AUTHORITY STAFF RELATIONSHIP AND STAFF DEVELOPMENT AS CORRELATES OF TEACHER IN PUBLIC SECONDARY SCHOOLS IN OSUN STATE, NIGERIA

Abstract

The study examined the relationship between authority staff relationship and staff development as correlates of teacher productivity in Osun State. The study adopted descriptive survey research design. The population of the study consisted of 436 principals and 10,922 teachers in 436 public secondary schools in Osun State, Nigeria. The sample for the study consisted of 45 principals and 450 teachers. Two self-designed research instruments tagged “Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ)” and “Teachers’ Job Productivity Questionnaire (TJPQ)” were used to collect relevant data for the study. Section A of the Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ) sought for bio data of the respondents while Section B contained 10 items on authority staff relationship and staff development. The data collected were analyzed using inferential statistics. The Hypotheses were tested using Pearson Product Moment Correlation (PPMC).The hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between staff authority relationship and teachers’ productivity. The study further showed that there was a significant relationship between staff development and teachers’ productivity. Based on the findings of the study, it was concluded that staff authority relationship and staff development significantly contribute to teachers’ productivity. Based on the findings of the study, it was recommended that the school management should provide a mechanism that enhanced staff authority relationship in all the public secondary schools in the state and secondary school management should put in place staff development programmes that will enable teachers to update their knowledge.