Productivity In Secondary Schools Research Articles

Influence of Negotiation Conflict Management Strategy on Teachers’ Productivity in Secondary Schools in Uasin Gishu County, Kenya

Conflicts are a common phenomenon in any given organization including the school system where there is human interaction. There has been persistent public concern on declining teachers’ productivity in public secondary schools in Uasin Gishu County. This is partly attributable to conflicts. The aim of this paper was to determine the influence of negotiation conflict management strategy on teachers’ productivity in public secondary schools in Uasin-Gishu County, Kenya. The study adopted correlational research design and targeted 156 principals and 1783 teachers from 156 public secondary schools. Krejcie and Morgan sample size determination formula was used to attain a sample size of 427 respondents. The study employed purposive sampling, stratified and simple random sampling approaches. Data was collected using questionnaires. The study used mean, standard deviation, frequencies and percentages and Pearson Correlation Analysis to analyze data which was presented in tables. The study found out that there was a significant positive correlation between negotiation and teachers’ productivity (r = .525; p = .000) in secondary schools in Uasin-Gishu County. The paper concluded that there was a significant positive correlation between negotiation as a conflict management strategy and teachers’ productivity in secondary schools in Uasin-Gishu County showing that negotiation conflict management strategy positively enhances teachers’ productivity in secondary schools. The paper recommends that principals of secondary schools need to adopt conflict management approaches that strongly advocate for negotiation of all arising issues to ensure that compromise is easily reachable. This could be helpful in guiding management decisions and choices as to the most effective conflict management strategies to apply to resolve existing workplace conflicts.

Relationship between Mediation Conflict Management Strategy and Teachers’ Productivity in Secondary Schools in Uasin Gishu County, Kenya

Conflicts occur more frequently in school system where there is human interaction. The current paper investigated the extent to which mediation conflict management strategy influence teachers’ productivity, assess the effect of collaboration conflict management strategy on teachers’ productivity, find out how avoidance conflict management strategy influence teachers’ productivity and examine the extent to which teacher support influence the relationship between conflict management and teachers’ productivity. The study adopted correlational research design and targeted 156 principals and 1783 teachers from 156 public secondary schools. Krejcie and Morgan sample size determination formula was used to attain a sample size of 427 respondents. The study employed purposive sampling, stratified and simple random sampling approaches. Data was collected using questionnaires. The study used mean, standard deviation, frequencies and percentages and Pearson Correlation Analysis to analyze data which was presented in tables. The study found out that there was a significant positive correlation between mediation and teachers’ productivity (r = .627; p = .000) in secondary schools in Uasin-Gishu County. The paper concluded that mediation conflict management strategy positively improves teacher productivity in public secondary schools and thus it was recommended that to get the best results in the resolution of workplace disputes, the management or administrators of secondary schools may utilize a combination of several organizational conflict management approaches. This could be helpful in guiding management decisions and choices as to the most effective conflict management strategies to apply to resolve existing workplace conflicts.

School Plant Variables and Teacher Productivity in Secondary Schools in Ekiti State, Nigeria

The study investigated the relationship between school plant variables and teacher productivity in secondary schools in Ekiti State. The study adopted the descriptive survey research. The population consisted of all the schools and its teachers while the sample consisted 240 teachers selected from 24 secondary schools across the three senatorial districts in Ekiti State using simple random sampling technique. The two sets of instruments tagged “School Plant Questionnaire (SPQ)” and “Teacher Productivity Questionnaire (TPQ)” were used for the study. In order to ensure the reliability of the instrument, test-retest method of reliability was used and yielded reliability coefficient of 0.82 and 0.76 for SPQ and TPQ respectively. The data collected were analyzed descriptively and inferentially. The study revealed that there is a significant relationship between school plant and teacher productivity. The finding also showed that there was a significant relationship between instructional space and teacher productivity. Based on the findings of this study, it was concluded that school plant in terms of instructional space, administrative space and space for convenience are necessary ingredients for enhancing teacher productivity. It was recommended that government should be given detail information of the importance of school plant on teacher productivity and how it will invariably affect students’ performance.

