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Abstract

The study investigated the influence of occupational stress on the teacher's job satisfaction in public secondary schools in the North-Central, Nigeria. Specially, the study examined the influence of workload, students' indiscipline and staff training and development on the teachers' job satisfaction in public secondary schools. Three (3) research questions and three (3) hypotheses respectively guided the study. The review of related literature which was done under the conceptual framework indentified the influence of workload, Students indiscipline and staff training and development in public secondary school in North-Central, Nigeria. The descriptive survey design was adopted for the study. The population of the study comprised Three thousand and twenty-five (3025) teachers from 137 grant aided secondary schools in North Central, Nigeria. A sample of Two hundred and fifty-six (256) teachers from twenty (20) selected secondary schools was used for the study. A 15-item structured questionnaire constructed by the researchers tilted. "Occupational Stress and Teachers Job Satisfaction Questionnaire (OSTJSQ)" was used for data collection. A reliability estimate of 0.86 was established for the instruments. Descriptive statistics of mean and standard deviation were used to answer the research question while the Chi-Square (X 2 ) statistical tool was used to test the hypotheses at 0.05 level of significance. The findings revealed that workload, students indiscipline and staff training, significantly influenced on teachers job satisfaction in public secondary schools North Central, Nigeria. Based on the findings of the study, it was recommended amongst others, that Principals should make conscious efforts to distribute school work/duties fairly with reference to the teacher's qualifications or specialization and competence, so as to avoid overstress of teachers. The educational administrators should take the issue of indiscipline very serious, students caught misbehaving should be well punished so as to serve as deterrence to others, to desist from such acts, Also the educational administrators should endeavour to give teachers the opportunities to regularly attend workshops, in-service training, conferences, seminars and symposia on educational issues so as to improve their skills and knowledge. Conclusion were made and implication of the findings drawn.