Public Senior Secondary Schools Research Articles

Human Resources Management Strategies and Teachers’ Job Performance in Public Senior Secondary Schools

Human resources management strategies have played tremendous roles in the attainment of educational goals. The study investigated human resources management strategies and teachers’ job performance in public senior secondary schools in Kwara State. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. The researcher's instrument was titled Human Resources Management Questionnaire” (HRMSQ) and Teachers’ Job Performance Questionnaire (TJPQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyse demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; staff promotion practices constituted the highest human resources management strategies in senior secondary schools in Kwara State. Teachers’ job performance was high in public senior secondary schools in Kwara State. There was a significant relationship between human resources management strategies and teachers’ job performance in senior secondary schools in Kwara State. It was recommended among others that public senior secondary schools in Kwara State should give special emphasis on improving their human resources management strategies in the areas of teamwork, job definition, employee participation, compensation, career planning and training.

Analytical Comparison of Item Statistics Employing IRT 3PLM in WASSCE and NECO SSCE 2023 English Language Multiple Choice Tests

This assessment encompassed the analytical comparison of item statistics employing the Item Response Theory Three Parameter Logistic Model (IRT 3PLM) in WASSCE and NECO SSCE 2023 English Language multiple choice tests. Three hypothesised questions were articulated. In this study, a survey research design was utilised. This investigation’s population comprised 72,400 English Language SS 3 students in 384 public senior secondary schools in Ogun State. A multistage sampling procedure was applied to pick a sample size of 8,000 English Language SS 3 students. The assessment instruments used were WASSCE and NECO SSCE 2023 English Language multiple choice tests. The data collected were subjected to IRT 3PLM using jMetrik psychometric software to generate the item parameters. All hypothesised questions were tested for significance utilising independent samples t-test statistics. This assessment’s outcomes divulged a significant dissimilarity in the guessing parameter between WASSCE and NECO SSCE 2023 English Language multiple-choice items. However, no significant dissimilarities existed in the discrimination and difficulty parameters between the two. The pragmatic extrapolation of this analytical comparison accentuated in the findings alluded that employing IRT 3PLM to establish the item statistics before administering the tests could further enhance the quality of English Language multiple choice items developed by WAEC and NECO.

School Plant Management for Effective Teaching Delivery in Senior Secondary Schools in Rivers State

The study examined school plant management for effective teaching delivery in senior secondary schools in Rivers State. The study design was descriptive survey design while the population of the study comprised of 6,657 teacher and 302 principals in public senior secondary schools in River state. The sample consists of 823 respondents (principals and teacher) of government senior secondary schools which representing 12% of the entire population. Three research questions and three corresponding null hypotheses were formulated to guide the study. A self -structured questionnaire titled “School Plant management for effective teaching delivery questionnaire” with 22 items was used. The instrument was duly validated by two experts from measurement and evaluation and a reliability index of 0.84 was established. The findings of the study revealed typed of school plants in secondary schools, the respondents agreed that inadequate funding, lack of training, overcrowded class room e.t.c., are challenges of utilization school plant. Furthermore, the study revealed that the respondents agreed that all the items listed were the strategies for managing school plants. The study recommended amongst others that government and other stake holders of education should provide adequate school plants for efficiency and effectiveness in the system, stake holders of education should address the various challenges of utilizing school plants and that heads of schools, school personnel and students should be trained and be re-trained on the various strategies of managing school plants.

Teachers’ Pedagogical Skills and Implementation of Trade/Entrepreneurship Subjects in Senior Secondary Schools in Uyo Education Zone, Nigeria

The study examined ‘Teachers’ Pedagogical Skills and Implementation of Trade/Entrepreneurship subjects in Senior Secondary Schools in Uyo Education Zone”. The design of the study was ex-post facto with a survey approach. The population of the study consisted of all 21,307 public senior secondary school II students (SS 2 students) in Uyo education zone. The sample size for the study was 600 respondents. Stratified random sampling technique was used to select the schools for the study. The instrument used for the study was “Teachers’ Pedagogical Skills and Implementation of Trade/Entrepreneurship subjects Questionnaire (TPSITESQ)”, which was validated by three experts; two experts in Curriculum and Instruction and one expert in Research Methodology all in University of Uyo. Cronbach’s Alpha statistical method was used to determine the reliability coefficient of .87 for the instrument. Five null hypotheses tested at .05 level of significance guided the study. Pearson’s Product Moment Correlation (PPMC) was used to test the null hypotheses. The results showed that there is significant relationship between teachers’ pedagogical skills and implementation of trade/entrepreneurship subjects in senior secondary schools. It was recommended based on the findings among other things that teachers should adopt innovating pedagogical skills that suit the trade/entrepreneurship subject he/she teaches.