Extent of Teachers’ Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

The inefficiencies noticed among many secondary school teachers while performing their teaching responsibilities in the classroom which seems to have negative impact on their job productivity has warranted this present study. Therefore, the present study was designated to find out the extent teachers’ participation on continuous in-service training programmes for their improved job productivity in secondary schools in Anambra State. Three research questions guided this study. A descriptive survey research design was employed in the study. Population for this study constituted 5,674 teachers from 258 public secondary schools within the 6 education zones in Anambra State. Sample size for the study consisted of 1,135 teachers from 129 public secondary schools selected at 20% and 50% from both the teachers’ population and public secondary schools respectively using the stratified random sampling technique. Instrument for data collection was a researcher-developed 23-item questionnaire titled: “Teachers’ Participation in Continuous In-Service Training Programmes and Improved Job Productivity Questionnaire (TPCISTPIJPQ)” and structured on a 4-point scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) in order to answer all the three research questions. The questionnaire was validated by two experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. Reliability of the instrument was established through a pilot-test on a sample 32 teachers from 4 public secondary schools in Anambra State. The scores obtained were measured using Cronbach Alpha statistics which yielded coefficient reliability value of 0.75, 0.77 and 0.81 for each cluster respectively, with an overall internal consistency reliability value of 0.78 showcasing that the questionnaire was reliable and dependable to collect the necessary data for the study. Data collated were analyzed using the mean score rated at 2.50 and standard deviation statistics. Findings of the study revealed among others, that the extent of teachers’ participation in the various continuous in-service training programmes (on-the-job, off-the-job & computer-based training programmes) for their improved job productivity were all to a low extent. The study recommended among others that secondary school principals in collaboration with Anambra State Post Primary Schools Service Commission (PPSSC) should to high extent constantly organize on-the-job continuous in-service training programmes through induction and orientation training programmes, shadowing or co-worker training, job rotation, mentorship from older teachers, internship programmes, school seminars and workshops, coaching and committee assignment for teachers improved job productivity in schools.

Extent of Teachers' Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

Extent of Teachers' Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

DECISION – MAKING MODEL AND PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ONDO NORTH SENATORIAL DISTRICT OF ONDO STATE, NIGERIA

The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
 The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.

Organizational Communication and Teachers’ Productivity in Secondary Schools in Ondo State, Nigeria

There has been persistent deep concern by stakeholders in the education sector over the perceived inadequacies in the communication approaches and dwindling level of productivity in Nigerian secondary schools. This study therefore examined the efficacy of principals’ communication strategies and level of teachers’ productivity. It further investigated constraints faced in communication process in secondary schools in Ondo State, Nigeria. Three research questions and one hypothesis guided the study. Descriptive survey research design was adopted. Data were collected using instruments titled “Principals’ Communication Strategies and Teachers’ Productivity Questionnaire” (PCSTPQ). Multi-stage sampling technique was used to select 60 secondary schools from the three senatorial districts in Ondo State. Participants comprised 60 principals and 1200 teachers. Data were analyzed using frequency count, percentage and Pearson Product Moment Correlation (PPMC) at alpha level of 0.05. Findings indicated significant relationship between principals’ communication strategies and teachers’ productivity (r-cal=0.680, p<0.05). The major constraints to communication are: poor internet connection, delay in information processing which often cause delay in decision-making process, and lack of modern communication facilities to enhance teachers’ productivity. It is hereby recommended that the government in collaboration with other relevant stakeholders in education should give top priority to the provision of adequate internet, information processing facilities, and build principals’ and teachers’ capacities in digital knowledge-based pedagogy and communication skills to improve productivity in secondary schools. Keywords: Organization, principals, teachers, communication strategies, productivity. DOI: 10.7176/JEP/11-17-11 Publication date: June 30th 2020

MANAGEMENT OF TEACHERS’ SOCIAL INTELLIGENCE AS A CORRELATE OF PRODUCTIVITY IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

