimensional basis reflecting key items motion or ranking after training;

level of job satisfaction, school resources and school conditions. Data collected were analysed

using the descriptive statistics which allowed the researcher to make inferences to the population

studied.

RESULTS

Research Questions 1:

What are the factors that influence teachers job satisfaction in the selected schools?

To answer this research question, responses to questionnaire items number 1-7 was used. Table 4

shows the responses to the items.

Table 5. Responses to items 1-7 by respondents for research question 1:

Statement SA A U SD D
F (%) F (%) F (%) F (%) F (%)
1. Special education teachers are well 13(14.4) 35(38.9) 11(12.3) 18(20) 13(14.4)

Placed on their ranks after training.

2. Salaries paid to special education 13(44.4) 42(46.4) 0(00.0) 16(17.6) 13(14.4)

teachers after training are sources of

motivation

57
3. Special education teachers enjoy 11(12.2) 31(34.4) 3(3.3) 30(33.3) 15(16.8)

benefits such as extra teaching

4. Teachers in special schools are paid 5(5.5) 11(12.2) 13(14.4) 47(52.2) 14(15.6)

their responsibility allowance well.

5. Teaching in special schools is more 4(4.5) 51(56.2) 5(5.6) 25(28.1) 5(5.6)

lucrative and prestigious than normal school

6. Conditions in Special Schools allow 16(17.8) 55(61.1) 6(6.7) 12(13.3) 1(1.1)

all teachers to enjoy working there

7. Regular schools have better value in terms

of reputation 6(6.7) 54(60.0) 0(00.0) 19(21.1) 11(12.2)

Key: F = Frequency % = Percentage

Table 5 shows the response distributions to the statements items 1-7 by the respondents. Item 1

focused on finding out whether teachers are placed on their ranks after completing their training.

A combination of strongly agree and agree representing 48 (53.4%) of the teachers views were

in agreement with the statement. However, 31(34.4%) of the teachers disagreed while 11(12.3%)

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 ranks and

how promptly their salaries are paid or adjusted among others. These variations may serve as a

problem to teachers who may be affected in some districts and can create motivational problems.

As regards item 2 that sought to find out whether salaries after training are sources of motivation,

58
a total of 55(61.0%) of teachers responded positively to the statement. However 35(38.9%) 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.

With regard to item 3 that sought to find out whether teachers in special schools enjoy benefit

from teaching allowance as done in regular schools, a total of 42 representing (46.6%) 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 majority of the respondents who

disagreed with the statement. Teachers who suffer these may not regard it as motivating enough.

This results confirms with Barber (1980) who found out that job satisfaction was related to years

of experience and that the more special teachers were satisfied they will discharge their duties

with zeal and efficiency. This goes to confirm what Lambert et al. (2001) have noted that an

inverse relationship exist between access to salary and job satisfaction. He explained that the

reason the literature has both inconsistent and inconclusiveness in this regard may be because the

specific organization and how they respond to the needs of newly appointed employees. In

accordance with their views, in some organizations senior employees are highly respected, while

high experience is viewed as a liability in other organizations.

Responses to item 4 indicated that majority of respondents 61(67.6%) disagreed with the

statement that teachers with higher qualification are more satisfied with their jobs than teachers

with lower qualification.

59
A total of 16 (17.8%) agreed while 13(14.4%) were neutral views by those who disagreed is in

line with Klem and Mahers (1996) observation which indicated that there is a tendency for

educational level to be positively related with job satisfaction, however as workers 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 work. Unlike other organizations Ghana Education Service does not use academic

achievements to promote but instead number of years of the job and interview and this can

frustrate teachers who have graduate degree and have gone back 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. However, they disagreed that experienced teachers and teachers with higher qualifications

are more satisfied with non-experienced teachers and teachers with lower qualification

respectively.

Response to item 5 shows that teaching in special schools is more lucrative and prestigious. A

combination of strongly agree and agree representing 55(61.2%) of teachers responses were in

agreement with the statement. However, 5(5.6%) of teachers are neutral while 5(5.6) of teachers

disagree and 25(28.1%) of teachers strongly disagree.

