THE INFLUENCE OF WORKING ENVIRONMENT ON TEACHERS’ TURNOVER IN PUBLIC PRIMARY SCHOOL

CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in two sub-headings:

 Conceptual Framework

 Theoretical Framework and

 Empirical Studies

2.1 CONCEPTUAL FRAMEWORK

WORKING ENVIRONMENT

Work environment is the totality of conditions under which a person or a group of persons works or performs his or her duties. Work environment can be in from of physical environment, human environment and relationship with colleagues and administrators, interaction within the system and the general aura of the work climate. Nakpodia (2006) believes that in any educational arrangement, the success lies in the commitment of the teachers. But in Nigeria according to him, teachers who are the shapers of civilization are sentenced to perpetual decent poverty. it is only recently with the present democratic dispensation that the Nigeria teachers’ salaries have been made reasonably attractive. Salaries and allowances however are not the only incentive for job satisfaction and commitment. A work environment can be identified as the place that one works, which means the milieus around a person. It is the social and professional environment in which a person is supposed to interact with a number of people. Hay Group (2007) contends that work environment includes a friendly, well-designed, safe physical space, good equipment and effective communication, which will improve productivity. Well-designed and organized offices and work areas make significant differences to how people feel about their work. Working environment can give some depressing messages about how much the organization value employees and the standards it expects from them (Armstrong & Murlis, 2007).

Types of work environment

Physical environment

The physical environment includes infrastructural facilities such as school building, staff offices, laboratories, libraries conveniences for staff and pupil’s recreational facilities etc. The presence of the above good conditions has positive influence on teacher’s attitude towards their job. When such facilities are poor or not provided, the teachers’ morale is low and their level of commitment is very minimal.

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Human environment

The human environment has to do with the relationship with colleagues, administrators or school as well as staff of the ministry of Education who are the supervisors. Most of the time, school supervisors look down on the teacher on the field and they do not work in co-operative efforts to achieve the goals of the education industry. Teachers need to be encouraged to have self esteem and prestige in carrying out their duties. The society generally looks down on the teachers as inferior government workers because of the position given them by virtue of their poor work environment.

Relationship with other people and colleagues

The kind of relationship between teachers and their colleagues as well as other people creates a kind of work environment. The community in which the school is located expects much from the teachers. They become hostile who are not committed to their work and they are friendly to hardworking teacher. However, the kind of relationship that exists between teachers and colleagues can affect their level of commitment as well as their attitude towards the job. For an example in an atmosphere of friendliness and cooperation, teachers are happy with themselves and their jobs. According to Ukeje (1990), organizational climate is related to job satisfaction in terms of interpersonal relationship, group cohesiveness and task involvement. Workers’ general perception of work environment has a great influence on the level of satisfaction and productivity. Political environment- over politicization of education

This is an increasing politicization of education in Nigeria. At the primary school level where the local government had some degree of control, there was cases of double loyalties of teachers to both the local and the federal government which control the ministry of education and the local government education authority controlled be different political parties with different philosophies and ideology of education. Education administrator and teachers find themselves torn between divergent loyalties to individuals, parents, government and politicians who have often divergent expectations, demands and values for the system. Besides loyalties, the nature of school administration and facilities provided are dependent on which party is in power. Most of the time this creates an unhealthy work environment for teacher who naturally are non-politicians.

Income and employment as work environment

Nakpodia (2006) believes that job security of workers in terms of income and employment will enhance stability of personnel and a long term commitment. when teacher’s salaries are not paid as at when due the level of commitment is reduced. Incessant industrial actions due to non-payment of teachers’ salaries leave and other allowances are common occurrence among the primary school teachers. Many teachers now resort engaging in other businesses which take so much of their time and interest that teaching becomes a secondary assignment. This they do because they are never sure when the next salary would be paid. The culture of paying primary school teachers’ salaries well in areas has created a very poor work environment, which has taken its toll on their productivity.

Staff motivation

Lack of adequate motivation in a system has negative effects on staff performance. In every organization, activities and programmes are planned and executed for the purpose of accomplishing the goals and objectives of the organization. The issue and problem of how to motivate teachers so that they work hard for the interest of school and also raise their socio-economic status have occupied the attention of educational administrators. It is believed that hard work and commitment on the part of the teachers will bring about good job performance. Teachers will work hard and show high level of commitment when adequately motivated. Motivation, according to Odor (1995), is the force or condition within the organization that compels workers willingly for the progress of the organization Human beings generally require some sort of internal and external drives, incentives, encouragement and satisfaction of basic need to get the best from them towards the accomplishment of the group goals and objectives Odor (1995). Motivation according to Nwachukwu (1992) is an energizing force that produces or compels and maintains behaviour. A good work environment therefore is that kind of environment where staff is highly motivated for hard job and commitment to bring about good job performance. Salaries and allowances are not as important to most staff as good job environment and job satisfaction. Several teachers leave the teaching profession not because of poor salaries but because of lack of job satisfaction. Job satisfaction is a function of the general aura of the work environment.

