Work attitude, self-concept and job performance of public secondary school teachers in the South-South Geopolitical Zone of Nigeria

Abstract

This study was conducted to ascertain the relationship between work attitude, self-concept and job performance of public secondary school teachers in the South-South Geopolitical Zone of Nigeria. The study adopted correlational survey research design. The population of the study comprised of about 28,746 teachers in all the public secondary schools in the South-South Geopolitical Zone of Nigeria out of which a sample of 596 teachers was selected for the study. The instrument used for this study was a questionnaire constructed by the researcher entitled “Teachers’ Work Attitude, Self- Concept and Job Performance Questionnaire” (TWASCJPQ). The validity of the instrument was determined by three research experts in the University of Calabar while the reliability was determined using Cronbach Alpha reliability estimate which gave a reliability coefficient of .72 and .81. Data collected for the study were analysed using Pearson Product Moment Correlation analysis tested at .05 level of significance. The result of the analyses revealed that there is  a significant positive relationship between teachers’ work attitude and job performance among secondary  school teachers in the South-South Geopolitical Zone of Nigeria. The result also revealed that there is a significant positive relationship between self-concept and job performance among secondary school teachers in the South-South  Geopolitical Zone of Nigeria. It was concluded that teachers’ work attitude and self-concept play significant roles in job performance of public secondary school teachers in the South-South Geopolitical Zone of Nigeria. Based on the findings of the study, it was recommended among others that teachers should always be supervised in order to prevent them from leaving the school before the dismissal time and also be made to understand the need to develop positive attitude towards their jobs.