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© 2017 by the authors; licensee Eastern Centre of Science and Education, USA 

Asian Business Research Journal 
Vol. 2, 8-13, 2017 
ISSN: 2576-6759  
DOI: 10.20448/journal.518.2017.21.8.13 
© 2017 by the authors; licensee Eastern Centre of Science and Education, USA 

 
 
 

 
Determinants of Job Satisfaction of Colleges of Education Lecturers: A Study of 
Nasarawa State College of Education, Akwanga 

 
Rebecca I. Umaru1     
Danjuma A. Ombugus2         

 

 
( Corresponding Author) 

 

 

1Doctor, (Language Art Education), Department of Art And Social Science Education, Faculty Of Education, 
Nasarawa State University Keffi. Nigeria 
2Doctor, (Industrial Technical Education), Department of Technical Education, College of Education, Akwanga. 
Nasarawa State. Nigeria 

 
Abstract 

The main purpose of this study was to assess the level of job satisfaction among lecturers in 
College of Education, Akwanga. Nasarawa State. The study was guided by five research questions. 
Descriptive research design was adopted by the study. The population for the study consisted of 
279 lecturers during the 2014/2015 academic session from the six schools of the college. A sample 
size of the population was taken from each school using simple random sampling technique to 
arrive at a sample size of 167 lecturers. A structured questionnaire divided into five sections was 
used for data collection. The questionnaire was face validated by five experts, three in the 
department of Industrial Technical Education and two in from the career unit the Faculty of 
Vocational Teachers Education all from the University of Nigeria Nsukka. A reliability coefficient 
of 0.78 was obtained from Cronbach Alpha reliability technique to ascertain the internal 
consistency of the questionnaire items. The questionnaires were administered by the researchers. 
Mean and standard deviation were utilized to analyze the data collected, while T-test statistics 
was used to test the hypothesis at 0.05 level of significant. Findings of the study revealed that 
regular salary payment, promotion opportunities, work environment, attainment of work goals, 
opportunity to growth and development among others are the determinants of job satisfaction of 
college of education lecturers. It was recommended that the college management should fulfill 
their financial obligations and make provisions for adequate facilities as this will improve 
lecturers’ commitment to work and job satisfaction for optimal performance. 

 
Keywords: Determinants, College of education, Lecturers, Job satisfaction, Nasarawa state. 

 
1. Introduction 

Job satisfaction in Agu (2014) connote happiness and a state of well being as an outcome of need fulfillment 
derived from or enjoy in one’s job. A job in the context of this study means the work which one does and receives 
regular payment. Job satisfaction is the good feeling that you get when you have a job that you enjoy doing. In the 
field of organizational behavior, job satisfaction has been the most frequent studied variable. According to Wells 
(2011) the relevance of job satisfaction is very crucial to the growth of any education program around the globe. It 
probably ranks alongside professional knowledge, skills, competency, facilities and strategies as veritable 
determinants of educational success and performance. Earlier, Alaku (2011) encouraged researches in job 
satisfaction particularly among teachers in Nigeria. Findings from such researches the author believe might 
provide evidences that government could use in her policy formulation to improve teachers’ performances for 
improved educational success. 

Locke and Lathan (2012) defined job satisfaction as a pleasurable or positive emotional state resulting from 
appraisal of one’s job experience. Job satisfaction is the result of an employee’s perception on how well the job 
provides those things that are viewed as important dimensions to the worker’s welfare. Hulin (2011) stated that job 
satisfaction is that which gives a worker a sense of achievement and success which is generally perceived to be 
directly linked to personal well being as well as productivity. Job satisfaction is an emotional response to a job 
situation, as such it cannot be seen, it can only be inferred and it is often determined how well outcomes meet or 
exceed expectations. It represents several related factors such as: the worker himself, salary, promotion 
opportunities, work environment, supervisory style and co-worker relationship. Armstrong (2012) concur that 
company policies, salary, co-worker relationship, supervisory/ management style and work environment were 
determinants of workers’ job satisfaction.  