Institutional and Societal Challenges in the Utilization of Information and Communication Technology (ICT) for Transformation of Senior Secondary Education in Rivers State

The study examined Institutional and Societal Challenges in the Utilization of Information and Communication Technology (ICT) for transformation of Senior Secondary Education in Rivers State. Three research questions and hypotheses guided the study. Descriptive survey design was adopted with a population of 6859 teachers and principals in public senior secondary schools in Rivers State. The sample of the study was 823 which represents 12% of the entire population. A 4-point Likert scale self-structured questionnaire titled Societal and Institutional Challenges to the Utilization of Information and Technology for Secondary Education Questionnaire (SICUICTQ) was used for the study. The instrument which was made up of 30 items had its face and the content validity determined by three experts from the Department of measurement and evaluations while the reliability of the instrument was estimated to be 0.89 using Cronbach alpha coefficient. The data collected were analyzed using mean and standard deviation to answer all research questions while the z test was used to test the hypothesis at 0.05 level significance. A criterion mean of 2.50 was used as the cut-off mean. Any mean greater than 2.50 was regarded as high extent while mean less than 2.50 was low extent. Findings of the study revealed that the availability of ICT facilities in secondary schools was to a low extent, ICT utilization was to a low extent due to lack of training, funding and that funding challenges affect the utilization of ICT for secondary Education Transformation in Rivers State to a high extent. The study recommended amongst others that for the transformation of the secondary educational system, the government and stakeholders of secondary education should provide ICT facilities in schools as well as look into the challenges of utilizing ICT for enhanced utilization of ICT for secondary education transformation.

IMPACTS OF LEARNING INTEREST AND PARENTAL SUPPORT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS OF ISLAMIC STUDIES IN LAGOS

This study investigates the impacts of learning Interest and parental support on academic performance of secondary school students in Islamic Religious Studies in Lagos State. The study descriptive survey with the population consisting of all 68 public senior secondary schools in Lagos state Education District V and 31,703 Islamic Religious Studies Students. A Sample of 400 SS II Islamic religious studies students were selected using Krejcie and Morgan Sampling Template in 10 randomly selected schools for this study. Descriptive analysis was used to answer the research questions and lineal Regression was used to test hypotheses. The study found that the level of learning interest, parental support and academic performance were all high among senior secondary schools Islamic Studies Students in Lagos State. Also, the learning interest and parental support does not have significant influence on the Academic Performance of senior secondary schools Islamic Studies Students in Lagos State. Based on these findings, it was recommended among others that students should show high level of learning interest and commitment in the study of Islamic studies; Parents and guardians should show high level of parental support to their children, in order to reinforce learning and enhance their academic performance.

Hindrances Of Geography Teachers Ict Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria

The study investigated the Hindrances of Geography teachers ICT Competence in Public Secondary Schools Zaria Metropolis, Kaduna State. The researcher deployed descriptive survey research using 40 Geography Teachers as study Sample and two questionnaires as research instruments. First Questionnaire: level of ICT competence among Geography Teachers (LOGTIC) with face validity index 72.2 Content validity index 0.74 and reliability coefficient 0.81. Second Questionnaire: Hindrances of Geography Teachers ICT Competence Questionnaire (HGTICQ) face validity index 83.6 content validity index 0.77 and reliability coefficient 0.71. Data collected analyzed using frequency and percentage. The study found out that: the percentage of male geography ICT competence teacher are more than the female and the factors that hider geography teachers both affects the male and female geography teachers ICT competence for teaching geography in public senior secondary schools. The researcher recommended among others: Government should create awareness of the danger of lack ICT knowledge and skills in schools to the entire public. Training and retraining of teachers to be good and update their ICT knowledge and skills, and Government should take the lead in eradicating all forms of factors hindering teachers ICT competence in public secondary schools, by among others providing good electricity power supply, basic infrastructures and good maintenance and management techniques.

