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Influence Of Value Creation On Job Satisfaction Of Vocational Educators In Tertiary Institutions In Edo And Delta States Of Nigeria

By Robinson Osarumwense Owenvbiugie University Of Benin, Benin City. Nigeria Faculty Of Education Department Of Vocational And Technical Education & Sunday Oghor Osuyi University Of Benin, Benin City. Nigeria Faculty Of Education Department Of Vocational An
Opinion Influence Of Value Creation On Job Satisfaction Of Vocational Educators In Tertiary Institutions In Edo And Delta States Of Nigeria
JUL 25, 2014 LISTEN

Abstract

The study assessed the influence of value creation on job satisfaction of vocational educators in tertiary institutions in Edo and Delta States. One research question was raised and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a survey research design. A sample of 179 (one hundred and eighty nine) vocational educators was used for the study. The instrument was validated by three experts. Cronbach Alpha was used to compute the reliability of the instrument and yielded 0.98.

A questionnaire titled Value Creation and Job Satisfaction Questionnaire (VCJSQ) was administered on the respondents by the researchers with two research assistants. The data collected revealed that some vocational educators expressed dissatisfaction that value created by them is not met by their employers, while some other expressed satisfaction that management met the value created by them. There is a significant difference in job satisfaction between male and female vocational educators.

Based on these findings, it was recommended that vocational educators' job satisfaction in tertiary institutions in Edo and Delta States could be enhanced by management and councils of various tertiary institutions if adequate attention is paid to the welfare of vocational educators in terms of regular promotion, enhanced remunerations, guaranteed job security, adequate social support system. Efforts should also be made to meet the demands of vocational educators through on-the-job training to strengthen their motivation, satisfaction and commitment to minimize turnover or attrition rate. Additionally, promotion decisions on vocational educators should be based on merit and equity to increase job satisfaction and higher productivity.

Introduction

The level of technological development and skill acquisition seem to be the basis for determining social, economic and industrial development and advancement of any nation. Adequate skill acquisition training programmes through technical-vocational education (TVE) holds the key to development and economic survival of a nation. Skills refer to an individual's ability or abilities to perform specific tasks or assignments successfully.

Vocational educators as used in the study are those teachers who are professionally qualified to teach vocational education courses in any tertiary institution, while tertiary institutions are those post secondary institutions that offer vocational education programmes.

Clark (2005) reported that the technological development of a nation is highly dependent upon the adequacy of its teaching force in number and quality. No nation can develop above its human resources. As a result of this, it is important that teachers that should make this development possible should be properly developed, effectively managed and sufficiently motivated.

The future of any nation rests in the hands of its teachers, for the qualities they possess today will inevitably be reflected in the citizens of tomorrow. There may exist the most sophisticated equipment, best facilities and funds but if these are not effectively utilized and managed by effective, efficient and dedicated teachers, the objectives for which they are meant may not be attained.
It could be expected that the degree of job satisfaction of a vocational educator, has significant effect on his/her search for alternatives or the attrition rate of workers.

The non-recognition for excellent work done, lack of opportunities for advancement, value creation, promotion, in-service and on-the-job training, ineffective communication system, unstable political and economic situations, irregular pay, among others, tend to have significant influence on the degree of job satisfaction among teachers. Job satisfaction is a bi-dimensional concept consisting of intrinsic and extrinsic dimensions.

This is why Robbins and Judge (2007) viewed job satisfaction as a worker's emotional response to different job related factors resulting in finding pleasure, comfort, confidence, rewards, personal growth, and various positive opportunities, including upward mobility, recognition and appraisal done on a merit pattern with monetary value as compensation. Eduwen (2010) observed that an aggrieved worker is an unhappy worker and unhappy worker cannot do effective work. He becomes depressed; his morale is low and as a result, his effectiveness drops. Nollen (2003) also observed that happy employees are productive and efficient.

Pennsylvania State University (2011) stated that many organizations in the United States currently stand the risk of losing their employees who feel undervalued and de-motivated. The same argument may be applicable to other countries including Nigeria. Some people, including vocational educators, often leave their jobs probably because there is no value in the work they do, or/and value is not created for employees by their employers, or the value created by lecturers are not met by the value created by their employers.

