Influence of minimum wage and prompt salary payment on teachers’ effectiveness in public secondary schools

Abstract

Obviously that less motivated teachers are less productive and less disposed to perform their best, despite their acquired teaching experiences in secondary schools. Drawing on equity theory, valence expectancy theory, and the two-factor theory, this paper examines the influence of minimum wage and prompt salary payment on teacher effectiveness in public secondary schools. The study’s sample was drawn from 20 selected public secondary schools in Ibadan North local government area of Oyo State, Nigeria. This study adopts a quantitative research approach. The questionnaires were randomly distributed. Out of 200 questionnaires, 149 questionnaires were effective for analysis after analyzing the data with SPSS version 25. This study revealed that minimum wage, prompt salary payment, and demographic variables have significant independent and joint influence on teachers’ effectiveness in public secondary schools. It was proved that several teachers are dissatisfied with minimum wage payments and that prompt salary payment influences teachers’ effectiveness. Therefore, the study recommended that the state government should review the current minimum wage, making it more attractive to motivate teachers, thereby directly enhancing teachers’ effectiveness. The focus should also be on achieving prompt salary payment through consistent and effective salary scheme management, promoting teachers’ effectiveness. AcknowledgmentThe current author acknowledges the Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, under Professor Wilfred Ukpere, in funding the current study and its publication.