Education Resources Situation and Teachers’ Job Performance in Public Senior Secondary Schools

The job performance of teachers has come under serious scrutiny by education stakeholders. Teachers have been accused of poor performance of their job. However, teachers continue to complain about the situation of resources available for them to carry out their work. Therefore, could education resource situation determine the job performance of teachers? Thus, this study investigated education resource situation and teachers’ job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study was adopted the correlation research design. The sample comprised of 31 public secondary schools and 327 public secondary schools’ teachers in Edo State. A checklist titled: Education Resources Situation Checklist (ERSICHE) and a questionnaire titled Teachers’ Job Performance Questionnaire (TJPQUE) were the instrument for data collection. The reliability of the questionnaire was determined using Cronbach alpha statistic and a value of 0.80 was obtained, which showed the internal consistency of the questionnaire. The data collected were collated and analyzed with Pearson Product Moment Correlation Coefficient, and Fisher’s z statistic at 0.05 level of significance. The findings of the study were that a significant relationship existed between education resource situation and teachers’ job performance. Furthermore, no significant difference existed in the relationship between education resource situation and teachers’ job performance based on size, and location. Consequently, the study recommended that government should improve the situation of resources in public schools to reflect the minimum standard, and there should be even provision of resources in all school irrespective of location, and size Keywords: Education resources, situation, teachers’ job performance

Teaching with Styles: A Predictive Factor for Improved Students’ Learning Outcomes in Classrooms

The manner in which a teacher teaches and relates with students is influenced and controlled by some teacher-related factors such as the style of teaching. This study examines (i) the teaching styles adopted by Literature-in-English teachers, (ii) Literature-in-English students’ perception of and preference for teachers’ teaching styles, and (iii) whether teachers’ teaching styles predict students’ achievement and attitude toward Literature-in-English. The study was a descriptive research of the survey type that employed four research instruments. The study consisted of 759 respondents (127 Literature-in-English teachers and 632 public senior secondary school II Literature-in-English students) in Ekiti State, Nigeria. The data collected for this study were analyzed using descriptive and inferential statistics. It was evident in the research that Literature-in-English teachers employed delegator, facilitator, and role model teaching styles while expert and formal authority styles were the least. The findings revealed that teacher teaching style is a good a predictor of students’ achievement and attitude toward Literature-in-English. Based on these findings, profound pedagogical implications and relevant recommendations were made for concerned education stakeholders.

Principals’ administrative skills in public senior secondary schools: A case of Ilorin Nigeria

Implementation of administrative skills by secondary school principals plays an inevitable role towards the attainment of educational goals and objectives. This study investigated principals' administrative skills implementation in public senior secondary schools in Ilorin Metropolis of Kwara State on the indicators of principals’ financial and physical facilities maintenance and interpersonal relationship skills. The study adopted a descriptive survey. One hundred teachers were randomly selected from public senior secondary schools in Ilorin Metropolis as a sample. The researcher instrument titled Assessment of Principals’ Administrative Skills Questionnaire (APASQ) was used for data collection. Two research questions were raised and answered to guide the conduct of the study. Descriptive statistics were used to answer the research questions raised. Findings showed that 28.8% constituted the majority of the respondents who agreed that principals had financial skills in Ilorin Metropolis. Results indicated that 45.6% constituted the majority of the respondents who strongly agreed that principals had physical facilities maintenance skills. It was shown that 42% constituted the majority of the respondents who strongly agreed that their principals had interpersonal relationship skills. Findings revealed that 68% constituted the majority who agreed that the level of principals’ administrative skills in public senior secondary schools in Ilorin Metropolis was high. It was recommended among others that principals endeavour to keep a high level of professional spirit and good moral standards in the schools to adopt their administrative skills to sustain a good working environment for teachers and other staff in their schools.

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

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

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.

Parent-Teacher Association Intervention Strategies and Goal Achievement in Public Secondary Schools

Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.

Climate Change: A Correlate of Educational Under-Development in Rivers State, Nigeria

The global focus on climate change has been driven by its profound influence on social, economic, educational, technical, and environmental domains. This research investigated the relationship between climatic change and educational under-development in Rivers State, Nigeria. Three objectives and three hypotheses guided this research. The study utilized a correlational survey design. The population included 286 principals of public senior secondary schools and 18,846 senior secondary school students in Rivers State, Nigeria. The research sample consisted of 559 respondents (167 principals and 392 students). The Taro Yamane method was utilized to determine the sample size. The research questions were analyzed using Simple Regression, while hypotheses were analyzed utilizing t-test associated with regression, at a significance level of 0.05. The results indicated a notable correlation between the view of principals and students about the effect of climate change and the educational underdevelopment in secondary schools. Furthermore, climate change substantially influences students’ academic performance in Rivers State, Nigeria. The survey found that the majority of instructors have not received proper orientation on the potential significance of climate change and how to adjust and minimize its influence on teaching and learning. Also, students understand better in the morning hour, which has a tendency to increase their academic performance. The researchers therefore, recommended, amongst others, that classroom lessons or workshop practice should be carried out in the morning and considerably in the evening to enable better student performance; teachers and students should be properly educated on the dangers of climate change and its mitigating measures.

