The Determinants Of Job Satisfaction Among Secondary School Teachers
[MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA]

Additionally, the teachers derive their satisfaction from such factors as:
i.    Salaries,
ii.    Fringe benefits,
iii.    Educational policies and administration,
iv.    Working conditions,
v.    Advancement opportunities.
vi.    Responsibilities within the job recognition and so on as Degna, 1996; Nwagwu & Salmi 1999; Ubom, 2001; Ossai, 2004; Ubom & Joshua, 2004; and (cited in Ololube, 2008). This implies that teacher job satisfaction can also be derived from what Herzberg refers to as “dis-satisfies”, that is, salary, company policies, administration and working conditions among others.
Davidson (2007) conducted a survey on teacher motivation in Tanzania and he found that most teachers were unhappy with their pay, fringe benefits, teachers accommodation, their promotion positions, status and number of lessons allocated. This implies that they had a low level of job satisfaction. The current study is intended to examine what other factors behind teacher’s job satisfaction there are besides teacher motivation, which the above researcher studied.
Greenberg & Baron (1995) explained that associated with job satisfaction are of categories and these are organizational and individual determinants. According to them, the organizational determinants include: reward system, perceived quality of supervisions, work and social stimulation and pleasant working conditions (Greenberg & Baron, 1995). Whereas, the personal factors or determinants they list are: personality, job congruent with interest, status and seniority and general life satisfaction (ibid). This implies that job satisfaction is derived from both the organizational and the individual factors. In other words, in measuring workers job satisfaction and institutions in which they work and the individual employees themselves.
Shann (2001) found that teachers derived their job satisfaction from the relationship they had with their pupils and thus this factor was ranked higher than the rest of the job facets. The other factor that was also important according to her is job security. Conversely, in her study, the aspect of pay was ranked as the least of all among the fourteen facets. In other words, the participants in the study expressed low satisfaction with this job facet. Wood (2008) found that British employees derived their job satisfaction from supportive administration. According to the author, an informative and consultative administration makes employees comfortable with their jobs.
According to Wood & Weasner (2002), opined that workers job satisfaction is derived from collegial relationship that they enjoy at their place of work. It is very important for teachers to have time to share experiences. Teachers’ motivation and job satisfaction are associated with “intrinsic and extrinsic rewards”. Intrinsic rewards include such issues as: professional development, nature of work itself and sense of achievement, while the extrinsic ones include pay and job security (Lathan, 1998). This implies that in studying employee’s job satisfaction one has to incorporate these aspects.
However, Roethlisberger in his article published in Classics of Organization Theory Sixth Edition (Shaftriz et al. 2005) argues that salary is the main demand which a worker is making of his employment and that what an employee wants is simply to be assigned work that he or she is supposed to do and the amount of money they will earn by the end of the day for such a job and nothing else. This implies that money is the main source of satisfaction to some employees. Other workers derive their satisfaction from being accepted and recognized by their supervisors and co-workers (ibid). In other words, teachers like other employees, derive their satisfaction from acceptance and recognition.
 â€œThe human being is wanting animal and rarely reaches a state of complete satisfaction except for short time. As one of the desires is satisfied, another pops up to take place. When this is satisfied, still another comes into the foreground, and so on”. This implies that good pay, acceptance and recognition do not make them always satisfied with their jobs. When teachers have indicated that they were satisfied with their job last year, it does not necessarily imply that they will be at the same level of job last year, it does not necessarily imply that they will be at the same level of job satisfaction presently or in the future.