Academic journal article Ife Psychologia

Locus of Control and Self-Esteem as Predictors of Teachers' Frustration in Lagos State Secondary Schools

Academic journal article Ife Psychologia

Locus of Control and Self-Esteem as Predictors of Teachers' Frustration in Lagos State Secondary Schools

Article excerpt

Individual's perception of self has potential to enhance or impede his or her success at work. In view of this, there is a need to examine the relationship between locus of control and self-esteem as they jointly influence teachers' frustration in Lagos state, Nigeria. The participants were two hundred (200) teachers (100 males and 100 females) randomly selected from private and public secondary schools in Lagos state, South-Western Nigeria. Quantitative data were collected using some psychological scales namely: Index of self-esteem (ISE), Nowicki-Strickland Locus of Control Scale (N-SLCS) and Organizational Frustration Scale (OFS). Analysis of data with Statistical Package for Social Sciences (SPSS-15.0) shows that self-esteem and locus of control jointly predicted ninety nine percent (99%) variance in teachers' frustration. Also a positive significant relationship was found between teachers' frustration, self-esteem and locus of control. The implication of the findings of this study in terms of managing teachers' frustration were discussed and recommendations made that organizations should make efforts to raise their employees' self-esteem and locus of control right from engagement to disengagement stage.

Key Words: Self-esteem, Locus of Control and Frustration.

Introduction

Frustration is a psychological trauma that is fast becoming a common feature in the professional lives of individuals in all spheres of an organization. Frustration is an emotional response to circumstances where one is obstructed from arriving at a personal goal (Fargnoli, 1997). Frustration occurs when an instigated goal response (or predicted behavioral response) is interrupted and it is comparable to anger and disappointment; a condition where expectations exceed reward, input exceed outcome (Myers, 1993, Fox and Spector, 1999). According to Corsini (2002), frustration is generally the thwarting of impulses or actions by external and internal forces, where the typical internal forces are intra psychic conflicts and inhibition while the typical external forces are the admonitions of the rules of the society. In an organization, the internal sources of frustration involve personal deficiencies such as lack of confidence or fear of social situations that prevent him or her from reaching the set goal(s), while external causes of frustration involve conditions outside of the person such as conditions linked to the person's actions but not directly such as lack of support from the management of the organization.

The focus of this study is to examine the psychosocial predictor teachers' frustration in Lagos State secondary schools. The nature of the teaching profession today is such that teachers are subjected to poor working conditions such as late payment of salaries, delayed or no promotions, and lack of conducive working environment such as dilapidated classrooms, poorly equipped offices and other poor state of learning environment. Other issues been raised in connection with teachers' frustration include poor conditions of service, physical working condition, role conflict, personal and domestic problems.

Teachers' frustration in the past and recently have been demonstrated through frequent instances of industrial strike action arising from denied motivation which include: salary increase and improved salary system. This Industrial strike action is a combative approach used by workers making a demand to compel action or a mode of behavior from management, employer or member of public. The first of such Industrial strikes in Nigeria occurred in the 1930s due to failure to clarify the extent to which a teacher could claim status as a civil servant which had served as a source of frustration prior to the year 1930 (this source of frustration still remains with the whole body of teachers in Nigeria). Another strike action was recorded in 1936; then the teachers of the Church of Scotland Mission in Calabar and Creek towns underwent a strike action as a result of frustration at not receiving their salaries when they were due. …

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