SCHOOL FACILITIES AND SECONDARY SCHOOL TEACHERS’ IMPACT ON JOB PRODUCTIVITY
Abstract
This study investigates the relationship between school amenities and secondary school teachers’ job productivity. The study’s total population is 200 staff members from chosen secondary schools in Uyo. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research approach. The survey included 133 respondents who included principals, teachers, senior personnel, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.
chapter one
Introduction
1.1The Study’s Background
Schools are established to facilitate teaching and learning. It is critical that teachers and students are appropriately accommodated in order to assist the primary objective of teaching and learning. (Alimi, 2004). According to Isaiah (2013), educators are increasingly being held accountable for student accomplishment and growth as measured by a plethora of exams and data, but little attention is paid to the buildings and learning environments that house the educational process.
He went on to argue that educators/teachers are directed to leave no child intellectually behind. Teachers were instructed not to leave the children behind, but the physical settings and building state were ignored. The surrounds and circumstances in which teachers and students find themselves can undoubtedly influence how they teach and learn.
There are indications that the educational contexts in which humans learn have a significant impact on a child’s learning process and growth in affective, behavioral, and cognitive development. In light of this, Owoeye and Yara (2011) noted that school facilities have been identified as a powerful component in ensuring quality education.
Facilities, according to Oni in Owoeye and Yara (2011), are a strategic aspect in organizational functioning. This is because they have a huge impact on the smooth operation of any organization or system, including education. He went on to say that their availability, sufficiency, and relevancy have an impact on efficiency and high production.
Farombi (2008) opined that a nation’s or society’s wealth could determine the quality of education in that land, emphasizing that a wealthy society will establish good schools with quality teachers, learning infrastructures, and such that students can learn with ease, resulting in good academic achievement.
Belogun (2002) asserted in a paper on the role/influence of facilities in the teaching and learning process that no effective science education program can exist without instructional equipment. This is due to the fact that facilities allow learners to build problem-solving abilities and scientific attitudes. In their contribution to Owoeye and Yara (2011),
Ajaji and Ogun Yemi emphasized that when facilities are provided to meet the relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual students will also learn at their own paces. The next impact is improved overall academic achievement of all kids.
Observations have revealed that at every level of schooling, whether primary, secondary, or tertiary, there are basic amenities that allow the school to meet the desired goals of the school management. However, school facilities refer to the school plants, which are regarded as one of the fundamental educational needs that must be met in order for any educational facility to produce safe and high-quality results.
School facilities, according to Costaldi in Apagu and Wakili (2015), are educational tools that enable a skilled teacher to achieve a degree of instructional efficacy that exceeds what is feasible when they are not given. They went on to say that educational facilities have a plethora of materials. They stated that school facilities include any material or service that aids in the facilitation of teaching and learning.
Land, buildings, play ground, school farm, libraries, laboratories, assembly hall, assembly ground, classroom, teaching aids such as audio cassettes, radio sets, television sets, video sets, tapes, slide flip, cartoons, projectors, graphics; charts, posters, pictures, photographs, graphs, maps, displaying materials such as chalkboard, white board, flannel board, billboards, magnetic board, and elec
According to the National Policy on Education (2004), the following are among the Nigerian nation’s educational goals:
Mind training in order to comprehend the world around us.
The development of mental, physical, and social abilities and competence as tools for the individual to live in and contribute to the advancement of his society.
The above-mentioned educational objectives cannot be met unless school plants are available (facilities). Bamidele (2006) and Ofodu (2007) observed that radio, television, computers, overhead projectors, optical fibers, fax machines, CD-ROM, internet, electronic notice board, slides, digital multimedia, video/VCD machine, and so on are all used in the teaching and learning process in secondary schools and technical colleges.
However, it appears that some of these resources are insufficiently provided in schools for teaching and learning. This could explain why teachers aren’t using them in their classrooms. According to Ajayi (2008), using these facilities entails a variety of approaches such as a systematized feedback system, computer-based operation/network, video conferencing and audio conferencing,
internet/worldwide websites, and computer assisted instruction. It should be emphasized that the efficient use of various facilities in teaching and learning is dependent on the availability of those facilities as well as the teachers’ capacity to use them.
The impact of these school facilities on teacher effectiveness and student performance/achievement cannot be overstated. This is because the state of a school is an effective predictor of student achievement and a teacher’s degree of job satisfaction/dissatisfaction (Mpho, 2013).
The physical condition of buildings has an impact on teachers’ self-esteem, peer and student-teacher interactions, parental participation, discipline, motivation, and interpersonal relationships. As greater emphasis is placed on the issue of teacher retention and effectiveness, additional factors that contribute to these features are becoming apparent.
1.2 Problem description
Investigations have found that secondary school students perform poorly. This low performance is evident in both internal and external assessments. This could be due to insufficient or non-availability of educational amenities. It is challenging for teachers to provide effective instruction in schools.
They also face challenges in implementing continuous assessment, which may be related to the issue of school facilities. The administrators have numerous obstacles in the general management of the school, owing to a shortage of school facilities and the poor quality of those that are accessible.
1.3 The study’s purpose
The study’s objectives are as follows:
To investigate the link between school amenities and secondary school teachers’ job productivity.
determining the impact of school facilities on student academic achievement
To determine the impact of school facilities on overall school administration.
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: There is no association between secondary school teachers’ job productivity and school facilities.
H1: There is a link between secondary school teachers’ job productivity and school facilities.
H02: School amenities have little effect on student academic performance.
H2: the effect of school amenities on student academic performance
The study’s importance
The study’s findings will be useful to the Federal Ministry of Education, which will gain insight into the impact of school facilities on teaching and learning in our secondary schools, and in their efforts to improve the standard of education in the entire country budget for the provision of school facilities in our secondary schools, which will improve the standard of the nation’s education and output as well.
Parents will benefit greatly from this study because the findings, if implemented, will lead to an overall improvement of the secondary education system, both in private and public schools, because when school facilities are available in adequate quantities, it will not only improve their children’s performance in both internal and external examinations, but it will also make them more functional and skillful in their future endeavors.
This study will greatly benefit teachers because it will make their job easier, putting them in a better position to prepare kids to fulfill their intended expectations. According to Musibau and Johnson (2010), the success of children in any academic assignment has always been of significant interest to educators, parents, and society at large.
This is why the fundamental concern of any educator tasked with the responsibility of selecting students for any advanced training program in a specific subject is the capacity to assess the probability that such candidates will succeed or fail as precisely and as early as feasible.
When the teacher has made his instruction very efficient and practical focused with the right use of the school facilities at his disposal, he gets quite hopeful about the success of his/her candidates in any external or internal examination.
The conclusions of this study, when adopted, will go a long way toward improving students’ performance in any examination. The school facilities that will be offered to their various schools will not only make their instructors’ jobs more effective, functional, and satisfying, but will also allow them to learn at their own pace and improve their performance in both internal and external examinations.
The study’s scope and limitations
The study’s scope includes the impact of school facilities on secondary school teachers’ job productivity. The researcher comes upon a constraint that limits the scope of the investigation;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
Term definitions
Academic performance: This refers to the level of achievement that pupils have achieved in terms of exam success.
School facility: All necessary teaching aids and equipment used in the teaching and learning process.
School building: A tangible structure that serves as the foundation for educational activity.
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SCHOOL FACILITIES AND SECONDARY SCHOOL TEACHERS’ IMPACT ON JOB PRODUCTIVITY