EDUCATIONAL RESOURCES AND TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA

Abstract

The study examined the relationship between educational resources and secondary school teacher job performance in Ekiti State, Nigeria. The study specifically examined the level of teacher job performance and the level of educational resources. The study adopted the descriptive survey research design. The population of the study comprised all 8,167 teachers and 206 principals of the 206 public secondary schools in Ekiti State, Nigeria. The sample for this study was 780 respondents, comprising 750 teachers and 30 principals. Multi-stage sampling procedure which involved, simple random, stratified, purposive and proportionate sampling techniques was used to select sample for the study. Two sets of instruments tagged “Educational Resources Questionnaire (ERQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)” were used for the study. The two instruments were validated by experts in the fields of Educational Management and Tests and Measurement. Test retest method of reliability was used for the study and ERQ and TJPQ yielded reliability coefficients of 0.77 and 0.82 respectively.  The data were analysed using descriptive and inferential statistics. The descriptive statistics such as frequency counts, percentages, mean and standard deviation were used to answer the research questions while the inferential statistics involving Pearson Product Moment Correlation was used to test the research hypothesis at 0.05 level of significance. The study showed that the levels of teacher job performance and educational resources in secondary schools in Ekiti State, Nigeria was moderate. The study showed that there was significant relationship between educational resources and teacher job performance. Based on the findings of the study, it was concluded that educational resources significantly influence teachers’ job performance.  Based on the findings of the study, it was recommended that the education stakeholders should show greater commitment to the provision and maintenance educational resources in school for enhanced teachers’ job performance