Abstract

MATHEMATICS TEACHERS? JOB SATISFACTION AS A CORRELATE OF STUDENTS? ATTITUDE TOWARDS MATHEMATICS.

1Ale Florence Olajumoke&2Jekayinfa, Olatunji James

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Abstract Nigerian students? attitude towards Mathematics learning has been widely reported by researchers to be negative. Mathematics teachers who are at the very centre of Mathematics teaching and learning in schools determine what form of attitude their students would have towards the subject. Therefore, the purpose of this study was to investigate Mathematics teachers? job satisfaction as a correlate of secondary school students? attitude towards Mathematics in secondary schools in the Federal Capital Territory, Abuja. Two research questions and one hypothesis were raised and formulated respectively. The study adopted a correlational survey research design and the target population consisted all the Mathematics teachers as well as SS 2 students in secondary schools in Gwagwalada Area Council, Abuja. The sample size for the study was 153 Mathematics teachers purposively selected and 153 senior secondary school II students who were randomly selected. The instruments used for the study include Researcher Designed Mathematics Teachers? Job Satisfaction Rating (MTJR), and the Fennema- Sherman Mathematics Attitude Scale (1976). The study found among others that a 60.13% of Mathematics teachers are not satisfied with their job and that a significant relationship (r=0.96) existed between Mathematics teachers? job satisfaction and students? attitude toward Mathematics.Therefore, it was recommended among others that government should organize periodic workshops and trainings for Mathematic teachers and also provide a good welfare package for them so as to enhance their job satisfaction, since this will in turn enhance the teaching of Mathematics and thereby help to improve students? attitude towards the learning of Mathematics. Key words: Mathematics, Job Satisfaction, Students ?Attitude.

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