5. Conclusions
The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? This is one of the numerous factors that compound the education crisis in Nigeria. We acknowledge that an enormous body of work exists in which teacher job satisfaction has been examined. The tenacity of research in the area of teacher job satisfaction indicates a recognition of the need to (1) continually debate the necessity of teachers; (2) unpack the myriad issues that pervade the teaching profession; and (3) shine light on the negative socioeconomic impact that a deplorable teaching fraternity heaps on a nation. Thus, we join the bandwagon of researchers that echo the need to ascertain the major obstacles as well as enablers of work motivation of teachers in Nigeria. In Nigeria, all the studies that have been conducted to gauge the level of job satisfaction of teachers have realized almost similar results. Overall, the results usually point in the direction of the following: dilapidated infrastructure, derelict work environment, often undesirable work conditions, a demotivated workforce, a neglected learner body leading to poor pass rates and the increasing itch to exit the profession. Other issues that have emerged in many of these studies are the crass lack of opportunity and support for career enhancement, low and often irregularly paid wages, and a demoralized teaching team.