Also with regards to item 6, conditions in special schools allow 71(141.1%) of teachers to

strongly agree and agree with the statement. A total of 13(14.4%) of teachers strongly disagree

and disagree with the statement while 6(6.7) are neutral. This is with the view that conditions in

special schools allow all teachers to enjoy working there.

60
Concerning conditions in special schools as regular or other centres being more prestigious than

in special schools, 60(67.0) of teachers strongly agree and agree to the statement. 0(00.0) of

teachers are neutral whiles 30(33.3) of teachers strongly disagree and disagree with the

statement.

Research Questions 2:

To what extent does job satisfaction influence teachers retention in the special schools?

61
To answers this question, teachers responses to items number 8-14 were used. This is presented

in table 6.

Statements SA A N D SA
F (%) F (%) F (%) F (%) F (%)
8. Teachers are well catered for 16 55 6 12 1
In teaching in the special school (17.8%) (61.1%) (6.7%) (3.3%) (1.1%)
9. Lack of job satisfaction makes 6 54 0 19 11
teachers leave for other jobs (6.7%) (60.0%) (0.0%) (21.1%) (12.2)
10. The workload in special schools 5 16 11 43 15
matches with remunerations (5.6%) (18.0%) (12.2%) (47.3%) (16.9%)
given to teachers
11. Teachers will have remained in 8 15 5 51 11
special schools if conditions were (9.0%) (16.9%) (5.6%) (56.2%) (12.3%)
better.
12. Conditions in special schools create 16 55 6 12 1
retention problems for teachers. (17.8%) (61.15) (6.7%) (13.3%) (1.1%)
13. The National award for teachers 5 16 11 43 15
include special teachers. (5.6%) (18.0%) (12.2%) (47.3%) (16.9%)
14. Conditions in special schools do 8 15 5 51 11
not motivate teachers to stay long. (9.0%) (16.9%) (5.6%) (56.2%) (0.3%)
KEY: F = Frequency % = Percentage

Table 6 presents the views expressed by teachers to the items that focused on research question

2. As regards item 8 that was used to find out whether teachers are well catered for in teaching in

special schools, a total of 71(78.9%) of teachers agreed with the statement while 30(33.3%)

disagreed. This implies that teachers valued proper care in their work environment and this

promotes team work success.

62
The results are in collaboration Amoako- Essien (2002) and Sutherland (1994) Studies that

revealed that teachers are satisfied due to low workload and good inter- personal relationship

which existed in the school. Luthans (1998), postulates that work groups characterized by giving

rewards to deserving teachers to influence the level of job satisfaction. It usually leads to

effectiveness with a group and the job becoming more enjoyable. Nnadi (1997) is of the views

that through good inter-personal relationship workers learn to trust and respect each other and

also workers who possess high special needs may retain their membership in the work

environment which responds to their needs.

Fifty-five representing 61.1% of the teachers agreed that conditions in special schools give them

retention problems while 12 (13.3%) disagreed with the statement.

Item 14 responds to the statement Conditions in Special School do not motivate teachers to stay

long. 15(16.9%) agreed with the statement while 51(56.2%) disagreed that they feel secured in

their schools. The implication is that majority of teachers in the study are satisfied with security

in the school. The findings is a healthy one because Nnadi (1997) and Owen(2001) consider

Safety and good conditions as to be without fears or physical or psychological harm Contrary

to the present study. Durhams (2006) study discovered that the conditions in the special schools

were one of the areas affecting the climate in the school negatively.

Research Question 3:

What challenges do teachers in Special Schools face in their job execution?

63
To answers this question, teachers response to items number 15-19 were used. This is presented

in the table 7.

STATEMENTS SA A N D SA
F (%) F (%) F (%) F (%) F (%)
15. Teachers do not see any progress in their 1 1 0 34 54
pupils to serve (1.1%) (1.1%) (0.0) (37.8%) (60.0%)
as a source of motivation
16. Resources are available for 2 3 3 21
61 effectively training the pupils for (2.2%) (3.3%) (3.3%) (23.3%)
(67.9%) functioning after many years
of schooling

17. Information for all teachers do 5 16 11 43 15

not often reach teachers in (5.6%) (37.1%) (9.1%) (37.1%) (11.1%)
special schools on time.
18. Some heads of special schools 17 60 5 4 4
are too dictatorial (18.9%) (66.7) (5.6%) (4.4%) (4.4%)
19 .Teachers are often blamed for 3 34 3 37 13
Non-progressing of pupils (3.3%) (37.8%) (3.3%) (14.4%) (14.4%)
Key: F = Frequency % = Percentage

Table 7 describes the challenges teachers in special schools face in the job execution.

