TEACHERS’ MOTIVATION AND JOB SATISFACTION IN PRIVATE SECONDARY SCHOOLS IN RIVERS STATE.

The study investigated teachers‟ motivation and job satisfaction in private secondary schools in Rivers State. Four research questions and four hypotheses guided the study. Correlational research design was used for the study. The population of the study was 4688 teachers while the sample was 469 teachers representing 10% of the total population. The instruments developed for the study were “Teachers‟ Motivation Variable and Job Satisfaction Questionnaire (TMVJSQ)”. Test re-test method was used to establish the reliability of the instrument using Pearson Product Moment Correlation which yield a reliability coefficient of 0.77. Also, Pearson Product Moment Correlation was used to answer the research questions while regression analysis was employed to test the hypotheses at 0.05 level of significance. The findings showed that there is positive and significant relationship between teachers‟ motivation variables (housing needs, salary, job security and promotion) and job satisfaction. Hence, the study recommends amongst other things that Teachers‟ housing needs should be provided to enhance their teaching performance in schoolsand for effective job satisfaction. The study concluded that teachers‟ motivation variables such as housing needs, postulation on the appropriateness of the size of sample. The Scholar recommended 40% for studying population of a few hundred, 20% for studying population of many hundreds, 10% for studying population of a few thousand, and 5% or less for studying population of several thousands. The Sample was gotten through writing out names of schools on a separate papers folded into tiny balls, put in a bag and mixed up thoroughly; draws were made from the bag until the numbers of schools were completely selected. Each of the schools stands the chance of being selected or picked. The study used questionnaire for data collection. Two questionnaires were labeled “teachers‟ motivation variable questionnaires (TMVQ)” and “teachers‟ job satisfaction questionnaires (TJSQ)” developed by the researcher. The first part of the questionnaire consisted of background information. Twenty (20) questions that were asked are questions related to teachers‟ housing needs, teachers‟ salary, job security and promotion andlast part of questionnaire contained 20 questions asked on teachers‟ job satisfaction (TJSQ). Both questions were scored on the Likert 4 point rating Scale (modified) 4-1 marks distributed as follows; Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) was used.The instrument was given to the supervisor and two other experts in the institution for validation. Their comments and corrections were integrated into the questionnaire.To ensure the reliability of the instrument, the test-retest method was carried out on twenty (20) respondents outside the sample area. After which their responses were collected and analyzed using Pearson Product Moment Correlation Coefficient. The result obtained showed that the “r” obtained was 0.77 which indicated that the instrument was very reliable for this study.Researcher and two trained research Assistants administered the instruments to 469 teachers in the sampled schools. Researcher and Assistants visited the schools and administered the instruments by hand to the teachers. Questionnaires responded to were retrieved at the spot while those delayed was retrieved later by the Researcher and Assistants. On the whole, a total of 456 questionnaires were retrieved, representing 97.2% return rate. Pearson Product Moment Correlation (PPMC) was used to answer the research questions while null hypotheses were tested with regression analysis at 0.05 levels of significant. satisfaction in private secondary schools in Rivers State. The R-value (0.795) shows a strong positive relationship between the variables teachers‟ housing needs and job satisfaction. The R-squared (R 2 ) value (0.632) indicated housing needs account for about 63.2% of teachers‟ job satisfaction. The present study agreed with the findings of Akiri (2014) study on teachers‟ career satisfaction and students‟ academic performance in Delta State public secondary schools. Sources of dissatisfaction are low salary structure, low public image and lack of self-esteem of teachers, due to the fact that highly qualified and experienced teachers are not being rewarded adequately. Some factors are predictable but other are less so having to do with societal values of teachers in Nigeria. It was recommended that government and other stakeholders in education should implement measures that will ensure a high level of career satisfaction for teachers in all ramifications. Which is in collaboration with Tony (2013) findings on factors influencing motivation among secondary school teachers of Mount Elgon district Kenya. The finding showed 71.1% of the respondents expressed dissatisfaction with their teaching subjects achievements, 68.4% of the respondents said their school management has failed to promote their competencies and expertise, 84.2% agree that supervision was done in their schools, 63.2% showed that the quality of teaching and learning materials were inadequate, 71.1% said quality of the few teaching and learning materials were average, 86% of the respondents denied any positive morale from their salaries and allowance.