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According to Oshegbemi (2010) organizations that have achieved their goals must have satisfied and happy 
staff in their workforce. Obwogi (2011) explained that for any College of Education to take off and achieve her 
goals, the College must depend on her capacity to attract, retain and maintain competent and satisfied staff into her 
employment. The College being an institution of higher learning that provides manpower needs to advance 
national development must itself be capable of ensuring adequate manpower planning and development. It should 
therefore not afford to neglect needs and essentials of her workforce welfare. College of Education Lecturers are 
currently facing many challenges in form of inadequate infrastructure; nonpayment of salaries; lack of enabling 
research environment ; disparity in salary and allowances which have resulted into industrial action by the 
lecturers over years. Inconsistent policy implementation between federal and state governments may as well affect 
lecturers’ level of job satisfaction (Ombugus, 2013). In many instances, academic programmes are distorted because 
management takes certain decisions without involving lecturers. This in turn creates additional work 
dissatisfaction. 

The consequence of lack of job satisfaction in the college of education set-up is the shortage of competent and 
committed lecturers. Reports from the National Commission for Colleges of Education (2012) revealed that while 
the numbers of Colleges of Education are increasing, the numbers of qualified lecturers are not increasing 
proportionately. There has been constant mobility of these highly skilled persons from one college of education to 
another and to other public sectors for better remuneration and conducive working environments. Other factors 
that mitigate job satisfaction include management and leadership styles, non academic duty allowance, unclear 
rules and regulations in the personnel policies, excessive workload and poor communication with management 
members. The main purpose of this study therefore, was to identify determinants of job satisfaction of lecturers of 
College of Education Akwanga, Nasarawa State. Specifically, the study indentified the effects of salary; work 
environment; job security; autonomy of colleges of education and staff training on lecturers’ job satisfaction. The 
study was guided by five research questions: What is the effect of salary on lecturers’ job satisfaction?  What is the 
effect of work environment on lecturers’ job satisfaction? What is the effect of job security on lecturers’ job 
satisfaction? What is the effect of autonomy of college of education on lecturers’ job satisfaction? What is the effect 
of staff training on lecturers’ job satisfaction?  

This study is hinged on the motivator-hygiene theory also called “The two Factor Theory”. According to 
Herzberg (1989) this theory states that employees are motivated by internal values rather than values that are 
external to work. In other words, motivation to work is internally generated and is propelled by variables that are 
intrinsic to work which includes achievement, recognition, the nature of the work itself, responsibility, and 
advancement or growth. The most important motivator-hygiene theory factor that contributes to job satisfaction 
or organizational performance is inter-personal relationship. Mean-while responsibility and opportunities for 
promotion is ranked by Alaku (2011) as the important motivator factors that affect job satisfaction. Adeyemi (2010) 
concluded that job satisfaction is also related to motivation. Employers need to create and maintain a conducive and 
enjoyable working environment to motivate the employees.  

Rosser (2012) pointed out that salary, retirement benefit and job security are important personal issues that 
affect job commitment and satisfaction of College of Education Lecturers. In Tettey (2008) dissatisfaction with 
salaries is one of the factors undermining the commitment of academics to their institutions and careers and 
consequently their decision to leave job. Okpara (2004) stated that providing conducive working environment 
could lead to higher organizational commitment through a variety of reasons. Stressful working environment 
results to low level of commitment and dissatisfaction. Good working conditions such as clean, attractive 
surroundings enable employees to perform their work smoothly and thus are likely to have a positive impact on Job 
Satisfaction. A study by Dockel (2003) found out that the general working conditions were significantly related to 
organizational commitment. Research studies have also found job security to be positively related to job 
satisfaction Ombugus (2013). The existence of job security is likely to boost employees’ perceptions of 
organizational support which would help to foster organizational commitment. Thus, it was hypothesized that 
there would be a positive relationship between satisfaction with job security and organization commitment. In 
Grunberg and Tapfield (2009) promotion and tenure are control variables of lecturers’ job satisfaction. The authors 
stated that promotion is a highly predictor of job satisfaction among college of Education Lecturers. Similarly, 
Bender and Heywood (2012) explained that tenured College Lecturers tend to have higher job satisfaction level 
than untenured lecturers. 

