ADMINISTRATIVE CHALLENGES AND THEIR IMPACT ON TEACHER PERFORMANCE: EVIDENCE FROM PUBLIC SCHOOLS IN LAGOS STATE, NIGERIA

Abstract

This study examined the impact of administrative challenges on teacher performance in selected public secondary schools within Lagos State Education District V, Nigeria. It explored three major dimensions of educational administration (leadership practices, quality assurance mechanisms and funding adequacy) and their collective influence on teacher performance, productivity, motivation and job commitment. A quantitative research design was adopted, utilizing a structured questionnaire administered to 150 respondents (teachers and administrators). Data were analyzed using SPSS 23.0, applying descriptive statistics, Pearson Product-Moment Correlation and Multiple Regression Analysis. The findings revealed a significant positive relationship between administrative leadership and teacher performance (r = 0.562, p < 0.01). Quality assurance mechanisms were found to significantly influence teacher productivity (β = 0.583, p < 0.001), while funding adequacy substantially affected teacher motivation and job commitment (β = 0.459, p < 0.001). The study concludes that effective school leadership, functional quality assurance systems and adequate funding are critical to enhancing teacher performance and sustaining educational quality. It recommended that educational administrators should strengthen leadership capacities through continuous professional development, institutionalize monitoring and evaluation mechanisms and ensure timely funding allocation to improve teacher morale and commitment. The research contributes to the body of knowledge by integrating multiple administrative variables into a single empirical framework, providing actionable insights for policymakers, educational managers and government authorities committed to achieving Sustainable Development Goal 4 (quality education) in Nigeria and other developing contexts.