Influence of Principal Motivational Techniques and Teaching Experience on Job Satisfaction among Secondary School Teachers in Zuru Educational Zone, Kebbi State

Abstract

The study investigated the impact of principals' motivational techniques and teaching experience on job satisfaction among primary school teachers in Danko Wasagu Local Government Area, Kebbi State. Three research questions were posed, and one null hypothesis was tested using a descriptive survey and ex-post facto design. In the Sakaba and Danko Wasagu Local Government Areas, 300 teachers were given questionnaires, and 15 secondary schools—both public and private—were sampled. Teachers taught English Language and Mathematics in the SSCE between 2019 and 2023, selected using a disproportionate sampling technique. The Principals’ Motivational Techniques Questionnaire (PMTQ) yielded a reliability coefficient of 0.85 (Cronbach’s alpha). Descriptive statistics (frequency, percentage, mean, and standard deviation) addressed the research questions, while Pearson’s product-moment correlation tested the hypothesis at a 0.05 significance level. Findings highlighted the importance of motivational programmes addressing teachers' needs, such as recognition, support, and professional growth opportunities. Recommendations included establishing mentorship and peer support programmes to assist early-career teachers. The study concluded that effective motivational techniques significantly enhanced teachers' job satisfaction, emphasising the role of principals’ strategies in improving teachers' well-being and professional fulfilment.