In Chew (2004) autonomy refers to increased feelings of personal responsibility and the degree to which the job 
provides substantial freedom, independence and discretion to the individual to schedule work and determine the 
procedures use in carrying it out. Lecturers’ autonomy refers to their ability to decide work patterns, actively 
participate in major academic decision making to have work evaluated by professional peers and to be relatively 
free of bureaucratic regulations and restrictions (Daly, 2006). Employees expect to work in jobs that provide them 
with opportunities to be promoted to new and challenging positions. Chew (2004) strongly argued that people 
should not only be rewarded financially but they should also be offered opportunities to grow within the 
organization. Employees who feel stagnant in their position generally aren’t motivated and committed and in some 
cases quiet the job. Promotion offers opportunity for growth and is also one of the motivators which can be used to 
enhance retention. Research findings by Ukeje and Ugwuanyi (2011) have revealed that positive relationship exists 
between organizational commitment and training opportunities. On the basis of the above reviews, one can argue 
that the higher the employee gets satisfaction with each facet of the job, the greater the sense of commitment to the 
organization. 

 

2. Methodology 
The research design employed for the study is a descriptive survey research design. Sambo (2005) defined a 

survey as a description of a present state of affairs usually carried out through questionnaires; opinions and 
interviews. The study was conducted in College of Education, Akwanga, Nasarawa State. The population for the 
study was two hundred and seventy-nine lecturers as shown in Table 1: 
 



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Table-1. Population of Lecturers in the College during 2014/2015 Academic Session 

S/No School No. of Lecturers 

1. School of Education (SE) 68 
2. School of Early Childhood Care and Education (ECCE) 20 

3. School of Secondary Education – Art & Social Science  Programmes (SSEASSP) 62 
4. School of Secondary Education -  Language Programme (SSELP) 35 
5. School of Secondary Education – Science Programme (SSESP) 40 
6. School of Secondary Education – Vocational & Technical Programmes (SSEVTEP) 54 
 Total 279 

           Source: Staff statistics office, college of education, Akwanga 

 
The researchers used a simple random sampling technique to select 60% of the   population from each school. A 

sample size of 167 Lecturers was utilized for the study. A structured questionnaire was used for data collection. 
The questionnaire had five sections based on the purposes of the study. Mean and standard deviation were 
employed to analyze the data collected and answer the research questions using the real limit of the mean.  
 

3. Results 
 
Research Questions 1: What is the effect of salary on lecturers’ job satisfaction? 
 

Table-2. Mean ratings of the lecturers on the effect of salary on job satisfaction   N=167 

S/No. Questionnaire Items  ̅ SD Remark 

1. Fulfillment of financial and motivational desires 3.62 1.33 Agreed 
2. Affects job motivation 3.81 1.35 Agreed 
3. Affects job commitment 4.04 1.62 Agreed 
4. Affects job productivity 3.58 1.57 Agreed 
5. Reduces absenteeism from work 4.03 1.47 Agreed 
6. Reduces withdrawal from job 3.78 1.43 Agreed 
  ̅ = mean S.D = Standard deviation    

 

The data in Table 2 revealed that the 6 items had their  ̅ values ranged from 3.58 – 4.04 and were greater than 
2.50. This indicated that the 6 items were affecting motivation, commitment and productivity among College 
Lecturers.The standard deviations ranged from 1.33 – 1.62 and are positive. This indicated that the respondents 
were not very far from the mean or one another in their responses. This helped to add value to the mean.  
Research Question 2: What is the effect of work environment on Lecturers Job Satisfaction? 
 

