PSYCHOSOCIAL VARIABLES AND JOB PERFORMANCE AMONG SECONDARY SCHOOL TEACHERS IN RIVERS STATE
Abstract
Four research topics and accompanying hypotheses led the investigation of psychosocial characteristics and job performance among secondary school teachers in Rivers State. A correlational research design was used in the study. Selected at random from fifty public senior high schools in Rivers State, a sample of 250 respondents was obtained. Data were gathered using a self-developed tool called the Psychological Variables and Job Performance Questionnaire (PVJPQ). Very High Extent (VHE), Great Extent (GE), Low Extent (LE), and Very Low Extent (VLE) are the possible answers for each questionnaire item. Two specialists from the psychology department at Ignatius Ajuru University of Education approved the instrument's face and content. The test-retest approach was used to establish the reliability index of 0.76. In order to answer the study objectives, the collected data were analyzed using the mean and standard deviation. The hypothesis was tested at the 0.05 level of significance using the Pearson Product Correlation Coefficient. The study's conclusions showed that while stress had a negative relationship with job performance, psychosocial factors like motivation, work environment, and attitude toward work strongly correlated with teachers' job performance. In order to improve optimal performance, the study advises school administrators to equitably assign responsibilities to every type of teaching personnel.