Questionnaire items numbered 15- 20 answered questions in the challenges teachers in the

special schools face in their job execution.

Item 16 was to find out their pupils inability to progress academically as a source of prestige. It

was revealed that 88 representing (97.9%) 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 2, representing (2.2%) 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

job satisfaction. It worth nothing that some heads of special schools are too dictatorial and the

low salary can affect their performance.

Bame (1991) noted that inadequate salary was one of the factors which made teachers leave the

teaching profession. Nnadi (1997) noted that money can be a source of job satisfaction when one

feels under paid compared with others in the same category leads to dissatisfaction. She

continues that if information for all teachers do not reach teachers in Special Schools on time job

output will be lowered. Again stealing activities can be heightened of employees are not well

remunerated.

Luthans (1998) 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. Money provides means to achieve

many desires. It is a powerful force because it is linked directly or indirectly to the satisfaction of

many needs. It can clearly satisfy all types of needs forms the basis for survival of self-

actualization needs. This is in line with Maslows (1954) 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-actualization will enhanced when lower for self-satisfied.

These findings collaborate with Boateng (2001) and Abdu Maseeds (2005) study which revealed

teachers rated low salary high amongst other predators of job satisfaction. The results indicate

that teachers are very much concerned about their salary. It was indicated in item 17 that 5

representing (5.5%) of the respondents agreed that they are satisfied with their fringe benefits

while 82 that is (91.1%) disagreed to the statement information for all teachers do not reach

65
teachers in special schools on time. This findings substantiate Boateng (2001) explanatory study

with 100 teachers which found out that teachers in Accra Metropolis were dissatisfied with their

fringe benefits.

Nnadi (1997) noted that employees benefits are very vital to the satisfaction because they can

help develop a stable and procedure work force. This implies that special schools could

experience negative results since majority 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

Aglomasa (2008) who found out that majority of the respondents had irregular promotion. This

findings is in line with the view of Patherns(1960) that the individuals who are not promoted but

feel that they are qualified for promotion will experience job dissatisfaction that may lead to that

individual not motivated and thus affecting the whole organizations

Antwi (1992) posits that promotion in one way increase teachers job 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 work harder in their job and lack of promotion leads to low morale

and may result in frustration, resignation or departure from the teaching profession. This agrees

with Maslows (1954) 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 lackadaisical attitude towards

work or they could pretend to be working.

66
When teachers were asked whether they have opportunities to pursue further education, 77

representing (85.6%,) of the teachers agreed with the statement while 8 that is (8.8%) disagreed

that they have opportunity for further studies. This finding confirms Avoke et al (1999)s study

that revealed that majority of the students in the study (30) representing 35% indicated that they

left special schools for further studies. The findings is a healthy development because Gerstien,

R; Keating T. Yovanat, P & Harniss, M.K. 2001) 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 majority of the respondents, 50 representing (50.5%)

disagreed that teaching enjoys social status while 37 that is (41.1%) agreed to the statement. The

findings show that teachers in special schools do not enjoy social status. This agrees with the

study conducted by Seidu (2006) that discovered that teachers do not enjoy the same social status

as doctors, lawyers and other professionals

Baron, R. A Nyre, D and Kantowitz, B. A (1980) observed that persons who enjoy high status

do usually register greater satisfaction with their work than low status workers. This implies that

low status accorded by the society to the teaching profession could affect teachers job

satisfaction negatively. Bame (1991) thinks that low prestige of teachers in Ghana is due to part

of the presence of large number of untrained teachers in the Ghana Educational System.

Recognition helps individual to fulfil the higher needs of Maslows (1954) hierarchies providing

workers with self-esteem and a sense of accomplishment. Therefore for a teacher to achieve self-

esteem and a sense of accomplishment, Societys recognition should be overlooked. 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 Social Status.