Table-3. Mean ratings of the Lecturers on the effect of work environment on Job SatisfactionN=167 

S/No. Questionnaire Items  ̅ SD Remark 

7. Affects job commitment  4.33 1.72 Agreed 
8. Affects motivation 2.16 1.04 Disagreed 
9. Affects job efficiency  4.02 1.66 Agreed 
10. Reduces physical/psychological stress 3.78 1.49 Agreed 
11. Provision of adequate working facilities 3.96 1.36 Agreed 
12. Good interpersonal relationship 2.23 1.11 Disagreed 
13. Affects job productivity  2.35 1.07 Disagreed 

 
Data in Table 3 revealed that items 7, 9, 10 and 11 had their mean values ranged from 3.78 – 4.33 and are 

above decision point of 2.5. This indicates that work environment affect job commitment, efficiency, psychological 
stress as well as provision of working facilities. Similarly, the data revealed that items 8, 12, and 13 had their mean 
values below decision point (2.50) indicating that work environment has less effect on job motivation, good 
interpersonal relation and productivity.  
Research Question 3:  What is the effect of job security on Lecturers job satisfaction 
 

Table-4. Mean ratings of the Lecturers on the effect of job security on job satisfaction   N=167 

S/No. Questionnaire Items  ̅ SD Remark 

14. Decreases dismissal from work 3.68 1.59 Agreed 
15. Affects job motivation  4.43 1.58 Agreed 

16. Fosters job commitment  2.14 1.41 Disagreed 
17. Increases the feeling of being lecturers 4.14 1.36 Agreed 
18. Makes lecturers lazy 4.28 1.56 Agreed 
19. Affects job efficiency 4.16 1.56 Agreed 

 
In Table 4 above, the responses revealed that items 14, 15, 17, 18 and 19 had their mean values above the 

decision point of 2.50. This indicates that job security affects dismissal from work, job motivation, increases feeling 
of being a lecturer, while item 16 which is fosters job commitment does not affect job security with a mean value of 
1.41 lower than 2.50. 
Research Question 4:  What is the effect of autonomy on lecturers’ job satisfaction? 
 
 
 
 
 



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Table-5. Mean ratings of the lecturers on the effect of autonomy on Job Satisfaction   N=167 

S/No. Questionnaire Items  ̅ SD Remark 

20. Affacts job commitment 4.72 1.78 Agreed 
21. Affects job productivity 2.12 0.47 Disagreed 

22. Offers opportunity for growth 1.87 0.39 Disagreed 
23. Affects motivation 4.11 1.39 Agreed 
24. Increases the feeling of personal belonging 3.96 1.35 Agreed 
25. Affects job efficiency  3.88 1.54 Agreed 

 
Results in Table 5 revealed that items 20, 23, 24, and 25 had mean values above 2.50. This indicates that 

autonomy affects job motivation, commitment, increases feeling of belonging and job efficiency, while items 21 and 
22 had their mean values below decision point indicating that autonomy does not necessarily affects job 
productivity and opportunity for growth.  
Research Question 5:  What is the effect of staff training on lecturers’ job satisfaction? 
 

Table-6. Mean ratings of lecturers on the effects of retraining on job satisfaction  N=167 

S/No. Questionnaire Items  ̅ SD Remark 

26. Overcomes deficiencies in job performance  3.22 1.78 Agreed 
27. Production of quality and  quantity of human resources  3.62 1.47 Agreed 
28. Enhances job retention 2.22 1.46 Disagreed 
29. Enhances job productivity  4.11 1.53 Agreed 
30. Affects job commitment  4.11 1.39 Agreed 

31. Promote job motivation 3.96 1.36 Agreed 
32. Achievement of organizational goal 3.88 1.54 Agreed 
33. Promotes personal and professional growth  3.90 1.31 Agreed 

