Classroom Management Styles, Workload and Teachers’ Job Performance in Public and Private Secondary Schools in Oyo State, Nigeria

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dc.contributor.authorAdebanke Gift OGBODO
dc.date.accessioned2025-09-29T14:47:53Z
dc.date.available2025-09-29T14:47:53Z
dc.date.issued2024-12
dc.description.abstractThis study investigated classroom management styles, workload, and teachers’ job performance in public and private secondary schools in Oyo State, Nigeria. There seem to be a decline in the quality of teachers' job performance within numerous secondary schools in Nigeria, Oyo state. Recent observations indicate that these teachers are not fulfilling their roles as expected. Instances to support that claim further include delayed attendance to lessons, inadequate syllabus coverage, insufficient grasp of subject matter, ineffective use of teaching aids, and lateness to school. There are numerous studies on factors driving teacher job performance in the literature but with little or no attention paid to classroom management styles and workload. Also, there are limited number of studies that have succeeded in deciphering the reasons behind the extremely poor job performance exhibited by public and private secondary school teachers in the Oyo State, Nigeria. Besides the scarcity of comprehensive investigations into the determinants of secondary school teachers' job performance in Oyo State, Nigeria, there exists an evident gap in the examination of two crucial factors: Teacher Classroom Management Styles and Workload. Thus, this study was carried out to bridge the gaps identified. Social cognitive theory and apple’s theory of intensification serves as theoretical framework for the study. Descriptive research design was used to guide the study. The population of the study consisted of 14,508 teachers from 625 public secondary schools and 10,693 teachers from 195 private secondary schools. Multi- stage sampling procedure was used to select the sample size of 1,184 teachers from 83 public secondary schools and 559 teachers from 32 public secondary schools. A self-developed questionnaire titled (JPPSSQ) for teachers was used to collect data from respondents. The reliability of the instrument was determined using cronbach’s alpha α = 0.850. Findings revealed that level of teachers’ job performance in public secondary schools was very high (x̄ = 3.69); level of teachers’ job performance in private secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in public secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in private secondary schools was very high (x̄= 3.63); status of teachers’ workload in public secondary schools was very high (x̄= 3.58); status of teachers’ workload in private secondary schools was high (x̄= 3.31); the independent variables has a combined influence on the dependent variable (Adj. R 2 = 0.051) and (F(2,1657) = 479.665; p < 0.05); relatively, all independent variables has a significant influence on the dependent variable (p < 0.05). Based on these findings, it was recommended among others that schools should introduce initiatives that support a healthy work-life balance for teachers, such as flexible working conditions, mental health support, and resources that assist teachers in managing personal responsibilities alongside professional duties. This could include access to childcare facilities, wellness programs, and a supportive school community that recognizes the dual roles many teachers play. Keywords: Classroom Management Styles, Workload, Job Performance, Public Secondary Schools, Private Secondary Schools. Word Count: 480
dc.identifier.citationKate Turabia
dc.identifier.otherP.hD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1112
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesP.hD
dc.subject: Classroom Management Styles
dc.subjectWorkload
dc.subjectJob Performance
dc.subjectPublic Secondary Schools
dc.subjectPrivate Secondary Schools.
dc.titleClassroom Management Styles, Workload and Teachers’ Job Performance in Public and Private Secondary Schools in Oyo State, Nigeria
dc.typeThesis

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