Instructional Resources as Determinants of Teachers’ Job Performance in Public Senior Secondary Schools in Kwara State, Nigeria

Abstract

This study was conducted to examine instructional resources as determinants of teachers’ job performance in public secondary schools in Kwara State, Nigeria. Three research questions were raised to guide the study, while one main hypothesis and two operational hypotheses were formulated. The research design adopted for the study was descriptive survey of correlational type. The population of the study consists of 7,703 out of which 370 was selected as sample size via the use of Research Advisor. Both stratified and systematic random sampling techniques were used to select the respondents. An instrument titled Instructional Resources and Teachers’ Job Performance Questionnaire (TJPQ) was adapted to collect relevant data. Data collected were analyzed using descriptive and inferential methods via the use of Statistical Packages for Social Sciences (SPSS). Findings showed that significant relationship existed between instructional resources and teachers’ job performance in public secondary schools in Kwara State. There was a significant relationship between print instructional resources and teachers’ job performance in public secondary schools in Kwara State. Likewise, there was a significant relationship between non-print instructional resources and teachers’ job performance in Public Secondary Schools in Kwara State. Based on the findings, it was recommended, among others, that school administrators should ensure that appropriate instructional resources are made available for schools in order to enhance the level of teachers’ job performance as well as improving students’ academic achievement. Teachers should ensure that they improvise the print instructional resources that will facilitate and enhance the effective teaching and learning processes.