This study investigated the relationship between in-service training, staff discipline, and the productivity of non-teaching staff in public secondary schools in Southwest Nigeria. Utilizing a descriptive survey research design, the study sampled 600 non-teaching staff from three randomly selected states, involving 120 public secondary schools. Data were gathered through two self-designed instruments: the In-service Training and Staff Discipline Questionnaire (ITSDQ) and the Non-Teaching Staff Job Productivity Questionnaire (NTSJPQ). The ITSDQ assessed in-service training and staff discipline through a 10-item Likert scale, while the NTSJPQ evaluated job productivity across 15 items. Reliability coefficients of 0.82 for the ITSDQ and 0.79 for the NTSJPQ indicated high reliability. Analysis using Pearson Product Moment Correlation (PPMC) revealed significant relationships between in-service training and non-teaching staff productivity (r = 0.638, p < 0.05) as well as between staff discipline and non-teaching staff productivity (r = 0.402, p < 0.05). These findings suggest that both factors play crucial roles in enhancing job performance. Consequently, it is recommended that school administrations prioritize continuous professional development through regular workshops, seminars, and training sessions to equip non-teaching staff with up-to-date skills and knowledge.
Keywords: Non-teaching staff, Productivity, Staff Discipline, in-service training
