Principals’ Motivational Strategies as Correlate of Teachers’ Job Satisfaction in Public Senior Secondary Schools in Ogbomoso Metropolis, Oyo State
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Date
2026-05-08
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Faculty of humanity, University of Ibadan
Abstract
This study examines motivational strategies employed by principals’ as correlates of teachers’
job satisfaction in public senior secondary schools in Ogbomoso Metropolis, Oyo State, Nigeria.
Descriptive survey design of the correlational type was adopted. The population comprised 1,405
teachers across 49 schools, from which a sample of 336 teachers was selected using a multistage sampling procedure. Data were collected using a validated instrument titled Principals’
Motivational Strategies (PMSQ) and Teachers’ Job Satisfaction Questionnaire (TJSQ) given
reliability coefficients of 0.73 to 0.85 for principals’ motivational strategies and teachers’ job
satisfaction respectively. Likert 4 Scale of Strongly Agree (SA), Agree (A), Strongly Disagree (SD)
and Disagree (D) were employed. Descriptive statistics and Pearson Product Moment Correlation
were used for data analysis at a 0.05 significance level. Findings revealed that principals
commonly employ motivational strategies such as promotion, recognition, professional
development and conducive work environments, all of which recorded mean scores above the
accepted benchmark. Furthermore, significant positive relationships were found between
promotion (r = 0.48), recognition (r = 0.54), and work environment (r = 0.62) and teachers’ job
satisfaction. Among these, work environment exhibited the strongest influence. The study
concluded that principals’ motivational techniques significantly enhance teachers’ job
satisfaction, thereby improving commitment, instructional quality, and overall school
effectiveness. It recommended the implementation of fair promotion systems, structured
recognition practices, improved working conditions, and continuous leadership training for
principals to strengthen teacher motivation and retention
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Citation
Adam Ishola Mustapha