Benue State University, Makurdi

HERZBERG’S DUAL FACTOR MOTIVATION THEORY AND GENDER DIMENSIONS OF TEACHER’S JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE, NIGERIA

Grace Barinaada Ibaba and Jonathan Oghenekohwo

Abstract

The study investigated the Herzberg’s dual factor motivation theory and gender dimensions of Teacher’s job satisfaction in public secondary or post-primary schools in Bayelsa. Two questions guide the study: (1) What is the extent of male and female teachers mean rating of the satisfier factors of motivation on their job satisfaction; (2) To know whether there is any variation in male and female main rating hygiene factors of the motivation impact on their job satisfaction. The study also tested two hypotheses in the study; as follows: HO1: There is no significant variation in sex dimension of teachers mean rating of dissatisfying factors of motivation impact and job satisfaction; HO2: There is no significant difference in sex dimension of teacher’s hygiene factors of the motivation and job satisfaction. The study adopted the expost facto design with a population 3669 for teachers, with 2069 for males and 1600 for females: with a number of 3689 questionnaires administered and analyzed. The method of data analysis used was the descriptive and inferential statistics. The research question was analyzed with mean and standard deviation and the hypothesis tested with z-test at 0.05 alpha. The finding of the study showed that teacher’s gender has significant difference on their mean rating of satisfier factors of motivation impact on job satisfaction. Teachers should be encouraged to appreciate work stability since it can create job satisfaction within the working environment.

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