The study investigated teachers" motivation and job satisfaction in private secondary schools in Rivers State. Four research questions and four hypotheses guided the study. Correlational research design was used for the study. The population of the study was 4688 teachers while the sample was 469 teachers representing 10% of the total population. The instruments developed for the study were "Teachers" Motivation Variable and Job Satisfaction Questionnaire (TMVJSQ)". Test re-test method was used to establish the reliability of the instrument using Pearson Product Moment Correlation which yield a reliability coefficient of 0.77. Also, Pearson Product Moment Correlation was used to answer the research questions while regression analysis was employed to test the hypotheses at 0.05 level of significance. The findings showed that there is positive and significant relationship between teachers" motivation variables (housing needs, salary, job security and promotion) and job satisfaction. Hence, the study recommends amongst other things that Teachers" housing needs should be provided to enhance their teaching performance in schoolsand for effective job satisfaction. The study concluded that teachers" motivation variables such as housing needs, salary, job security and promotion relate positively with job satisfaction of teachers" in Private secondary schools in Rivers State. That is, to promote teachers" satisfaction their incentives and working conditions should be taken into consideration for optimum performance; since job performance depend on the extent of satisfaction in teaching profession.

…………………………………………………………………………………………………….... Introduction:-
Motivation is the psychological forces within a person that energize, direct and sustain that person"s effort towards goal attainment (Amah, 2006). It is the reason why somebody does something or behaves in a particular way. Motivation determines the possible voluntary behavior an individual could engage in among different alternatives. It also determines the height an individual will be willing to go in achieving a particular goal. Ibara (2017) asserted that "motivation is the process by which management enables employees to direct their energies towards maximum attainment of the goals and objectives of the organization".
From the forgoing, it is clear that no one can successfully complete a task on record time without motivation. This is also applicable to organizations; no organization can succeed without a motivated work force. In words of Agi and 1378

Physiological Needs
These are the basic needs of life which keeps the human body in a state of equilibrium. They include the water, food, shelter, air, sunlight, sex, sleep, etc. According to Robert-Okah (2014) these needs are strongest in man"s life and should be satisfied before other needs. A starter in life needs money to acquire food, shelter and clothing. Once satisfied, physiological needs cease to operate as a prime motivator of behaviours, the next higher order need, safety is activated.

Safety Needs
Safety needs arise as the physiological needs are satisfied. Safety needs include need for freedom from threat, disaster, danger, security, loss of employment, etc. An employee is often concerned about the safety of his employment, protection against accidents and security of his environment. When this is meant, the next stage belongingness is activated.

Belonging Needs
An employee at this stage wants acceptance, affiliation to others, friendship, interaction, to love and be loved and values a sense of belonging. Interaction with follow workers and employee-centered supervision are all aspects of these needs. Membership of such groups as social clubs, age groups, professional bodies and other informal groups play a vital role to fulfill the belonging needs. (Robert-Okah, 2014).

Self-Esteem Needs
These needs represent the individual"s needs for recognition, accomplishment prestige self-respect. He loves to take responsibility to prove himself. Esteem need, also known as Ego needs expect an employee contribution to be recognized and appreciated by management and colleagues. Employee"s feeling of independence, professionalism and confidence is highest at this stage. He develops desire for fame, reputation, acclaimed respect and esteem from other admirers and non-admirers. He expects to be rewarded for his contributions towards the organization at this stage. Self-esteem triggers self-confidence and sense of social importance. (Robert-Okah, 2014).

Cognitive Needs
Cognitive need refers to the need for recognition. The individual wants to belong, associate and gain acceptance from friends and relatives. Workers crave for social recognition, attention and praise. An employee wants to be reckoned with as an important person. He needs prestige and influence, the worker desire to be appreciated by others. (Denga, 2015).

Aesthetic Needs
Aesthetic need include beauty surrounding, desire for something new from nature and immediate environment.
Personality, values and love for human and natural endowment, internal conflicts in an individual can be resolved through contact with natural endowment peace will be restored for that individual. As a worker gains experience on the job, interacts with his superiors and receives a form of counseling from the more experienced workers, he learns to make a self-analysis and to settle personal inconsistencies in order to live a realistic life full of achievable goals.

