Staff Development Programmes and School Plant indices as Correlates of Teachers’ Task Performance in Public Secondary Schools in Oyo State, Nigeria
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2022-12
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Lead City University
Abstract
This study investigated staff development programs and school plant indices as correlates of teachers’ task performance in public secondary schools in Oyo state as literature show pan city of studies on the subject. Dearth of study on joint influence of two sadient predictors-staff development programs and school plant indices on teachers’ performance was the gap filled. The study was guided by Human Capital and Education production function theories. Three research questions and two hypotheses were formulated. Descriptive survey research design was adopted. The population of the study comprised all vice-principals (625) and teachers (14,508). Sample size consisted of (40)vice-principals and (797) teachers. Two self-constructed questionnaires Staff Development Program and School Plant Questionnaires (SDPSPQ)" (r=0.71) and Teachers’ Administrative Task Performance Questionnaire (TATQ) (r=0.62) were used. Data collected were analyzed using descriptive and inferential statistics. Results showed that teachers task performance (x̅ = 2.59) in public secondary schools is moderate, staff development program status of teachers is sometimes done (x̅ = 2.65), while status of school plants is poor (x̅ = 1.90). results showed significant joint influenced of staff development programs and school plant on teachers’ task performance (r = 14.575, p < 0.05). However, staff development programs (β = .147; t = 2.357), with school plant (β = .202; t = 1.064), with a positive relationship with teachers’ task performance (+β value of .112 and .121). It was therefore recommended amongst others that stakeholders should enhance teacher’s development programs and provision of adequate school plants to improved teachers’ task performance in public secondary schools.
Keywords:Staff Development Programs, School Plants, Teachers’ Task Performance.
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Kate Turabian