Business Dictionary (2010) defined value creation as the performance of actions that increase the worth of goods, services or even a business. Ikeda (2003) saw value creation as the capacity to find meaning, to enhance one's own existence and contribute to the well-being of others, under any circumstance. Zeng (2012) opined that value creation refers to the organization of how to determine and how management creates value for shareholders and successful operations and realizes the organization of the value of the main process.

From the above value creation can be seen as a bi-dimensional concept by employer and employee meeting the value created by each of them to satisfy their needs. This will help the lecturer to remain committed to his/her work irrespective of prevailing circumstance favourable or unfavourable, thereby increasing the organization's profit in terms of reducing the attrition rate. Favaro (1998) stated that it has been shown time and again that putting growth first can destroy wealth at prodigious rates and, ironically, reduce a company longer-term growth prospects.

He maintained that no company ever grows its way to greatness either, without first learning how to make value creation second nature to the entire organization. If you want to grow your way to greatness, put value creation first. He concluded by saying that value creation tells you where and how to grow, gives you the capital and talent to grow, and increases your capacity to grow. Employers and employees including vocational educators have value they create for themselves before and after they are engaged to work in an educational institution. This is why O'Malley (1998) pointed out that value must be created for employees in order to motivate them work assiduously for their organizations.

These include meaningful work, excellent compensation, opportunities, and continued training and development. He added that value for employees also includes being treated respectfully and being involved in decision- making. This is why some experts recommend making value creation the first priority for all employees and all company decisions. Hence, there is need to assess the extent vocational educators are satisfied with their job offerings through value creation.

In order to improve the welfare of teachers in tertiary institutions both at the federal, state and private levels, the government of Nigeria at various times seems to have approved new pay packages for teachers. In spite of this identified role played by government and other stakeholders to improving the welfare of teachers in tertiary institutions in Nigeria, the exodus of vocational educators from tertiary institutions to other sectors seems to be on the increase (Clark, 2005).

Turnover may incur a significant amount of costs to the organization. These costs include opportunity costs, costs required for reselection and retraining, and decreased level of morale of the remaining workers. These costs would become more serious when an organization loses valuable employees who are difficult to replace. This level of turnover may be injurious to human resource development in the various tertiary institutions in the states. This state of affair strained the interest of the researchers.

The findings of this study will contribute to a body of knowledge and increase information in the area of job satisfaction of vocational educators. Therefore, the findings may likely be of benefit to educational planners, government, teachers, and other stake holders in the education industry.
Purpose of the Study

The main purpose of the study was to determine the influence of value creation on job satisfaction of vocational educators in tertiary institutions in Edo and Delta States. Specifically, the study determined the following:
1. The extent excellent compensation influences value creation of vocational educators in tertiary institutions in Edo and Delta States.
2. The extent continued training and development can influence value creation.
3. The extent meaningful work influences value creation
4. The extent opportunities given to vocational educators influence their value creation in tertiary institutions in Edo and Delta States of Nigeria.
Research Questions
The following research questions guided the study:
1. To what extent has excellent compensation influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria?
2. To what extent has continued training and development influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria?
3. To what extent has meaningful work influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria?
4. To what extent have opportunities given to vocational educators influenced their value creation in tertiary institutions in Edo and Delta States of Nigeria?
Hypothesis
The following null hypothesis was tested at 0.05 level of significance.
There is no significant difference in the level of job satisfaction between male and female vocational educators in the extent of value created by them are met by their employers in tertiary institutions in Edo and Delta States of Nigeria.
Research Design
The survey research design was employed for this study. It was designed to describe the characteristics or behaviours of particular population in a systematic and accurate fashion. According to Leary (2010) a survey uses questionnaire and interview to collect information about people's attitudes, beliefs, feelings, behaviours, and lifestyles. It is designed to describe the characteristics or behaviours of particular population in a systematic and accurate fashion. This design was found most appropriate for this study because the study sought information from the respondents relative to their attitudes, beliefs, feelings, and behavior.
Population of the Study
The population consisted of all 219 vocational educators in federal and State universities, in Edo and Delta States of Nigeria. The population was made up of males and females vocational educators with different qualifications, experiences, and age.
Sample and Sampling Technique
A sample size of 189 vocational educators was used for the study, which is 86% of the population. The sample was selected using the stratified random sampling technique.