This study investigated the management of teachers’ social intelligence as a correlate of their productivity in secondary schools in Rivers State, Nigeria. The study adopted a correlation research design. The population of the study consisted of 6850 teachers from the 247 public secondary schools in Rivers State. A sample of 1185 respondents was drawn from the target population of 6850 teachers in senior secondary schools in Rivers State. Stratified random sampling technique was used. Two self structured instruments titled Management of Teachers’ Social Intelligence Scale (MTSIS) and Teachers’ Job Productivity Scale (TJPS) were used for data collection. Face and content validities were ensured by experts in the relevant areas. The reliability coefficients of 0.89 and 0.78 were computed for MTSIS and TJPS through Cronbach alpha statistics. Research questions 1, 2, and 3 were answered using simple regression while 4 was answered using multiple regression. Hypotheses 1, 2, and 3 were tested using t-test associated with simple regression while Analysis of Variance (ANOVA) associated with multiple regression was used to test hypothesis 4 at 0.05 level of significance. It was found among others that teacher’ social intelligence skills management jointly significantly predicted job productivity in secondary schools in Rivers State, Nigeria.Moreso, self-awareness, self-regulation and social skills independently predicted job productivity in secondary schools in Rivers State, Nigeria.It was recommended that teachers should be proactive in knowing his/her social disposition as well as that of others.Furthermore, the teachers should always define and maintain a standard in any relationship with colleagues and students in order to regulate and sustain a harmonious relationship. Article visualizations:

Influence of Principals’ Leadership Behaviour on Teachers’ Productivity: Imperative for National Security

The main purpose of the study was to investigate the influence of principals‟ leadership behaviour on teachers‟ productivity in Secondary Schools in Enugu State. Two research questions guided the study, while two null hypotheses were tested at p < 0.05. Survey research design was used for the study. The population for the study comprised all the 319 principals and 8,280 teachers in the state-owned secondary schools in Enugu State. A sample of 414 principals and teachers (32 principals and 382 teachers) was used for the study. The instrument for data collection was a structured researcher-developed questionnaire comprising 16 items which were divided into two clusters according to the two research questions. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha reliability coefficient formula. The result of the reliability showed that the overall reliability coefficient of the instrument was 0.75, indicating that the instrument was reliable and suitable for use. The research questions were answered with mean and standard deviation while the hypotheses were tested with t-test. From the results of data analyses, it was found among others that the extent to which aloofness as principals‟ leadership behaviour influence teachers‟ productivity in secondary schools in Enugu State was low and the extent to which production emphasis as principals‟ leadership behaviour influence teachers‟ productivity in secondary schools in Enugu State was high. It was recommended among others that principals should be encouraged to avoid aloofness in dealing with their subordinates, and that seminars and workshops should be organized by the Post Primary Schools Management Board (PPSMB) to enlighten principals on the best leadership behaviours with which to improve teachers‟ productivity in their schools.

Impact of school staff health on work productivity in secondary schools in Massachusetts.

Healthy, productive employees are an integral part of school health programs. There have been few assessments of work productivity among secondary school staff. This study describes the frequency of 3 common health risk factors--obesity, depressive symptoms, and smoking--and their impact on work productivity in secondary school employees. Employees of secondary schools in Massachusetts (N = 630) participated in a longitudinal weight gain prevention intervention study. Assessment completed at baseline, 1-year and 2-year follow-up included survey assessments of health risk factors as well as measurements for height, weight, and body mass index (BMI). The survey also included a depression inventory and Work Limitations Questionnaire. Data analysis included multivariate mixed effect models to identify productivity differences in relation to BMI, depressive symptoms, and smoking in this population stratified by position type (teacher and other school staff). The sample included 361 teachers and 269 other school staff. Obesity, depressive symptoms, and smoking were significantly associated with work productivity, including workdays missed because of health concerns (absenteeism) and decreases in on-the-job productivity because of health concerns (presenteeism). Three common health conditions, namely obesity, depressive symptoms, and smoking, adversely affect the productivity of high school employees.

