ERIC Number: ED201266
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Organization and Administration of Nigerian Universities and the Satisfaction and Motivation of Lecturers in Some of These Universities.
Fagbamiye, E. O.
The extent to which the academic staff in the five oldest Nigerian universities expressed job satisfaction and motivation, in view of the seeming powerlessness of their Governing Councils, was studied. These universities are the University of Nigeria, Ibadan, Ahmadu Bello, Nsukka, and Ife and Lagos. A total of 157 teachers returned usable questionnaires. The items were factor analyzed and 27 loaded significantly on the following six factors: remunerations and conditions of service, university autonomy, assessment of self and group performance, facilities adequacy, confirmation of choice of career, and students' attitudes toward university teachers. University teachers were found to be dissatisfied with their remunerations and conditions of service and many would not choose teaching if they were starting over again. The more experienced, married, and more qualified staff were most dissatisfied. They were also more satisfied than their less senior colleagues with the attitudes of students toward the teachers. It is tentatively concluded that, on the whole, university teachers can be described as dissatisfied with the Nigerian University system. Background information on the situation of university teachers in Nigeria and a bibliography are included. (Author/SW)
Descriptors: Administrative Organization, College Environment, College Faculty, Educational Facilities, Faculty College Relationship, Foreign Countries, Higher Education, Institutional Autonomy, Job Satisfaction, Power Structure, Self Evaluation (Individuals), Student Teacher Relationship, Teacher Alienation, Teacher Attitudes, Teacher Morale, Teacher Salaries, Teaching Conditions, Universities
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981). Not available in paper copy due to marginal legibility of original document.