Instrument for Data Collection

The instrument used to gather data for the study was structured questionnaire titled Value Creation and Job satisfaction of Vocational Educators Questionnaire (VCJSQ). The instrument was an adapted version of the Job Descriptive Index (JDI) that was developed by Smith, Kendall, and Hulin (1969).
The instrument was made up of two sections A and B. Section A consisted of demographic data, such as name of school, gender, and teaching experience. Section B consisted of 17 items on value creation. The responses to the items on dimensions of value creation by vocational educators were assigned the following scores: Very Dissatisfied-1, Dissatisfied-2, Satisfied-3, Very Satisfied-4, Highly Satisfied-5.
Validation of the Instrument
The instrument designed for the study was validated by three experts. These experts made their comments and suggestions on the content validity of the instrument bearing in mind the significance of the hypothesis tested.
Reliability of the Instrument
The reliability of the data collected was determined by using Cronbach Alpha method. The instrument was administered on 30 vocational educators. The value of the reliability obtained was 0.72
Method of Data Collection
The questionnaire was administered on vocational educators in tertiary institutions where they work in Edo and Delta states. The researchers personally administered the questionnaire to the respondents with the aid of two research assistants who were trained for two weeks.

Method of Data Analysis

Descriptive statistics of mean and standard deviation were used to answer the research questions. The null hypothesis was tested using t-test statistics at 0.05 level of significance.

Results

Research Question one

To what extent has excellent compensation influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria.

Data collected in respect of this research question are shown in table 1
Table 1: Mean Rating of Job Satisfaction with respect to Excellent Compensation
S/N Aspects of Value Creation of Business

Educators Mean S.D Remark

Excellent Compensation

1 The ways management provides recognition

for achievement 3.01 1.12 Satisfied

2. The ways management behaves toward staff 3.11 1.17 Satisfied

3. My work load 3.18 1.13 Satisfied

4. My work environment 3.27 1.22 Satisfied

5. The salary I earn comparable to other organisations 2.89 1.05 Dissatisfied

Grand Mean 3.09

The mean ranged from 2.89 to 3.27 and standard deviation from 1.05 to 1.17, while the grand mean was 3.09.

The data shown in table 1 revealed that the mean rating of the respondents ranged from 2.89 to 3.27. It further revealed that the standard deviation ranged from 1.05 to 1.17, with a grand mean of 3.09. Items 2, 3, 4 on the table were rated satisfied, while item 5 was rated dissatisfied. It showed many vocational educators expressed satisfaction the ways their organizations met their value creation in the areas of management recognition for achievement, the ways management behaves towards staff, as well as satisfied with their work load and work environment, while some others expressed dissatisfaction with the salary they earn compared to other similar organizations.

Research Question two

To what extent has continued training and development influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria.

Data collected in respect of this research question are shown in table 2

Table 2: Mean Rating of Job Satisfaction with respect to continued training and development

S/N Aspects of Value Creation of Business

Educators Mean S.D Remark

Continued Training and Development

6 The way my organization encourages growth

and development objectives 3.10 0.92 Satisfied

7 The way my organization gives attention to

career development in order to attract and retain

value employees 2.95 0.99 Dissatisfied

8 The way my organization refers employees to staff

internship programme for self initiative 2.97 1.05 Dissatisfied

9 The way organization conducts performance

appraisal that defines strength, weakness, and career

development needs 3.17 0.88 Satisfied

Grand Mean 3.05

The data shown in table 2 revealed that the mean rating of the respondents ranged from 2.95 to 3.17. It further revealed that the standard deviation ranged from 0.88 to 1.05, with a grand mean of 3.05. Items 8 and 9 on the table were rated dissatisfied, while items 6 and 9 were rated satisfied. It showed some vocational educators expressed satisfaction the ways their organizations encourage growth and development as well as the way organizations conduct performance appraisal, while some others expressed dissatisfaction the ways their organizations give attention to career development as well as the way their organizations refer employees to staff internship programme for self initiative.

