Education Resources Situation and Teachers’ Job Performance in Public Senior Secondary Schools

Abstract

The job performance of teachers has come under serious scrutiny by education stakeholders. Teachers have been accused of poor performance of their job. However, teachers continue to complain about the situation of resources available for them to carry out their work. Therefore, could education resource situation determine the job performance of teachers? Thus, this study investigated education resource situation and teachers’ job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study was adopted the correlation research design. The sample comprised of 31 public secondary schools and 327 public secondary schools’ teachers in Edo State. A checklist titled: Education Resources Situation Checklist (ERSICHE) and a questionnaire titled Teachers’ Job Performance Questionnaire (TJPQUE) were the instrument for data collection. The reliability of the questionnaire was determined using Cronbach alpha statistic and a value of 0.80 was obtained, which showed the internal consistency of the questionnaire. The data collected were collated and analyzed with Pearson Product Moment Correlation Coefficient, and Fisher’s z statistic at 0.05 level of significance. The findings of the study were that a significant relationship existed between education resource situation and teachers’ job performance. Furthermore, no significant difference existed in the relationship between education resource situation and teachers’ job performance based on size, and location. Consequently, the study recommended that government should improve the situation of resources in public schools to reflect the minimum standard, and there should be even provision of resources in all school irrespective of location, and size Keywords: Education resources, situation, teachers’ job performance