Welfare and Teachers’ Job Performance in Public Secondary Schools in Danko-Wasagu Local Government, Kebbi State, Nigeria (Published)
This study sought to examine the influence of teachers’ welfare on their job performance in public secondary schools in Danko-Wasagu Local Government, Kebbi State, Nigeria. Using a mixed approach, the study employed descriptive correlational design. The population for the study was 384 teachers out of which the sample size of 196 respondents was drawn. Systematic random sampling was used to select respondents. The objectives were: to determine the level of teacher welfare; level of teachers’ job performance; to examine the relationship between teachers’ welfare and their job performance; and the influence of welfare on teachers’ job performance. Data was collected using a self-designed questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.76 and 0.81 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The quantitative results revealed that the level of welfare for teachers is poor and the level of teachers’ job performance is moderate among others. The study concludes that, despite their reasonable job performance, employees’ welfare is poorly cared for. The study recommends among others, that the government and the school administrators should improve on the welfare scheme they offer to teachers to achieve quality secondary education through a high level teacher performance.
Citation: Wakkala G. T., Danjuma M., and Bashir. K. (2022) Welfare and Teachers’ Job Performance in Public Secondary Schools in Danko-Wasagu Local Government, Kebbi State, Nigeria, British Journal of Education, Vol.10, Issue 11, pp.31-45
Keywords: Employee, Job, Performance, Welfare
Principals’ Leadership Styles as Determinants of Business Studies Teachers’ Job Performance In Junior Secondary Schools in Edo State, Nigeria (Published)
The study focused on principals’ leadership styles as determinants of business studies teachers’ job performance in Junior Secondary Schools in Egor Local Government Area (L.G.A.) of Edo State. Four research questions were raised and answered. Descriptive survey design was adopted for the study. The population comprised 46 business studies teachers (34 females and 12 males) from thirteen junior secondary schools in Egor L.G.A. All the population was used as sample for the study since the population was manageable. A 21-item structured questionnaire was used to collect data. A 4 point rating scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) with assigned values of 4, 3, 2, and 1 respectively were adopted. The instrument was subjected to face validity by three experts. A reliability coefficient of 0.76 was obtained using Cronbach alpha statistics. The research questions were answered using mean and standard deviation. The study revealed that business studies teachers’ job performance in Egor L.G.A. is low. It was recommended among others, that principals should employ and vary diverse leadership styles to suit different situations, as the needs arise, use appropriate leadership styles to influence the government for provision of instructional facilities/materials for the teaching of Business studies subjects which is practically oriented instead of teaching it theoretically; that business studies teachers should be given opportunity to undergo in-service training to enable them acquire new knowledge and skills for effective performance of their jobs, among others.
Keywords: Determinants, Job, Leadership Styles, Performance