67
Research Question 4:

What is the general level of job satisfaction in the Special School?

To answer this question, questionnaire items number 21-25 which is presented in the table 8 is

used.

Responses to items 21-25 by respondents for research question 4:

Statement SA A U D SA
21. My head teacher pays attention to my 8 28 4 38
12 needs as a teacher in the (9.0%) (31.1%) (4.4%) (42.2%) (13.3%)
school.
22. There is much co-operation 8 57 5 20 9
between head teacher and (8.9%) (63.3%) (5.6%) (22.2%) (10.0%)
teachers in my school.
23. My head teacher delegates responsibilities 10 51 12 12
5 to their staff members. (11.1%) (56.7%) (13.3%)
(13.3%) (5.6%)
24. My head teacher appreciates efforts of 14 52 16 7
1
teachers in teachings. (15.7%) (58.0%) (18.0%) (7.9%) (1.1%)
25. My headteacher facilitates parent 10 56 16 7
1 involvement with teachers (11.1%) (62.2%) (17.8%) (7.8%)
(1.1%)
KEY: F = Frequency % = Percentage

The table describes the views of the respondents, the leadership qualities of heads in Special

Schools that contribute to teachers job satisfaction in these schools. Questionnaire items 21- 25

answered questions on the leadership qualities of heads that contribute to teachers job

satisfaction. Item 21 was to find out whether heads of Special Schools pay attention to work

performance to the neglect of teacher well- being. It was revealed that 36 representing (40.1%)

68
agreed that their heads pay attention to work performance to the neglect of their well- being

while 50 representing (55.5%) disagreed with the statement. This result revealed that the heads

of Special Schools are concerned with teachers well- being. This is a healthy findings because

Nnadi (1997) noted that leadership that pays attention to work performance to the neglect of their

employees feelings does not promote work performances and output which implies that

leadership which pays attention to their workers well- being in one way or the other pave way for

increase job performances and work output.

It was discovered in the item 22 that heads work representing 22.2% disagreed with the

statement while 65 representing (72.2%) agreed that heads work with staff to achieve goals of

the schools. Chieffo (1991) maintains that supervisors who allow their employees to participate

in decision that affect their own job in doing so stimulate high level of employee satisfaction.

Item 23 revealed that majority of the respondents 61 representing (67.8%) agreed that their heads

delegate responsibilities which 17(18.9%) disagreed with the statement. The outcome of the item

agrees with Literall and Bulingsleys(1994) finding which indicated that principals who provide

information and emotional supports and delegate responsibilities among others are more likely to

have teachers who experience satisfaction in their work. When teachers were asked whether their

needs appreciate their efforts, in item 24, 8 representing (9.0%) disagreed with the statement

while 66 representing (73.3%) agreed that their heads appreciate their efforts. This finding is

consistent with the observation Ting(1997) made that individuals are likely to have high level of

job satisfaction depending on how much support they got from their supervisors. It was indicated

in item 25 that 65 representing (72.8%) agreed that their heads facilitates parental involvement

while 8 representing (9.0%) disagreed with the statement. The implication is that headteachers

in these schools facilitate parental involvement.

69
According to Henderson and Berla (1994) one of the advantages of parts involvement in the

school is that it improves teachers moral. The overall results of item in this table on leadership

qualities of heads revealed that teachers are satisfied with the leadership qualities in Special

Schools and this is a good indicator to job performances. The results is in line with

Lanzos(2003) study which found principal leadership to have a significant impact on job

satisfaction with teachers having a higher level of job satisfaction when they perceive their

principals a positive leader. Jantzi et al (1999) also asserts that the qualities of school heads

influences job satisfaction. It is also an undeniable fact that when teachers are satisfied with

their jobs, they show commitment.

Furthermore, teachers make positive comments about their jobs in the communities and when

they are satisfied with their jobs. Also teachers job dissatisfaction leads to stress, moreover

teachers who are dissatisfied transmits negative attitudes and values about their jobs to the pupils

they teach. In conclusion, teachers job dissatisfaction can be a critical problem for schools,

pupils and other teachers.

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Introduction

This chapter presents the summary of major findings, conclusion, and the recommendation and

suggestions for further study.

