Exploring the Relationship between Job Satisfaction and English Language Teachers' Effectiveness in Senior Secondary Schools in Oyo State, Nigeria

This paper provides a comprehensive overview of the research on English language teachers in Oyo State, Nigeria. This descriptive survey, which included 2935 students and 180 teachers assesses the personality traits, job satisfaction, and teaching efficacy among Senior Secondary School English teachers in Oyo State, Nigeria. A multistage sampling process was used to choose schools and teachers from Oyo State's five geopolitical zones. The study used questionnaires for data collection, including face validation and pilot trials to ensure validity and reliability. Descriptive statistics (frequency distribution, percentages, and mean) provided answers to research questions, and inferential statistics (Pearson Product Moment Correlation) assessed associations between variables. Relevant educational authorities provided ethical clearances to ensure that ethical research standards are followed. The survey also investigated teachers' perceived efficacy, indicating skills in teaching methods and topic content, as well as certain deficiencies in areas such as extracurricular activities. The study analyzed the relationship between personality features, job satisfaction, and teaching efficacy, focusing on the impact of personal attributes and job satisfaction on teacher performance. The study emphasized the need of increasing job satisfaction through a variety of approaches in order to improve overall teacher performance and educational outcomes. Strategies for government and school administration to boost job satisfaction included greater remuneration, timely promotions, and recognizing teachers' performance.