Research Question three

To what extent has meaningful work influenced value creation of vocational educators in tertiary institutions in Edo and Delta States of Nigeria?

Table 3: Mean Rating of Job Satisfaction with respect to meaningful work

S/N Aspects of Value Creation of Business

Educators Mean S.D Remark

Meaningful Work

10 The way my job itself provides feedback on how

well I am performing as I am working 2.92 1.31 Dissatisfied

11 Provision of office equipment 3.27 1.13 Satisfied

12 The ways my organization keeps me informed

about matters affecting me 3.12 1.07 Satisfied

13 The tools and resources to do my job well 3.15 1.11 Satisfied

Grand Mean 3.12

The data shown in table 3 revealed that the mean rating of the respondents ranged from 2.92 to 3.27. It further revealed that the standard deviation ranged from 1.07 to 1.1, with a grand mean of 3.12. Items 11, 12, 13 on the table were rated satisfied, while item 10 was rated dissatisfied. It showed some vocational educators expressed satisfaction the ways their organizations provide office equipment, keep them informed about matters affecting them as well as the tools and resources to do their work, while some others expressed dissatisfaction with the way their jobs provide feedback on how well they are performing as they are working.

Table 4: Mean Rating of Job Satisfaction with respect to Opportunities

S/N Aspects of Value Creation of Business

Educators Mean S.D Remark

Opportunities

14 The job I do gives me the opportunity to use

many new technologies 2.70 1.02 Dissatisfied

15 The way I am allowed to offer my opinion

at work 2.89 1.03 Dissatisfied

16 Participation in decision- making tends to

make individuals feel more a part of the team 2.94 1.11 Dissatisfied

17 The ways my organization makes use of my

skills and abilities 3.01 0.95 Satisfied


Grand Mean 2.89

The data shown in table 4 revealed that the mean rating of the respondents ranged from 2.70 to 3.01. It further revealed that the standard deviation ranged from 0.95 to 1.11, with a grand mean of 2.89. Items 14, 15, 16 on the table were rated dissatisfied, while item 17was rated satisfied. It showed some vocational educators expressed satisfaction the ways their organizations make use of their skills and abilities, while many others expressed dissatisfaction that management do not give them opportunity to use many new technologies, not allowed to offer their opinion at work as well as not allowed in taking part in decision-making.

Hypothesis

There is no significant difference in job satisfaction between male and female vocational educators in the extent of value created for them by their employers in tertiary institutions in Edo and Delta States.

TABLE 5

Summary of t-test in the level of Job Satisfaction between Male and Female vocational Educators in Tertiary Institutions in Edo and Delta States

Gender* Job Satisfaction

Job Satisfaction

HS FS S D V TOTAL df Cal Tab. Decision
Gender Male 9(8.94) 24(23.86) 34(33.81) 17(17.40) 5(4.97) 89
Female 9(9.05) 24(24.13) 34(34.18) 18(17.59) 5(5.02) 90 3 4.38 5.86 Accepted
_________________________________________________________________________________________________________________
TOTAL 18 48 668 35 10 179
_________________________________________________________________________________________________________________
Table Value = 5.86

Df = 3

Calculated value = 4.38

P > 0.05

The information shown on Table 5 revealed that the t-table value indicated 5.86. The t-calculated value had shown 4.38. The degree of freedom (Df) is 3, while the total number of respondents was 179.
On this note the null hypothesis that there is no significance in the level of job satisfaction between male and female vocational educators in the extent of value created for them by their employers in tertiary institutions in Edo and Delta States was accepted based on the fact that the t-table value of 5.86 was greater than t-calculated value of 4.38.

Major Findings

The major findings observed in the study as per the data collected were based on the research questions and hypothesis. They are as follows:

1. Many vocational educators expressed dissatisfaction that value created by them is not met by their employers.

2. Many vocational educators also expressed satisfaction that value created by them was met by management.

3. There is a significant difference in job satisfaction between male and female vocational educators in the extent of value created by them while working in organization.

Discussion of Results

The discussions of the results obtained in this study were organized according to research questions and hypothesis.

