Teachers’ Job Satisfaction, Job Involvement and Students’ Academic Performance in Economics in Cross River State, Nigeria

Victor Effiong Idomo; Henry James Dajan; Ejike Thaddeus Asogwa


This study was carried out to determine the relationship among Teachers’ job satisfaction, job involvement and students’ academic performance in Economics in Cross River State. Correlational survey research design was adopted for the study. Two research questions and two null hypotheses guided the study. The population consisted of 390 Economics teachers in Cross River State. The instruments used for data collection were “Teachers’ Job Satisfaction and Job Involvement Rating Scale (TJSAJIRS)” and SSII students’ promotion Examination results for 2016/2017 academic session. The questionnaire was subjected to both face and content validation by three experts. The reliability co-efficient of TJSAJIRS was found to be 0.82 using Cronbach Alpha Statistics. Pearson Product Moment Correlational analysis was employed to test the hypotheses. The results showed that there is a significant positive relationship between Teachers’ Job Satisfaction, Teachers’ Job Involvement and Students’ academic performance in Economics. Based on the findings, it was recommended that government should provide materials and facilities needed for effective teaching in schools in order to promote teachers’ job involvement and satisfaction. Keywords

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