The Determinants Of Job Satisfaction Among Secondary School Teachers
[MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA]

However, in spite of Maslow’s effort and insights into the theories of motivation, replicate studies failed to offer strong support of the need-based theories. Also, studies aimed at validating Maslow’s theory failed to find substantiation in support of the needs hierarchy (Lawler &Suttle 1972 Ifenedo 2003;), although many continue to find the hierarchy model very attractive (Naylor, 1999).
 
Herzberg et al.’s Two Factor Theory
    Herzberg, Mausner & Synderman’s (1959) two-factor is heavily based on need fulfillment because of their interest in how best to satisfy workers. They carried out several studies to explore those things that cause white-collar jobs to be satisfied and dis-satisfied. The outcome of their study showed that the factors that lead to job satisfaction when present are not the same factors that lead to job satisfaction when present are not the same factors that lead to dis-satisfaction when absent. Thus, they saw job satisfaction and dis-satisfaction as independent. They referred to those environmental factors that cause workers to be dis-satisfied as Hygiene Factors. The presence of these factors according to Herzberg et al. does not cause satisfaction and consequently failed to increase performance of workers in white-collar jobs. The hygiene factors are company policy and administration, technical supervision, salary, interpersonal relationship with supervisors and work conditions; they are associated with job content.
    Herzberg et al. indicated that these factors are perceived as necessary but not sufficient conditions for the satisfaction of workers. They further identified motivating factors as those factors that make workers harder. They posited that these factors are associated with job context or what people actually do in their work and classified them as follows: achievement, recognition, work itself, responsibility and advancement. Achievement is represented by the drive to excel, accomplish challenging tasks ad achieve a standard of excellence. The individuals’ need for advancement, growth, increased responsibility and work itself are said to be the motivating factors.
    Herzberg et al., (1959) pointed out that the opposite of dis-satisfaction is not satisfaction but no dis-satisfaction. Both hygiene factors and motivators are important but in different ways (Naylor 1999). Applying these concepts to education for example, if school improvement depends, fundamentally, on the improvement of teaching, ways to increase teacher motivation and capabilities should be the core processes upon which efforts to make schools more effective focus. In addition, highly motivated and need satisfied teachers can create a good social, psychological and physical climate in the classroom. Exemplary teachers appear able to integrate professional knowledge (subject matter and pedagogy), interpersonal knowledge (human relationships), and intrapersonal knowledge (ethics and reflective capacity) when he or she is satisfied with the job (Connell & Ryan, 1984; Rosenholtz, 1989 Collinson, 1996;).