Influence of Principals’ Motivational Techniques on Teachers’ Job Satisfaction in Public Senior Secondary Schools in Ogbomoso Metropolis, Oyo State

Abstract

This study examined the influence of principals’ motivational techniques on teachers’ job satisfaction in public senior secondary schools in Ogbomoso Metropolis, Oyo State. The study was guided by Herzberg’s Two-Factor Theory and Maslow’s Hierarchy of Needs. A descriptive survey research design of the correlational type was adopted. The population consisted of 1,405 teachers across 49 public senior secondary schools, from which 336 were selected through a multi-stage sampling technique. Data was collected using a validated researcher-designed questionnaire titled Principals’ Motivational Techniques on Teachers’ Job Satisfaction Questionnaire (PMTTJSQ). A pilot test produced a reliability coefficient of 0.73, indicating acceptable reliability. Descriptive statistics of mean and standard deviation were used to answer the research questions, while regression analysis tested the hypotheses at a 0.05 level of significance. Findings revealed that principals’ motivational techniques, including promotion, staff professional development, work environment, interpersonal relationship, and recognition, were generally rated to a high extent. Teachers’ overall job satisfaction was also found to be high, with the highest satisfaction derived from work assigned and the lowest from pay. Regression results showed that principals’ motivational techniques had a significant influence on teachers’ job satisfaction (R = .661, R² = .436, F = 258.722, p < 0.05). Among the techniques, interpersonal relationships had the strongest influence. The study concluded that effective motivational practices are critical to sustaining teachers’ morale and satisfaction in public schools. It was recommended that school principals and policymakers strengthen balanced motivational strategies, particularly in interpersonal relationships and professional development, to improve teachers’ job satisfaction.