ABSTRACT

The study investigated Job enrichment variables as correlates of teachers' role performance in early childhood care education in South East, Nigeria. The study is a correlational design. Six research questions and six hypotheses guided the study. Eight hundred and twenty-two (822) teachers were sampled out of a population of 8218 early childhood care education teachers and used for the study. Job Enrichment Variables Questionnaire (JEVQ) and Teachers' Role Performance Questionnaire (TRPQ) developed by the researcher were used for data collection. The instruments were validated by three experts, Cronbach-Alpha reliability method was used to determine the internal consistency of the instruments. Reliability coefficients of .81 and .90 were obtained for job enrichment variables and teachers’ role performance respectively. Pearson Product Moment Correlation was used to answer the research questions and test the hypotheses at 0.05 significance level. The result revealed that skill variety, task identity, job autonomy, task significance and job feedback to a significant positive high extent, correlates with teachers' role performance in early childhood care education in South East, Nigeria. The study recommended that teachers should attend capacity building programmes on skill variety regularly for job enrichment and enhancement of function in their profession especially on feedback to parents on pupils’ academic performance. Also, teachers should always protect their job identity for self-motivation and to facilitate pupil’s performance in early childhood care education and parents should always demand comprehensive feedback on the academic performance of their children in order to encourage teachers on where they need to improve their competence for better academic performance in schools.