 
From Table 6 the results revealed items 26, 27, 29, 30, 31, 32, and 33 with mean values higher than decision 

point. By implication, staff training improves job deficiencies, productivity, commitment and promotes personal and 
professional growth. On the other hand, item 28 had a mean value lower than the decision point, indicating that 
staff training does not affect retention of College Lecturers. The standard deviations of the 28 items in Tables 3 - 6 
ranged from 0.39 – 1.78 and are positive. This indicated that the respondents were not very far from the mean or 
one another in their responses. This helped to add value to the mean. 
Ho 

There is no significant difference in the mean ratings of male and female lecturers in college of Education 
Akwanga with regard to their job satisfaction.  
 

Table-7. T-test of male and female lecturers in college of education Akwanga with regard to their job satisfaction (N=167). 

Gender N 
 

SD DF t-cal Table t Decision 

Male 117 35.43 0.32 808 1.96 2.02 Significant 

Female 50 36.60 0.47     

 
Table 7 shows that the table (t-value) is 2.02 at 808 degree of freedom and 0.05 level of significant. Since the 

calculated t-value of 1.96 is less than the table value of 2.02, the null hypothesis is accepted. Therefore, there was 
no significant difference between the mean ratings of male and female lecturers in college of education Akwanga 
with regards to their job satisfaction level. 
 

4. Major Findings 
(i) Salary/Wage payment decreases absenteeism and withdrawal from job. It also has effects on commitment, 

productivity and motivational desires on job satisfaction of lecturers in College of Education, Akwanga. 
(ii) Salary/Wage payment decreases absenteeism and withdrawal from job. It also has effects on commitment, 

productivity and motivational desires on job satisfaction of lecturers in College of Education, Akwanga. 
(iii) In College of Education, Akwanga, work environment affect lecturers job satisfaction in commitment, 

efficiency, psychological stress and facilities but does not necessary affect the lecturers’ motivation, 
interpersonal relationship and productivity.  

(iv) Apart from “Fosters job commitment” job security has effects on dismissal from work, motivation, feeling of 
belonging, efficiency and laziness on job satisfaction of lecturers in College of Education, Akwanga. 

(v) Autonomy affects commitment, motivation, feeling of belonging and efficiency but does not necessarily affect 
opportunity for growth and productivity on job satisfaction of lecturers in College of Education, Akwanga. 

(vi) Excluding job retention, staff training affects efficiency in performance, quality and quantity of human 
resources, achievement of organizational goals, productivity, commitment, professional growth and 
motivation on job satisfaction of lecturers in College of Education, Akwanga. 

(vii)   There was no significant difference in the mean ratings of the male and female lecturers regarding their level 
of job satisfaction.  

 

5. Discussion of Findings 
The findings from the study that all the items accepted by the respondents in research question one are in 

agreement with Rosser (2012) who stated that attractive remuneration packages are one of the important factors of 
staff retention. Dissatisfaction with salaries/benefits is one of the key factors undermining the commitment of 
College of Education lecturers and consequently decision to leave their jobs. The findings that four items in 
research question 2 were accepted by the respondents are in agreement with Daly (2006) who suggested that 
working environment is also one of the factors that affect employee’s decision to stay with an organization. 



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Productivity and efficiency are directly affected by how people work, and this equally is affected by their work 
environment/condition. Work environment that is comfortable, relatively low in physical / psychological stress 
and good facilities, attainment of goals in such workplace tends to give high level of job satisfaction. Increased 
workload is another stressful aspect of lecturer’s job. An increase workload caused by large number of students 
without proportionate increase in wages certainly has negative impact on the well being of College of Education 
Lecturers. 

