Performance Evaluation Strategies and Teachers’ Productivity in Public Secondary Schools in Rivers State

Abstract

This study investigated the performance evaluation strategies and teachers’ productivity in public senior secondary schools in Rivers State. Four research questions and hypotheses guided the study. The correlational design was adopted by the study. The population of the study is 1,714 respondents in 95 public senior secondary schools in Rivers West Senatorial district in Rivers State. The sample size of the study comprises 514 respondents in Rivers West Senatorial District in Rivers State. A simple random sampling approach and proportional sampling technique is used. Two sets are used for data collection. They are Performance Evaluation Strategies Questionnaire (PESQ) and Teacher’s Productivity Questionnaire (TPQ) for data collection. The reliability of the instruments (PESQ and TPQ) were determined by using Cronbach Alpha method. The research questions were answered using Pearson Product Moment Correlation Coefficient (PPMC) to answer the research questions while the hypotheses were tested using Multiple Regression. The findings of the study showed that the Performance Evaluation Strategies, such as complying to quality assurance, adherence to output specification, knowledge of the job, creative initiative had positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was also found that there was significant difference between complying to quality assurance, adherence to output specification, and knowledge of the job, as creative initiative had a positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was recommended among others that the government should provide a legal framework that coordinates and harmonizes the best performance evaluation strategy to ensure standards and uniformity.