Many vocational educators expressed satisfaction the ways management provides recognition for achievement, the ways management behaves toward staff, their work load, as well as their work environment. This finding is in agreement with the finding of Hearthfield (2010) who stated that excellent compensation is provided to attract and retain employees for the value they perceived to add to the employment relationship.

Some vocational educators expressed dissatisfaction with the salary they earned compared to what is earned in other similar establishments. This is at variance with the findings of Hearthfield (2010) who maintained that an excellent compensation should be comparable to other similar organizations.

Some vocational educators expressed satisfaction with ways their organization encourage growth and development objectives as well as the ways their organizations conduct performance appraisal that defines strength, weakness, and career development needs This finding is in agreement with Wikipedia (2012) that organization should be concerned with activity at bettering the performance of individuals and groups in an organizational settings.

Some vocational educators were dissatisfied with ways their organizations give attention to career development in order to attract and retain value employees, as well as the ways their organizations refer employees to staff internship programme for self initiative. This finding is at variance with Heathfield (2010) that organizations should take initiative to assess skills, and interest as well as seek development activities that match needs, as well as encourage growth and career development of staff by coaching and helping staff to achieve their personal goals.

Many vocational educators expressed satisfaction with the ways their organizations provide office equipment, keep them informed about matters affecting them, as well as the provision of tools and resources to do their jobs well. This finding is in consonance with the findings of Steger, Dik, and Duffy (2012) who maintained that meaningful work score reflects the depth to which people experience their work as meaningful as something they are personally invested in and which is a source of flourishing in their lives.

Low scores on any of these scales reflect an absence of work meaning, and may be predictive of poor work engagement, low commitment to one's organization and intentions to leave, low motivation, a perceived lack of support and adequate guidance from leadership or management. People who score low on these scales are also more likely to be absent from work and experience both low levels of well-being and higher levels of psychological distress. Many vocational educators stated that they were not satisfied with the ways the job itself provides feedback on how well they are performing as they are working.

The finding is at variance with the findings of Blanchard and Ridge who stated among others that work is meaningful when it positively affects organisations and communities, giving the work which makes impact that extends beyond the workers, as well as providing learning and growth, offers challenges, requires creativity, pushes workers to surpass limits, and creates exciting results, providing recognition and rewards for workers' achievements, and allowing workers to succeed as a team while excelling as individuals.

The analysis of hypothesis revealed that there is no significant difference in job satisfaction between male and female vocational educators. This is an indication that value created by vocational educators before they joined the organization and even when they were already in the organization was not met by management.

The result is at variance with O'Malley (1998) who stated that value must be created for those employees by their employers in order to motivate and enable them work assiduously for their organizations. In the same vein, Pennsylvania University (2011) observed that many organizations in the United States currently stand the risk of losing their employees who fell undervalued and de-motivated.

Conclusions

In the light of the findings of the study, the following conclusions were drawn:
There is no significant difference in the level of job satisfaction between male and female vocational educators in the extent of value created by them are not met by their employers in tertiary institutions in Edo and Delta States. The t-test statistics employed showed that null hypothesis was accepted as critical value was greater than the calculated value, while null hypothesis was rejected as calculated value was greater than the critical value.

Recommendations

From the findings of the study and conclusions drawn, the following recommendations were made:
1. The study has revealed that there is no significant difference in job satisfaction between male and female vocational educators on in the extent value created by them are not met by their employers. Deliberate efforts should be made by management of various universities, and councils of various tertiary institutions not only to ensure that this variable is sustained in schools but improved upon to promote professional commitment of vocational educators to their jobs in order to enhance productivity and effectiveness.

2. Management and more especially heads of department, deans of faculties and schools of various tertiary institutions should ensure that vocational educators should be given meaningful work, excellent compensation, opportunities, continued training and development, should be treated respectfully, and being involved in decision- making in order to enhance value creation, thereby reducing the attrition rate of vocational educators as presently experienced in schools.

3. There is need for management of various used for the study to meet genuine demands of vocational educators to strengthen their motivation, job satisfaction and commitment to minimize turnover.
4. There should be on-the-job training for vocational educators to cope with full integration of information technology into vocational education teaching and learning.

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