TEACHERS’ INPUT VARIABLES AS CORRELATE OF TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN EDO STATE, NIGERIA

Abstract

The study investigated teachers’ input variables as correlate of teachers’ job effectiveness in public senior secondary schools in Edo State, Nigeria. The study was guided with three research questions and two hypotheses were formulated and tested in the study. The study adopted the correlational research design. The population comprised 1,846 teachers in 296 public Senior Secondary Schools in Edo State, while a sample of 369 teachers (20%) was selected using a multi-stage sampling technique. In the first stage, information on schools and teachers was obtained from the Secondary Education Board, Benin City. In the second stage, 20% of schools and teachers were proportionately selected across the local government areas, giving a total sample of 369 teachers for the study. Two instruments were used for data collection: the Teachers Input Variables Survey (SIVAS), which measured teachers’ educational qualification and years of teaching experience using weighted scores, and the Teachers’ Effectiveness Questionnaire (TEQ), which was completed by principals to rate teachers’ job effectiveness across general work behaviour, instructional tasks, and work relationships. The instruments were validated by experts and tested for reliability using Cronbach Alpha, yielding a coefficient of .70. Data were analyzed using mean and standard deviation for research questions, while hypotheses were tested using Pearson Product Moment Correlation Coefficient at .05 level of significance. The study revealed that the level of job effectiveness of teachers in public senior secondary schools in Edo State was low, years of teaching experience significantly correlate with job effectiveness of teachers in public senior secondary schools in Edo State and educational qualifications significantly correlate job effectiveness of teachers in public senior secondary schools in Edo State. Based on the findings, it was recommended among others that the government and relevant education authorities in Edo State should organize regular in-service training, workshops, and professional development programmes for teachers in public senior secondary schools to improve their instructional skills, work behaviour, and overall job effectiveness.