Analysis of Student’ Productivity in Secondary Schools in Bayelsa State, Nigeria

The study investigated students’ productivity in secondary schools in Bayelsa State. The population of the study was 167 secondary schools with 2,487 teachers in Bayelsa State. A sample size of 497 teachers was drawn using the stratified sampling technique, which represented 20% of the population. The instrument used was the questionnaire titled Students and Teachers Education Productivity Questionnaire (STEPQ) with a reliability co-efficient index of .733. Document analysis was also used. Five (5) research questions guided the study. Mean, standard deviation, graph and chart were used for the data analysis. The findings of the study revealed a low level of students’ academic performance (50.2%) even when there were more qualified teachers in the schools with high teacher/student ratio of 1:16. It was recommended that teachers should be properly supervised to improve their teaching methods. Extra time should be spent to teach students after school and teachers should be compensated for such additional efforts to keep students busy instead of idling and wasting their time on feverous activities after school in the community. Keywords-Education, Student’s Productivity, Descriptive Method, descriptive method, Bayelsa State

Teacher Qualifications and Productivity in Secondary Schools

This study examined the relationship between observable teacher characteristics and productivity as measured by an increase in student achievement on a standardized test using a value-added approach. This analysis focused on teachers of algebra, geometry, and 11th grade English Language Arts in Arkansas. The authors generated a value-added score at the school-course level and attributed that score to each teacher of that course in the school. The authors then regressed observable teacher characteristics on the value-added measure. The authors found no evidence that teacher certification route affects student tests scores, but found that higher ability math teachers do lead to higher scores.

An Examination of Gender’s Influence on Teachers’ Productivity in Secondary Schools

The study examined the influence of gender on the productivity of secondary school teachers in Delta State; Nigeria. The study was descriptive in nature and involved nine hundred and seventy-nine teachers made up of four hundred and sixty males and five hundred and nineteen females. Two questionnaires and a rating scale were used to collect data for the study. The results of the analyses revealed that although there was no significant difference in the productivity of male and female teachers, the male teachers were generally more productive than their female counterparts and that female teachers were more influenced by location than the male teachers. It was recommended that school administrators should consider gender when posting teachers to various locations. Efforts should be made as much as possible to post female teachers to urban and semi-urban schools. More male teachers should be retained in rural schools and attractive incentives should be used to achieve this. Furthermore, in-service trainings aimed at enhancing job performance should be organized regularly, especially for female teachers in the first five years of employment. Efforts should also be made to retain experienced female teachers in secondary schools. Finally, more males should be encouraged to teach in secondary schools.

Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement

A fundamental issue inherent to education policy is whether teacher qualifications such as certification status, degree level, preparation, and experience predict student achievement. While existing research provides some direction regarding the potential importance of these qualifications for productivity in secondary schools, less is known about their importance for productivity in elementary schools. This study draws on data from the Early Childhood Longitudinal Study (ECLS) to analyze the relationship between elementary school teacher qualifications and first-grade achievement in reading and mathematics. While we find no effects for certification status, we report positive effects for teachers’ degree type and experience on reading achievement. We also discover potential contextual effects of teachers’ qualifications on student achievement, with first-graders demonstrating higher levels of reading and mathematics achievement in schools where teachers report higher levels of coursework emphasis in these subject areas. We discuss the implications of these findings for policy and future research.

Dutch Schools and Religious Segmentation

in the industry, but that only about half that number came forward. 3For example, on 16 December 1958 the British Productivity Council called a nationwide meeting of industrialists, labor union leaders, and educators to discuss experiments in productivity in secondary schools. In these, people from industry had helped in the education of selected pupils in their last school year in one school district (Burton). The Council expected the scheme to be greatly expanded. [Report in Manchester Guardian, 17 December 1958] 4For instance the Arnold High School recently established in Nottingham, with Dr. J. H. Higginson as Headmaster. 5These can be read about in Education, by R. Pedley (Gollancz, London, 1956) 1 A slowly growing number from homes which can afford increasingly heavy fees goes to prestige-conferring private schools. This leakage may be of great social importance in the circumstances of England, and it may directly affect a teacher's choice of employment. 7The sequel to this article Comprehensive Schools in England: Their Prospects, will be published in the next issue of Comparative Education Review.