Turnover/Productivity

Generally, productivity refers to the relationship between the input provided and the output generated by a production or service system. Thus, productivity is defined as the efficient use of resources such as labour, land, capital, materials, energy and information in the production of various goods and services (Prokopenko, 1987). It is often not effective to provide employees with the needed resources and expect that productivity will increase automatically. This is because; productivity will only increase when a further consideration or benefit has been given to that employee for which the assigned job will be performed (The Insider, 2002). Accomplishing more with the same amount of resources or achieving higher output in terms of volume and quality for the same input also depicts higher productivity (Prokopenko, 1987). Therefore, the use of variety of strategies that focus on employee satisfaction, health, and morale by companies could be used to address issues on productivity in order to maintain high worker productivity (Corporate Leadership Council, 2003). 36 Alternatively, productivity can be defined as the relationship between results and the time takes to accomplish them. Thus, the less time it takes to achieve desired results, the more productive a system is (Prokopenko, 1987). Then again, employee productivity depends on the amount of time an individual is physically present and the degree to which that individual is “mentally present” at a job or functioning efficiently while present at a job (Corporate Leadership Council, 2003).

Productivity Measurement

There is a rich body of literature (Solow, 1956; Griliches and Jorgenson, 1967) addressing the issue of how to measure productivity as a ratio of output to all types of inputs such as labour, capital, material which is referred to as total factor productivity ( as cited in Dogramaci & Adam, 1985). The single or simple factor that is the ratio of output to a specific type of input such as sales per employee is the most common type of productivity measure (Anderson, Fornell & Rust, 1997). Throughout recorded history, there have been studies about what we call today as productivity, of which one of the first men to study the productivity of manual work was Frederick Winslow Taylor (Drucker, 1999). Measurement within corporate environments followed the tradition of Frederick Taylor and his Principles of Scientific Management, which called for breaking down jobs into discreet behaviours or task elements, segmented and integrated optimally to minimize the time required to perform the overall activity (Brand, 2009).

Meaning of teachers’ productivity

Simply put, productivity is a measure of job performance. An employees’ productivity is a measure of how much the goals of the organization is being achieved through his commitment to and performance on the job. The productivity might be high or low depending on his input. Productivity can be determined through job evaluation and appraised the extent to which the objectives of education have been attained. This can be done or determined through classroom climate and management, evaluation of teachers teaching techniques and methods, effective communication skills and so on. One way of determining the productivity of teachers is to asses what teachers do. According to Ukeje (1990) who sited Rosecrance’s speech during bowling Green conference at Ohio, described the competencies of a good teacher as follows: -

A. What they teach and how to teach

B. The nature of human organism -

C. How learning takes place how to motivate behaviour -

D. How to help become conscious of their own values, to examine their own values and build for themselves one more satisfying to them and the society.

E. How to appraise an individual to mean educational diagnosis and help persons develop in a desirable fashion.

F. How to help people think critically.

There are many compelling reasons being made for teachers to access their level of performance and hence productivity vis-à-vis their work environment. When the appraisal of teachers is aimed at, it determines the degree to which teachers’ orientations and classroom instructions contribute effectively towards the achievement of educational goals, and thereby becoming very helpful and profitable (Eferakeya, 1998)cited in Nakopedia E. (2011).

In fact, teachers at all levels are very important in the overall development of a nation through their impart in the educational system, since education is the door to civilization and modernization of any country. At this juncture, it is the teachers who hold the key to this door through performances of their primary functions in the schools. (Nakopdia, 2001). Therefore, the quality of any educational system depends to a great extent on quality of teachers in terms of academics and professional qualification and experience as well as their level of competency in and dedication and their primary function. Infact, the teachers count more important than any other factor which contributes to the quality of education at any level of our educational system. Hence, Anderson and Dyke (1972) asserted that, “the corner stone of good education in any school is its faculty (teachers); fine buildings and equipment, special services and all other factors which help to provide favourable environment for leaning mean little if the learning experiences are directed by incompetent teachers”.