Self-Actualization Needs
These include need for fulfillment, creativity, realization of one"s life goals etc. The employee who attains this height has reached the apogee of the organizational life. The individual will fully realize the potential of his talent and capabilities. The feeling of being the best, of competency or having arrived is manifested. (Robert-Okah, 2014)

Self-Transcendence Needs
Self-Transcendence is self-actualization need. Jobs that offer opportunities for research, knowledge acquisition and an in-depth understanding of what the job is all about are potentially satisfying. This is the highest order need for which only a few workers strive (Denga, 2015).
Therefore, Maslow"s hierarchy of need theory is essential and applicable to this study with emphasis on motivation and job satisfaction. Job satisfaction is pivot to the development of any educational system around the world as well as Rivers State in particular. Important goal of education is Learn and understand what taught in schools and to meaningful make use of the information learned. The tool needed in achieving these goals is motivation. Amah (2006) opined that "Job satisfaction is a pleasurable feeling that results from the perception that one"s job fulfils or allows for the fulfillment of one"s important job values". It involves how well or poorly compensated, teachers feel more satisfied and encouraged if adequately taken care of, which enhances effective teaching especially in private schools. Therefore, teachers" motivation with reference to Maslow"s postulation should be priority to heads of schools for optimum realization of organizational goals. Teachers should move through the various levels in Maslow"s hierarchy of human needs from the base level of physiological needs to the peak of self-transcendence needs because once a level is satisfied order needs emerge and predominate.

Conceptual Framework
For the phenomenon of teachers" motivation and job satisfaction to be studied empirically, there is the need for conceptual framework that pulls together the concepts of teachers" motivation and job satisfaction. The conceptual framework, as depicted in figure 2: Illustrate the basic motivators that leads to job satisfaction. From the conceptual framework above, motivation is the drive behind efforts to satisfy basic needs which include housing, food and clothing.

Motivation
The word motivation is derived from the Latin word "motus", a form of the verb "movere", which means to move, influence, affect, and excite (Orupabo and Nwankwoala, 2018). Authors from different field of studies have defined motivation in accordance to their point of view. Motivation is a process by which employee"s internal energies are directed towards the attainment of organizational goals (Researcher). Motivation is an attitude or desire to do something (Ololube, 2017). While Amah (2006) see motivation as the psychological forces within a person that energize, direct and sustain that person"s effort towards goal attainment. This assertion was collaborated by Denga (2015) who defined motivation as the internal that ignite, propel, poke, energize, arouse or spur, direct, regulate and sustain behaviour towards goal attainment. Ibara (2017) sees motivation as inner force that propels people from inactive state into dynamic action. This refers to the force that maintains or alters the direction of quality and intensity of behavior which explains why people behave the way they do in an organization. Robert-Okah (2014) explained that motivation is not a kind of behaviour but something that influences behavior. The force that moves a person towards a particular goal, David-West and Kaegon (2017) opined that in the school setting, teachers are motivated towards increased productivity by providing necessary incentives. Thus according to the scholars, it stimulates performance. Schools maintained that when teachers are adequately motivated through enhanced welfare package, good working environment and remuneration, they will cooperate joyfully and enthusiastically work towards the growth and development of the institution.
From the above discussions on the meaning of motivation, one can reason that motivation in itself is not a kind of behavior but something that influences, directs, controls and sustains behavior that no individual exhibits a kind of behavior unless there is something that propels him to do so.

Sources of Motivation
Motivation is a two-way traffic that comes basically from two sources intrinsic and extrinsic sources. (2017) is propel by internal forces and lead one to engage in activities for personal gain. Therefore, intrinsic motivation refers to forces within the individual and is not tied to the environment. Motivation is intrinsic when the person has feeling of satisfaction with what he is doing and is strongly encouraged to stick to it for personal satisfaction and self-fulfillment. The internal Motivators push individual into action.