70
Summary

The purpose of the study was to find out teachers job satisfaction in selected Special Schools. A

survey was used for the study respondents were drawn from three schools namely Akropong

School for the Blind, Mampong School for the Deaf and Adukrom Unit School for the Mentally

Handicapped. One hundred and seventy- one teachers were given the questionnaires out of which

100 sample sizes was selected.

On the question of demographic characteristic which are likely to affect teachers job satisfaction

in Special Schools, responses from teachers indicated that teachers in Special Schools are more

satisfied than those in the regular schools. It was also revealed that female teachers are more

satisfied with their job than male teachers. Again, 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 likely to affect teachers job satisfaction in Special Schools are gender, age and higher

qualification.

Concerning internal factors that determines teacher job satisfaction in Special Schools, 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 feedback from their regarding

performance. Beside, teachers are satisfied with the security and enjoy work variety. External

factors that contribute to teachers job 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 moreover; teachers do not enjoy

social recognition and regular promotion.

On the question of which leadership qualities contribute to teachers job satisfaction in Special

Schools, it was found that heads are concerned with teachers well-being, they work 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 job satisfaction, the findings

show that teachers who are satisfied show commitment to their work. That apart, teachers who

are satisfied make positive comments about them in their communities. It was discovered in the

finding that job dissatisfaction leads to stress. Also teachers who are not satisfied transmit

negative attitude to the children they teach. The findings again shows that job dissatisfactions

could lead to a critical problem in the school, pupils and other teachers.

Conclusion

The study revealed that teacher job satisfaction includes and retention in special schools in

Ghana 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 teachers well-being, appreciating teachers effort and

facilitating parent involvement contribute to teachers satisfaction. In conclusion it was

72
discovered that teachers were satisfied with factors such as interpersonal relationship work itself,

work variety, advancement and leadership qualities of heads, but were not satisfied with teaching

materials, salaries and benefits, promotion and social status.

Recommendations

Based on the findings of the study, the following recommendations were made to future

researchers.

1) Teaching should be made more attractive by the government in term of remunerations,

benefits, incentives among others to make male teachers, young teachers with higher

qualifications more satisfied with the job and stay on it.

2) Policy makers should make and increase salaries of teachers to an appreciable amount in

other to raise their standard of living which will intend raise their morale to like their job.

This will also enable them to gain recognition in the society.

3) Policy makers should include fringe benefit of teachers so that they can enjoy their

retirement benefit among others with satisfaction after retirement.

4) Ghana Education Service should supply Special Schools with adequate teaching and

learning materials enhance teaching and learning raise standard of students. Teachers will

be satisfied to see improvement on their pupils performance.

5) Ghana Education Service should ensure that teachers who are due for promotion are

promoted without delay. Again promotion should not be based on just one day interview

73
 alone, but teachers commitment to work. Moreover criteria for promoting teachers should

include academic advancement as seen in other jobs like nursing, policy among other so

that those who go for further studies will be happy to come back and work as teachers.

6) Teachers concerns should be addressed by the Ghana Education Service to reduce

absenteeism and attrition rates, stress among others.

Suggestion for further Research

Research can be conducted to find out differences between regular schools and special schools in

Ghana such as special school for the deaf, special school for the mentally retarded, and special

schools for the blind.

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APPENDIX

QUESTIONNAIRE

For Heads and Teachers in Special school for Children with Disabilities.

Keys: SA - Strongly Agree

A - Agree

N - Neutral

88
 D - Disagree

SD - Strongly Disagree

Name of
School..

Please [ ] the options to the statements according to how they appeal to you in relation to
major questions raised.

89
 STATEMENTS RESPONSES

SA A N
D SD
What are the factors that influence teachers job

satisfaction in the selected school?

1. Special Education teachers are well placed on their

ranks after training

2. Salaries paid to special educators after training

are sources of motivation

3. Teachers enjoy benefits such as extra teaching

allowances as done in other regular schools

4. Teachers in special schools are paid their

responsibilities allowances well

5. Teaching in special schools is more lucrative and

prestigious

6. Conditions in special schools allow all teachers

to enjoy working there

7. Conditions in regular or other job centre are more

prestigious than in special schools

90