Influence of work environment on productivity of teachers

Teaching is a complex process with numerous variables affection the quality of instruction and learning one of which being job environment of the teachers. Teachers all over Nigeria seem to look down upon because of poor work environment manifesting in poor conditions of service. The Nigeria primary school classroom are poorly furnished, some do not even chairs for pupils; there are no equipment or infrastructure adequate to promote effective teaching and learning. Several teachers have taught for several years without any from of retraining or professional development to update their skills and methods. The organizational climates in most school are very poor. Ukeje (1990) believes that organizational climates are related to job satisfaction in terms of interpersonal relations, group cohesiveness and task involvement. The workers’ general perception of work environment has a great influence on their job satisfaction and productivity. A healthy organizational climate is desirable for greater commitment and productivity. A healthy organizational climate could be regarded as one which facilitates job satisfaction, high productivity, low tension and high morale (Denga 1990). Several other literature abounds about the relationship between work environment and staff productivity. These include those of the findings of Ukeje (1990), Denga (1990) Nwachukwu, (1992), and Odor (1995). They all share the opinion that work environment has serious effects on job performance of teachers.

There are 3 types of work environment namely good, moderate and poor work environment. Good work environment is the type of work environment that provides job satisfaction to employee. It is a situation where all the necessary conditions and facilities that will assist the teachers to do his work will are provided. This include as good and well-furnished air conditioned offices with good communications and information technology network, teaching facilities and materials, good working atmosphere and open organizational climate, etc. in these situations, the teacher will have a good image high esteem, he will love his job put in his best. The moderate work environment is one whereby facilities are provided but are not in very good conditions and the working conditions are just fair but not good enough for effective learning. Teaches under this condition are not very zealous about their performance on the job will be a reflection of the not too good environment. The poor work environment is the types we have in most school today were teachers’ offices are either non-existent or very poorly equipped. Many schools lack chairs for teachers and students. Some school is in such dilapidated condition that teachers feel ashamed of being associated with them. They have low morale, no job satisfaction and are not willing to put enough efforts to achieve the goals of education because they lack motivation. Salaries and allowance are not as important as good job environment and job satisfaction with regard to job performance. Several teachers level the teaching profession because of lack job satisfaction. Job satisfaction is a function of the general aura of the work environment. According to Adegun (1999), it appears a number of factors hamper the teachers’ job performance or productivity inspire of society’s high expectations and output the school systems. These factors have been listed as constituting the teachers’ work environment. Recently, the present government is paying attention to school facilities in an attempt to raise the standard of education. Salaries of teachers have been greatly enhanced and several materials recently begin sent to primary school. It is hoped that the government’s effort will be sustained in the area of providing good work conditions for primary school teachers to raise their morale motivate them to greater productivity. On the other hand it is hoped that teachers have a positive change in attitude towards greater commitment to duty and greater productivity. Besides this, the views of teachers about their job and the school in which they teach is that many remain in the job because they themselves been unable to climb up the educational ladder as high as they wished. They became primary school teachers not by choice but change because they have not been able to do nay better. As a result teaching in the primary school, by and large are done by men and woman who spend so much of their time trying to get out of the job, either out of the whole teaching profession or by obtaining better qualifications into post secondary school and colleges. This attitude cause rapid lowering of staff morale and high attrition rate. The lack of enthusiasm and professional commitment among many primary school teachers that accompanies their poor work environment is more damaging to the system than the lack of professional training of such teachers. Because of poor work environment, primary school teachers incessantly go on industrial actions, which has become the only means of getting government to react to their needs and frustrations. During such periods, pupils stay at home, roam the streets hawking and imbibing criminal behaviour. Because of delves in salaries, many primary school teachers get involved in trading even inside their classroom. When such salaries are eventually paid they continue with their trading because they don’t know when the next salaries would be paid. The resultant effect is the primary school teachers hardly teach. They do not prepare their lessons and they do note care whether pupils learn or not. To cover up their lapses they get all the pupils to pass at the end of the school year. Such pupils cannot nr write not show any evidence of learning. Many of the pupils fail their national common entrance examinations and are of very low discipline and morals. Many primary school teachers even send their children to private school instead of the public schools in which they teach because public school products are poor. The teachers’ lack of interest in their job results in low productivity and lack of attainment of the laudable goals of primary education. The productivity of the teachers can be measured in terms of the quality of their pupils. The quality of the pupils is evidenced in low much they have learnt to become useful citizens and their performance in external examinations. Because of the lack of motivation, the attrition, rate among primary school teachers is very high and their productivity, very low.