The findings of the study on the effect of job security are in agreement with that of Ukeje and Ugwuanyi 
(2011) in their study, “Effects of Job Insecurity on the Psychological Health of Company Workers-Implication for 
Colleges of Education Workers in Nigeria”. Their study revealed that there were strong relationships between job 
security and job satisfaction. The existence of job security is likely to boost employee’s perception of organizational 
support which would help to foster job satisfaction. The findings indicated that in most cases the employees in 
Colleges of Education (irrespective of sex, position and marital status), who perceived that they have uncertain 
futures in their jobs, felt threatened with manifested symptoms of psychological distress such as poor general 
health, anxiety and hopelessness. 

The findings of this study on the effect of autonomy are in line with the findings of Adeyemi (2010) in a study 
“Job satisfaction among Technical Teachers in Ondo State Secondary   Schools, that the autonomy of Colleges of 
Education tends to instill in the lecturers sense of belonging in the school activities. The lecturers believed that 
autonomy means bringing government closer to them in the college to reduce their burden of travelling long 
distances to the parent ministry. The autonomy is an important construct in Colleges of Education Lecturers’ value 
system. Lecturers in Colleges of Education tend to stay longer in their institutions when they feel that their 
capabilities, efforts, performance contributions are recognized and appreciated by government timely.  

Findings of this study on the effect of staff training on College of Education Lecturers Job Satisfaction are in 
conformity with the findings of Alaku (2011) that training is considered a form of human capital investment 
whether that investment is made by the individual or by the firm. Training provides employees with specific skills 
to help correct deficiencies in staff performances. Development on the other hand is an effort to provide employees 
with skills the organization will need in the future. Staff retraining programme is therefore a necessary factor for 
lecturers’ optimal functioning. The findings of the study are also in agreement with that of Ombugus (2013) in a 
study “Improving Job Satisfaction of Primary School Teachers in Nasarawa State: Implication for the Universal 
Basic Education Programme” where there was no significant difference in the mean ratings of the male and female 
teachers on their job satisfaction level. 
 

6. Conclusion  
Consistency to job commitment and productivity; attainment of work goals; fulfillment of financial and 

motivational desires; provision of needed facilities; opportunity for growth and development and feeling of personal 
belonging among others are fundamental determinants of job satisfaction of lecturers in College of Education, 
Akwanga. Therefore, Colleges of Education Lecturers need adequate educational policy and administration in 
terms of the identified determinants for the lecturers to be satisfied in their job. When lecturers are meeting their 
basic needs in life such as food, clothing and healthcare, they perform optimally in workplace. 
 

7. Recommendations  
(i) The College Management should ensure that wages/benefits for Academic Staff are paid as at when due. 
(ii) The working environment of lecturers should be made conducive for teaching and research work. 
(iii) The College Management should provide job security and design a staff training plan for all categories of 

academic staff members.  
 

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Citation | Rebecca I. Umaru; Danjuma A. Ombugus (2017). 
Determinants of Job Satisfaction of Colleges of Education Lecturers: 
A Study of Nasarawa State College of Education, Akwanga. Asian 
Business Research Journal, 2: 8-13. 
History:  
Received: 19 December 2016 
Revised: 28 December 2016 
Accepted: 8 February 2017 
Published: 27 April 2017 
Licensed: This work is licensed under a Creative Commons 

Attribution 3.0 License  
Publisher:  Eastern Centre of Science and Education 
 

Acknowledgement: Both authors contributed to the conception and design of 
the study. 
Funding: This study received no specific financial support. 
Competing Interests: The authors declare that they have no conflict of 
interests. 
Transparency: The authors confirm that the manuscript is an honest, 
accurate, and transparent account of the study was reported; that no vital 
features of the study have been omitted; and that any discrepancies from the 
study as planned have been explained. 
Ethical: This study follows all ethical practices during writing.  

 

Eastern Centre of Science and Education is not responsible or answerable for any loss, damage or liability, etc. caused in relation to/arising out of the use 
of the content. Any queries should be directed to the corresponding author of the article. 

 

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