Intrinsic Motivation or internal motivation according to Agbakwuru and Itaziba
Extrinsic or External Motivation, according to Agbakwuru and Itaziba (2017) is externally induced. It is a motivation to engage in an activity as a means to an end. Some common extrinsic ways of arousing motivation in an individual are through praises or incentives, etc. This can be seen in an individual who works hard to attain higher position in public service and earn good salary or in order to attain esteemed vocation or career later in life. Extrinsic motivation or incentive pulls individual towards goals attainment. Motivation either internal or external depends on the personality of the individual, some are persons easily convinced and moved to do a piece of task or solve problem while others are not easily made to act. It is easier for employer to motivate employee who is ready to learn, willing to take initiatives, possessing cognitive and self-enhancing motive to succeed as well as mastery competence.

Forms of Teachers Motivation
Housing: This is the basic needs of an individual and must be satisfied before other needs, which can easily be satisfied with money. According to Ibara (2017) a young man who is just starting life requires money to buy food, clothing and housing. It appears to have a major influence than any other needs at this stage of individual's career. This means that it is important for school management to recognize that every Kobo means much to the employee. The educational administrators or school heads can help to satisfy needs by providing adequate payments that enables employees to rent or own their own house.

Salary:
Salaries, allowances and bonus are the major reasons why people work in other to satisfy needs. The educational administrators or school heads can motivate their employees through timey and regular payment of salaries, allowances and bonuses that enables employees to satisfy their needs.

Safety:
safety need entails need for protection against bodily harm, loss of employment and threat to job security. For example, an individual would like to know if his employment is permanent or on temporary basis. Indeed, safety need could be very strong in an individual. The educational administrators can help to meet safety needs of employees through the provision of job security, medical facilities, etc.

Joy:
This is the need for accomplishment, achievement, recognition and self-respect. The individual wants his contributions to be recognized and appreciated by management and co-workers. It is important for the school administrators to recognize and reward such employees for their contributions for the attainment of organizational set goals through granting promotions and recognition of accomplishments in school system.

Job Satisfaction/Teachers' Job Satisfaction
Nwankwoala (2016) saw job satisfaction as the pleasurable or positive emotional state resulting from the appraisal of one"s job experience. It is the degree of acceptance the employee has for his assigned work, which is the measure of the quantity and quality of task accomplished by individuals, groups or organization. This implies that Job satisfaction is an evaluation of the feeling of contentment in one"s occupation. It is viewed in terms of time, material and energy expanded in the accomplishment of an assignment in relationship to the quantity, quality and standard of outcomes.
Teachers" job satisfaction therefore refers to the feelings or attitude regarding their work Ololube (2016). The scholar further explained that job satisfaction is very essential in the lives of teachers because it is the fundamental reason for working. Job satisfaction as a behavioural expression to one"s job is a function of various psychological variables such as the environment, the salaries received on the job, the kind of people one works with, the incentive available, the management styles employed by the leader, the society"s impression about the job, the opportunities for promotion and growth, etc. (Nwankwoala, 2016).  Nwana (1981) postulation on the appropriateness of the size of sample. The Scholar recommended 40% for studying population of a few hundred, 20% for studying population of many hundreds, 10% for studying population of a few thousand, and 5% or less for studying population of several thousands. The Sample was gotten through writing out names of schools on a separate papers folded into tiny balls, put in a bag and mixed up thoroughly; draws were made from the bag until the numbers of schools were completely selected. Each of the schools stands the chance of being selected or picked. The study used questionnaire for data collection. Two questionnaires were labeled "teachers" motivation variable questionnaires (TMVQ)" and "teachers" job satisfaction questionnaires (TJSQ)" developed by the researcher. The first part of the questionnaire consisted of background information. Twenty (20) questions that were asked are questions related to teachers" housing needs, teachers" salary, job security and promotion andlast part of questionnaire contained 20 questions asked on teachers" job satisfaction (TJSQ). Both questions were scored on the Likert 4 point rating Scale (modified) 4-1 marks distributed as follows; Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) was used.The instrument was given to the supervisor and two other experts in the institution for validation. Their comments and corrections were integrated into the questionnaire.To ensure the reliability of the instrument, the test-retest method was carried out on twenty (20) respondents outside the sample area. After which their responses were collected and analyzed using Pearson Product Moment Correlation Coefficient. The result obtained showed that the "r" obtained was 0.77 which indicated that the instrument was very reliable for this study.Researcher and two trained research Assistants administered the instruments to 469 teachers in the sampled schools. Researcher and Assistants visited the schools and administered the instruments by hand to the teachers. Questionnaires responded to were retrieved at the spot while those delayed was retrieved later by the Researcher and Assistants. On the whole, a total of 456 questionnaires were retrieved, representing 97.2% return rate. Pearson Product Moment Correlation (PPMC) was used to answer the research questions while null hypotheses were tested with regression analysis at 0.05 levels of significant.

