PERCEIVED INFLUENCE OF WAGE INCREASE ON SECONDARY SCHOOL TEACHERS’ WELFARE AND PROFESSIONAL DEVELOPMENT IN OYO STATE, NIGERIA

<doi>10.24250/jpe/1/2026/FFA/PAA/</doi>

Abstract

Teachers’ welfare remains a persistent concern in Nigeria, particularly regarding the extent to which wage increases translate into meaningful professional and financial well-being. This study examined the perceived influence of wage increase on the welfare of secondary school teachers in Oyo State, Nigeria, with specific emphasis on professional development. The study was anchored on Human Capital Theory, Expectancy Theory, and Equity Theory, and adopted a descriptive correlational survey design. A sample of 500 teachers was selected through multistage sampling from 20 public secondary schools across 10 Local Government Areas in Oyo State. Data were collected using a structured questionnaire with satisfactory reliability coefficients (a = 0.72 for wage increase items; a = 0.83 for welfare indicators). Data were analysed using descriptive and inferential statistics at the 0.05 level of significance. Findings revealed that teachers perceived wage increases as generally low (weighted mean = 2.22 < 2.50 threshold). However, wage increases positively influenced short-term and classroom-related professional development activities such as attending workshops, upgrading teaching skills, purchasing instructional materials, and engaging in research. Conversely, wage increases were insufficient to significantly support long-term professional advancement, including pursuing higher academic qualifications and professional certifications. The study concludes that while wage increases enhance immediate professional engagement, they remain inadequate for sustaining long-term professional growth. It recommends regular, substantial salary reviews and compensation structures that better support teachers’ comprehensive professional development.