Abstract

This study examines the role of training and development received as correlates of teacher job satisfaction among teachers in Ibadan North LGA, Oyo State, Nigeria. The study sample consists of Two hundred (200) teachers purposively drawn from selected secondary schools in Ibadan North LGA, Oyo State. Data was collected via a self-report questionnaire containing standardised instruments. Three hypotheses were analysed with Pearson correlation analysis and t-test for independence at p≤ 0.05. Results revealed that the larger proportion of the secondary school teachers 110 (55%) have had a government sponsored in-service training compared to 40 (20%) who personally sponsored their own training while 50 (25%) did not receive any current training sponsorship. There was significant positive relationship between training received and job satisfaction (r = .65, p<.01). There was significant positive relationship between teachers’ development and Job satisfaction (r=.69, p<.05). There were significant differences between teachers who received recurrent training and those that do not (t (198) = 2.93; p<. 05). Teachers who receive recurrent in-house training were more satisfied with their jobs than teachers who did not receive recurrent training. It was recommended that training should be provided to secondary school teachers to boost their morale. There should be improvement in funding of teachers training to improve job satisfaction.