Research question one:
What is the relationship between teachers" housing needs and their job satisfaction in private secondary schools in Rivers State?

Research question two:
What is the relationship between teacher"s salary and their job satisfaction in private secondary schools in Rivers State? The table above showed that the relationship between teacher"s salary and their job satisfaction in private secondary schools in Rivers State have a correlation coefficient of 0.668 which by the R 2 -value (0.447) indicated that the variable teacher"s salary positively relates to teacher"s job satisfaction in private secondary schools in Rivers State. The table also showed that teacher"s salary account for only 44.7% (0.447x100) relationship with teachers" job satisfaction in private secondary schools in Rivers State. Meaning that the remaining 55.3 % of teachers job satisfaction is explained by other variables not included in the study. However, to establish whether the relationship is significant or not, hypothesis two was formulated and tested.

Research question three:
What is the relationship between teacher"s job security and their job satisfaction in private secondary schools in Rivers State? The table above showed that the relationship between teacher"s job security and their job satisfaction in private secondary schools in Rivers State have a correlation coefficient of 0.748 which by the R 2 -value (0.560) indicated that the variable teacher"s job security positively relates to teacher"s job satisfaction in private secondary schools in Rivers State. The table also showed that teacher"s job security account for only 56.0% (0.56x100) relationship with teacher job satisfaction in Rivers State. Meaning that the remaining 56.0 % of teachers job satisfaction is explained by other variables not included in the study. However, to establish whether the relationship is significant or not, hypothesis three was formulated and tested.

Research question four:
What is the relationship between teacher"s promotion and their job satisfaction in private secondary schools in Rivers State? The table above showed that the relationship between teacher"s promotion and their job satisfaction in private secondary schools in Rivers State have a correlation coefficient of 0.774 which by the R 2 -value (0.559) indicated that the variable teacher"s promotion positively relates to teacher"s job satisfaction in private secondary schools in Rivers State. The table also showed that teacher"s promotion account for only 59.9% (0.599x100) relationship with teacher job satisfaction in private secondary schools in Rivers State. Meaning that the remaining 39.1% of teachers job satisfaction is explained by other variables not included in the study. However, to establish whether the relationship is significant or not, hypothesis four was formulated and tested.

Research Hypothesis H o1:
There is no significant relationship between teacher"s housing needs and their job satisfaction in private secondary school in Rivers State. The table above showed the summary of regression analysis on the relationship between teachers" housing needs and their job satisfaction in private secondary school in Rivers State. Research question one showed that the teacher"s housing needs only account for 63.2% (0.632x100) of teacher job satisfaction based on the R-square value. From Part A, the F-statistic (778.335) shows that there was a significant relationship between the independent variable (teacher"s housing needs) and dependent variable (teacher job satisfaction) F1, 454=778.335, p<.05. This implies that the teacher"s housing needs contribute significantly to job satisfaction of the teachers" in private secondary school in Rivers State. Therefore, the null hypothesis one was rejected at 0.05 alpha level. Part B shows a very positive and strong relationship between the two variables (B= 0.795).The regression equation y=12.154+1.352x indicating that an increase in teacher housing needs will lead to an increase in teachers" job satisfaction in private secondary schools in Rivers State. Also, in Part B, the column label t under housing (27.899) confirmed that teacher"s housing needs is significant, sig <0.05.