2.2 THEORITICAL FRAMEWORK

Maslow's Hierarchy of Needs Theory Maslow believed that people who come out of an environment which does not meet their basic needs, tend to experience psychological complaints later in life. Based on the application of this theory to organizational settings, it can be argued that people who do not meet their needs at work will not function efficiently. Maslow’s theory is based on two assumptions; that is: people always want more and people arranged their needs in order of importance (Smith & Cronje, 1992). Maslow (1970) and Schultz, Bagraim, Potgieter, Viedge and Werner (2003) summarised these needs as: a. Physiological needs. This is the basic need known as the biological needs such as the need for water, food, rest, exercise and sex. Once these needs are met they no longer influence behaviour. An example of this would be trade unions ensuring that their member’s basic needs are met because they negotiate for better wages for their members (Smith & Cronje, 1992). b. Safety needs. Once the first need is satisfied then the security needs assume precedence. These include the need for job security, insurance and medical aid and the need to feel protected against physical and emotional harm (Smith & Cronje, 1992). c. 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 other people. Employees have a tendency to join groups that fulfil their social needs. Managers can play an important part by encouraging people to interact with one another and make sure that the social needs of subordinates are met (Smith & Cronje, 1992). d. Ego and esteem needs. The fourth level of needs is the need for self-respect, recognition by others, confidence and achievement. Supervisors can play an active role in satisfying the needs of their employees by recognizing and rewarding high achievers for good performance (Smith & Cronje, 1992). e. Self-actualisation needs. This is the highest level of Maslow’s hierarchy of needs, and leads to the full development of a person's potential. It is a need where individuals reach full potential and what they want to be become, to utilize all talents well, and to be creative (Glueck, 1974).

The relevance of this theory to this work is that when the salaries are motivated by making the work environment good for them, it will increase their efficiency

2.3 EMPIRICAL REVIEW

According to Ajala (2012), studied the influence of workplace environment on workers' welfare, performance and productivity. His study analysed the influence of workplace environment on workers welfare and productivity in government parastatals of Ondo State, Nigeria. Two research questions were raised to assist the research. The study adopted the descriptive survey research design of the ex-post facto type. The random sampling technique was used to select 350 respondents. A structured questionnaire with three sub-sections was used to collect data that were analysed with mean values and simple percentages. The results showed that workplace features and good communication network at the workplace have an effect on worker's welfare, health, morale, efficiency, and productivity. It was recommended that industrial social workers should advocate for management to create a conducive workplace environment and good communication network that will attract, keep, and motivate its workforce for healthy living and improved productivity and guarantee virile employees, enthusiastic employees and sustenance of the organisation. The study from Nigeria by Nakpodia, (2011) on Work Environment and Productivity among Primary School Teachers in Nigeria, recommended that It is a known fact that the quality of a teacher and his level of commitment affect the standard of his work. The standard of his work determines the quality of the performance of the children that he teaches. If the good standard of education of children must be maintained, teachers' quality must be improved by improving not only his academic and professional competence but also his work environment. Motivation is a major factor 31 for promoting productivity. Improving the work environment of primary school teachers will improve their productivity and educational quality. Many teachers will prefer good classrooms and teaching materials to fat salaries, Salaries should, however, be made attractive for the teacher to be able to take good care of themselves and their families without working elsewhere to make ends meet. Their salaries and allowances should be paid as at when due, The conditions of service of the primary school teachers should be the same as that of workers in other government ministries and parastatals, Teachers should be encouraged to stay on the job in primary school through motivation. Teacher's promotions should be a regular process in order to motivate them to higher productivity. The retraining of primary school teachers should be part and parcel of their working environment. They should be exposed to special training programmes that will increase their earning power and update their working knowledge and skills, the ministry of education should change their poor attitude towards primary school teachers. Primary School teachers' complaint of humiliating treatments during the several rigorous screening exercises they are subjected to before their salaries are paid and they should, therefore, be treated with dignity as colleagues and not lower citizens.

2.4 SUMMARY OF LITERATURE

Teaching is a very demanding profession, and it involves immense emotional labour and exhaustion on the part of teachers. It poses troubles to teachers in the shape of heavy professional burdens and tests their ability to overcome the mischievous students. Because of all these things, teachers may feel frustration and dissatisfaction with both teaching and their educational organization. It is a known fact that the quality of a teacher and his level of commitment affect the standard of his work. The standard of his work determines the quality of the performance of the children that he teaches. If the good standard of education of children must be maintained, teachers’ quality must be improved by improving not only his academic and professional competence but also his work environment. Motivation is a major factor for promoting productivity. Improving the work environment of primary school teachers will improve their productivity and educational quality