Adeola Ajayi; Bolanle Waliu Shiyanbade; Olaniyi Adewale Ajayi; Dorcas Opeyemi Olodude; Ayodeji John Olowoporoku
Volume 4, Issue 3 , March 2017, , Pages 200-217
Abstract
This study examined the influence of personality traits, and work commitment on Job performance of public secondary school teachers in Oyo South Senatorial District of Oyo State, Nigeria. It also assessed the level of job performance of public secondary school teachers and investigated the combined influence ...
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This study examined the influence of personality traits, and work commitment on Job performance of public secondary school teachers in Oyo South Senatorial District of Oyo State, Nigeria. It also assessed the level of job performance of public secondary school teachers and investigated the combined influence of personality traits and work commitment on Job performance of these teachers with a view to improving their job performance level in the senatorial district and Oyo State in general. The study adopted descriptive survey research design. The sample for this study consisted of 15 principals, 75 HODs, and 300 class teachers in the senatorial district. Five local government councils were selected from nine local government councils in Oyo South senatorial district using simple random sampling technique. Frequency counts, simple percentages, chi-square, and one-way ANOVA statistics were employed to analyze the data. The hypotheses were tested at the 0.05 level of significance. The results revealed that 15.7%, 67.9% and 16.4% of public secondary school teachers in the senatorial district demonstrated low, moderate, and high levels of job performance respectively. Also, 72.1% of the teachers had a moderate level of work commitment, 1.7% had a high level while 11.7% had a low level of work commitment. The results further showed that there was no significant influence of personality traits on teacher’s job performance (X2 = 6.730, df = 8, p = 566). It was established that there was significant influence of personality traits on the job performance of teachers (X2 = 49.942, df = 4, p = .00). Moreover, the result showed that the combination of personality traits and work commitment will significantly influence the job performance of the teachers (F = 541.158, P > 0.05). The study concluded that work commitment had the greater influence on the job performance than personality traits.
Choi Sang Long; Mardhiah Yaacob; Tan Wee Chuen
Volume 3, Issue 8 , August 2016, , Pages 544-552
Abstract
The aim of the present study was to examine the relationship between emotional intelligence and job satisfaction among teachers. Dimension of emotional intelligence like emotional self-awareness, emotional expression, using emotions, understanding emotions, emotional self-management, and emotional management ...
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The aim of the present study was to examine the relationship between emotional intelligence and job satisfaction among teachers. Dimension of emotional intelligence like emotional self-awareness, emotional expression, using emotions, understanding emotions, emotional self-management, and emotional management of others in relation to job satisfaction. Pearson correlation and multiple regression analyses were used to test the hypothesis. Findings reported that emotional intelligence has a significant and positive relationship with job satisfaction among teachers. Only emotional self-awareness and emotional management of others influence emotional intelligence on job satisfaction among teachers.