H o2:
There is no significant relationship between teacher"s salary and their job satisfaction in private secondary school in Rivers State. The table above showed the summary of regression analysis on the relationship between teachers" salary and their job satisfaction in private secondary school in Rivers State. Research question two showed that the teachers" salary only account for 44.7% (0.447x100) of teacher job satisfaction based on the R-square value. From Part A, the Fstatistic (366.377) shows that there was a significant relationship between the independent variable (teachers" salary) and dependent variable (teachers" job satisfaction) F1, 454=366.377, p<.05. This implies that the teachers" salary contribute significantly to job satisfaction of the in private secondary schools in Rivers State. Therefore, the null hypothesis two was rejected at 0.05 alpha level. Part B shows a very positive and strong relationship between the two variables (B= 0.668).The regression equation y=11.092+1.366 indicating that an increase in teacher salary will lead to an increase in teacher job satisfaction of private secondary school in Rivers State. Also, in Part B, the column label t under teacher salary (19.141) confirmed that teacher salary is significant, sig <0.05.

H o3:
There is no significant relationship between teacher"s job security and their job satisfaction in private secondary school in Rivers State. The table above showed the summary of regression analysis on the relationship between job security and their job satisfaction in private secondary school in Rivers State. Research question three showed that the teacher"s housing needs only account for 56.0% (0.56x100) of teacher job satisfaction based on the R-square value. From Part A, the F-statistic (576.828) shows that there was a significant relationship between the independent variable (job security) and dependent variable (teacher job satisfaction) F1, 454=576.828, p<.05. This implies that the teacher"s job security contribute significantly to job satisfaction of the private secondary school in Rivers State. Therefore, the null hypothesis three was rejected at 0.05 alpha level. Part B shows a very positive and strong relationship between the three variables (B= 0.748).The regression equation y=13.542+1.274x indicating that an increase in teachers" job security will lead to an increase in teachers" job satisfaction of private secondary school in Rivers State. Also, in Part B, the column label t under job security (24.017) confirmed that teacher job security is significant, sig <0.05.

H o4:
There is no significant relationship between teacher"s promotion and their job satisfaction in private secondary school in Rivers State. The table above showed the summary of regression analysis on the relationship between teachers" promotion and their job satisfaction in private secondary school in Rivers State. Research question four showed that the teacher"s promotion account for 59.9% (0.599x100) of teacher job satisfaction based on the R-square value. From Part A, the F-statistic (676.760) shows that there was a significant relationship between the independent variable (teachers" promotion) and dependent variable (teacher job satisfaction) F1, 454=676.760, p<.05. This implies that the teacher"s promotion contribute significantly to job satisfaction of teachers" in private secondary school in Rivers State. Therefore, the null hypothesis four was rejected at 0.05 alpha level. Part B shows a very positive and strong relationship between the two variables (B= 0.774).The regression equation y=12.262+1.370x indicating that an increase in teachers" promotion will lead to an increase in teacher job satisfaction of teachers" in private secondary schools in Rivers State. Also, in Part B, the column label t under promotion (26.015) confirmed that teachers" promotion is significant, sig <0.05.

