Functional School Environment and Teachers’ Job Performance in Secondary SchoolsIn Akwa Ibom State, Nigeria

Abstract

The purpose of this study was to examine the existing relationship between functional educational institutions and teachers’ job performance. To guide the study, four hypotheses were formulated. The population of the study was two thousand three hundred and twelve (2,312) teachers, while the sample comprised of two hundred and fifty (250) teachers. Stratified sampling technique and Ex-post facto research design was adopted for the study. Questionnaire instrument was used to generate the data and the data was analyzed using Pearson Product Moment Correlation Co-efficient analysis. All the hypotheses were analyzed and tested at 0.05 alpha level of significance. The result of the analysis revealed that a functional and conducive school environment is predominantly related to teachers’ job performance in terms of maintenance of discipline; subject mastery, assessment and evaluation. From the findings, it was concluded that horticulture education/Young Farmers’ Club should form part of the school curriculum with special attention given to young farmers’ club for improved school aesthetics for an enhanced staff and students’ productivity.