Job Rotation, Motivation, Demographic Variables And Job Performance Of Career Administrators In Universities In South East, Nigeria.
ABSTRACT
The study investigated the relationship between job rotation, motivation, demographic variables and job performance among career administrators of Public Universities in South East, Nigeria.
Nine research questions and four hypotheses guided the study. The study employed the correlational survey design. The population of the study comprised 1, 029 Career administrators in public (Federal and State) universities.
Purposive sampling was employed to select four states out of five states, with the total of eight universities (four federal and four states) universities from Abia, Anambra, Enugu and Imo States.
595career administrators within the ranks of Senior Assistant Registrar, Assistant Registrar and Administrative Officers were purposively selected from these universities.
Two sets of instruments namely: University Career Administrators Job Performance Scale (UCAJPS), University Career Administrators Motivation Questionnaire (UCAMQ) and Interview Schedule for Unit Heads ISUH (Deputy Registrars and Principal Assistant Registrars) were used for data collection.
The instruments were face validated by five experts: Four in the Department of Educational Foundations and one in the Department of Social Science Education, all from University of Nigeria, Nsukka.
The reliability coefficients of the job performance rating scale obtained through Cronbach Alpha method were 0.62, 0.77, 0.76, 0.62 and 0.88 for clusters A, B, C, D and the whole respectively.
The reliability coefficients of the motivation questionnaire were 0.55, 0.85, 0.74, 0.70, 0.75 and 0.2 for clusters A, B, C, D, E and the whole respectively.
A direct delivery and retrieval method was employed in the administration of the instruments to the respondents. Data were analyzed using frequencies, percentages, mean and standard deviation; Pearson Product Moment Correlation Coefficient for research questions and multiple regressions was used to test the null hypotheses at 0.05 level of significance.
The findings of the study among others showed that the career administrators are effective in their job. Job itself, public relations and administration and supervision constituted their motivational factors while they are not motivated by salary and good working conditions.
The study also revealed that job rotation, motivation and demographic variables had significant relationship (P<0.05) with job performance of career administrators in the following administrative areas; communication, decision-making and public relation and showed no significant relationship (P>0.05) in coordination.
However, the variable that really predicted performance was designation.
TABLE OF CONTENTS
TITLE PAGE I
APPROVAL PAGE II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES IX
LIST OF FIGURES XI
ABSTRACT XII
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 12
Purpose of the Study 14
Significance of the Study 15
Scope of the Study 17
Research Questions 17
Hypotheses 18
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 20
- Concept of career administrator 20
- Job performance 21
- Job rotation 29
- Motivation 33
- Demographic variables 42
- Level of Education 42
- Area of Specialization 44
- Ownership of University 44
Theoretical Framework 47
Olen (1953) employee learning, employer learning and employee motivation theory of job rotation 47
Herzberg (1959) two factor theory of motivation 48
Schematic representation of theoretical framework 51
Review of Empirical Studies 52
Studies on job performance of employees 52
Studies on job rotation and job performance 53
Studies on motivation and job performance 58
Studies on demographic variables and job performance 67
Summary of Literature 77
CHAPTER THREE: RESEARCH METHOD
Design of the Study 80
Area of the Study 80
Population of the Study 81
Sample and Sampling Technique 81
Instrument for Data Collection 82
Validation of the Instrument 83
Reliability of the Instrument 84
Method of Data Collection 84
Method of Data Analysis 85
CHAPTER FOUR: RESULTS
Summary of Results 114
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS AND SUMMARY
Discussion of Results 117
Conclusion 126
Educational Implications of the Study 127
Recommendations 129
Limitations of the Study 130
Suggestions for Further Study 130
Summary of the Study 130
REFERENCES 133
APPENDICES
INTRODUCTION
Background of the Study
Education is widely accepted as a major instrument for promoting socio-economic, political and cultural development of a nation.
This explains the reason the developed countries of the world have always guarded their educational affairs with strictness and most deserved sense of commitment.
In view of the importance of education to both individual and national life, the (Federal Republic of Nigeria (FRN), 2004) in her National Policy on Education categorized the education system into four levels namely: pre-primary, primary, secondary, and tertiary levels which include polytechnic, colleges of education and universities.
University is the highest educational institution for teaching and research in various disciplines for the acquisition of knowledge and the production of workforce and materials for personal and societal growth and development (Obeki, 2012).
Universities make optimum contribution to national development through relevant higher level manpower training. The primary goal of university education is to satisfy specific or general educational needs of the nation through teaching of students, conducting research and dissemination of knowledge, together with other community service activities (FRN, 2004).
The achievement of this noble objective requires an effective management of the system through proper utilization of human and material resources.
This, according to Eze (1994) entails adhering to high standards in recruitment, continuous training and retraining based on identified needs, offering competitive schemes of remuneration and incentives in all the units of the university.
REFERENCES
Abejirinde, A. A. (2009). Motivation and workers performance within public and private enterprises in Nigeria. www.ccsenit.org/ijbm. International Journal of Business and Management, Vol. 7, No. 14, pg. 49. Across, R. (2005). Psychology, the science, mind and behaviour. London: Dubai for Hodder Arnold Euston. .
Adamji, S. S. (2013). Influence of higher educational qualifications and gender on the administrative competence of career administrators in Universities in the North Central Zone of Nigeria. Unpublished Ph.D thesis. University of Nigeria, Nsukka.
Adeyem, P. (2010). Principals’ performance styles and teachers’ job performance in senior secondary schools in Ondo state Nigeria. Policy Studies, 2(6), 83-91.
Adigwe, J. C. (2005). Influence of ethnicity, formal reasoning and cognitive styles on students achievement in balancing chemical equations. Review of Education, 16 (2), 21-31.
Adomi, E. E. (2006). Job rotation in Nigerian university libraries. Library Review, , 55 (1), 66 – 74. .
Afful-Broni, A. (2004). Theory and practice of educational leadership in Ghana. Accra: Yammers Press Ltd.
Afful-Broni, A. (2012 ). Relationship between motivation and job performance at the University of Mines and Technology, Tarkwa, Ghana. Creative Education, 3(3), 309314.
Afolakemi, O. O. (2006). Improving the quality of Nigerian secondary school education: Indicators for effective principal leadership. International Journal of Educational research, 1 (1), 26-27.
Be the first to comment