Discussion of Finings:-
Housing needs and job satisfaction A significant relationship was found between housing and job satisfaction F1, 454=778.335, p<.05, at 0.05 level of significance. This indicated that providing solutions to teachers housing needs will increased teachers" job 1386 satisfaction in private secondary schools in Rivers State. The R-value (0.795) shows a strong positive relationship between the variables teachers" housing needs and job satisfaction. The R-squared (R 2 ) value (0.632) indicated housing needs account for about 63.2% of teachers" job satisfaction. The present study agreed with the findings of Akiri (2014) study on teachers" career satisfaction and students" academic performance in Delta State public secondary schools. Sources of dissatisfaction are low salary structure, low public image and lack of self-esteem of teachers, due to the fact that highly qualified and experienced teachers are not being rewarded adequately. Some factors are predictable but other are less so having to do with societal values of teachers in Nigeria. It was recommended that government and other stakeholders in education should implement measures that will ensure a high level of career satisfaction for teachers in all ramifications. Which is in collaboration with Tony (2013) findings on factors influencing motivation among secondary school teachers of Mount Elgon district Kenya. The finding showed 71.1% of the respondents expressed dissatisfaction with their teaching subjects achievements, 68.4% of the respondents said their school management has failed to promote their competencies and expertise, 84.2% agree that supervision was done in their schools, 63.2% showed that the quality of teaching and learning materials were inadequate, 71.1% said quality of the few teaching and learning materials were average, 86% of the respondents denied any positive morale from their salaries and allowance.
Teacher's salary and job satisfaction A significant relationship was found between teachers" salary and job satisfaction F1, 454=366.377, p<.05 at 0.05 level of significance. This indicated that good salary increased teachers" job satisfaction of private school teachers in Rivers State. The R-value (0.668) shows a strong positive relationship between the variables the teachers" salary and job satisfaction. The R-squared (R 2 ) value (0.447) indicated teachers" salary account for about 44.7% of teachers" job satisfaction. The present study agreed with the findings ofOlolube (2016) on teachers" job satisfaction and motivation for school effectiveness. The survey results revealed that teacher related sources of job satisfaction seem to have a greater impact on teaching performance, as teachers are also dissatisfied with the educational policies and administration, pay and fringe benefits, material rewards and advancement which collaborated with Akiri (2014) study on teachers" career satisfaction and students" academic performance in Delta State public secondary schools. Sources of dissatisfaction are low salary structure, low public image and lack of self-esteem of teachers, due to the fact that highly qualified and experienced teachers are not being rewarded adequately. Some factors are predictable but other are less so having to do with societal values of teachers in Nigeria. It was recommended that government and other stakeholders in education should implement measures that will ensure a high level of career satisfaction for teachers in all ramifications. The studies has relationship with the present study since both examined the relationship between teachers" performance and motivational factors; though they differed in design, population, sample sampling technique and tools for data analysis.
Teacher's job security and job satisfaction A significant relationship was found between teachers" job security and job satisfaction F1, 454=576.828, p<.05at 0.05 level of significance. This indicated that ensuring teacher"s job security increased teachers" job satisfaction in private secondary schools in Rivers State. The R-value (0.748) shows a very strong positive relationship between the variables the teachers" job security and job satisfaction. The R-squared (R 2 ) value (0.560) indicated teachers "job security account for about 56% of teacher"s job satisfaction. The present study agreed with the findings of Mutua (2015) on the role of promotions, salary, job security, work conditions and proximity to job station in relation to teacher motivation. The findings established that teachers" can only be motivated by the provision of their basic needs in terms of salary and job security which is in collaboration with Tony (2013) findings on factors influencing motivation among secondary school teachers of Mount Elgon district Kenya. The finding showed 71.1% of the respondents expressed dissatisfaction with their teaching subjects achievements, 68.4% of the respondents said their school management has failed to promote their competencies and expertise, 84.2% agree that supervision was done in their schools, 63.2% showed that the quality of teaching and learning materials were inadequate, 71.1% said quality of the few teaching and learning materials were average, 86% of the respondents denied any positive morale from their salaries and allowance. The studies has relationship with the present study since both examined the relationship between teachers" performance and motivational factors; though they differed in design, population, sample sampling technique and tools for data analysis.
Teacher's promotion and job satisfaction A significant relationship was found between teachers" promotion and job satisfaction) F1, 454=676.760, p<.05 at 0.05 level of significance. This indicated that promoting teachers" on regular basis or as when due will increase job satisfaction of teachers" in private secondary schools in Rivers State. The R-value (0.774) shows a very strong 1387 positive relationship between the variables the teachers" promotion and job satisfaction. The R-squared (R 2 ) value (0.599) indicated teachers" promotion account for about 59.9% of teachers" job satisfaction. The present study agreed with the findings of Owoyele (2017) study on factors that influence employee motivation and its impact on employee performance in Keski-PohjanmaanKirjapainoOyj. The findings of this study revealed that employee motivation at Keski-PohjanmaanKirjapainoOyj is generally in good level as most employees are motivated and satisfied with their job. The dominant factors that influence employee motivation are extrinsic factors such as monetary incentives and job security among others. The study also identified several intrinsic factors that influence employee motivation. These are; autonomy, trust and recognition among others. However, the study discovered certain areas where improvement should be executed to further increase employee motivation.

Conclusion:-
Based on the results of the finding, the study concluded that teachers" motivation such as housing needs, salary, job security, promotion relate positively with job satisfaction of teachers" in Private secondary schools in Rivers State. That is, to promote teachers" satisfaction their incentives and working conditions should be taken into consideration for optimum performance; since job performance depend on the extent of satisfaction in teaching profession.