Socio-Economic Effects on Students’ Essay Writing Performance under Selected Teaching Strategies in Senior Secondary Schools in Ondo State Nigeria

This study investigated the effect of socio-economic status (SES) on students’ performance in essay writing after using Reading-writing, Think-Pair-share, a Combination of TPS and RW strategies and the conventional method in secondary schools in Ondo State Nigeria. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey-type design. The population for the study comprised all the 25,297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo. The sample for this study was 308 SSS II students who were selected from public senior secondary schools, using a multi-stage sampling procedure. The instruments used for this study are a questionnaire on Students’ Socio-economic Background Status (SSBS) and the Essay Writing Performance Test (EWPT). The EWPT was a standardized WAEC past question while the SSBS was validated by experts in the Arts and Language Department, Faculty of Education, Ekiti State University. The reliability of the EWPT was established through the test re-test method and the reliability coefficient of 0.70 was obtained. The reliability of the questionnaire was established by subjecting the score from a single administration to the Cronbach Alpha Reliability Co-efficient test. The instrument was found reliable as the calculated value was 0.82. The data collected for this study were analysed using descriptive and inferential statistics. The hypothesis was tested at a 0.05 level of significance. The finding of this study revealed that after being instructed with different strategies in SSS in Ondo State, there was no significant difference in the performance of students from different SES in essay writing.

A Meta-Analysis of Non-Financial Rewards and Teacher Job Performance in Public Senior Secondary Schools in Abia State, Nigeria

A Meta-Analysis of Non-Financial Rewards and Teacher Job Performance in Public Senior Secondary Schools in Abia State, Nigeria

Investigating the Impact of Parental Factors on Students’ Academic Performance in Mathematics: A Comparative Analysis of Motivation, Provision of Instructional Materials.

This study sought to investigate the impact of parental factors on students’ academic performance in mathematics: a comparative analysis of motivation, provision of instructional materials in Oredo Local Government Area of Edo State. To guide the study, three hypotheses were formulated and were tested at 0.05 alpha level of significance. The descriptive survey was used as the design for the study and the population consisted of 2, 516 SSII students in the six selected schools out of the 14 public senior secondary schools in Oredo Local Government Area of Edo State. The sample of the study consisted of 250 SSII students which represented about 10% of the population. The instrument used for the study was a constructed questionnaire titled “Parental Mentoring Strategies and Students Academic Performance in Mathematics” (PMSAPMQ). The instrument was of four sections. Section A comprised 10 items on parental mentoring strategies; Section B consisted of another 10 items requesting responses on parental motivation; section C comprised 10 items on parents’ provision of instructional resources and finally Section D requests for students’ academic score in Mathematics in their last term. Three experts, one in the field of Measurement and Evaluation, one in Educational Planning and Administration while the other expert in Counselling Psychology validated the instrument. The test-re-test reliability method was used and the data collected was analysed using the Pearson Product Moment Correlation. The instrument yielded correlations coefficients of 0.89 for parental mentoring strategies; 0.77 for parental motivation and 0.85 for parental provisions of instructional materials. The instrument was administered to the selected sample and data collected was analysed and results showed that there was a significant influence of parental motivation, parents’ provision of instructional materials and parental mentoring strategies on students’ academic performance in Mathematics in Oredo Local Government Area of Edo State. Based on the findings of the study, it was therefore recommended that parents and teachers should make use of motivation, provision of instructional materials mentoring strategies to enhance students’ academic performance in mathematics in secondary schools in Oredo Local Government Area of Edo State.

Validity and Reliability of Senior Secondary School Class 2 Unified Promotion Examination in Mathematics in Ondo State, Nigeria

Despite the importance of Mathematics to sustainable national development, there has been a repeated poor performance of secondary school students in the subject in Ondo state, Nigeria. The assumption of this researcher is that the psychometric properties of Unified Promotion Examination (UPE) used to promote these students to certificate class were not properly ascertained. This study sought to ascertain the validity and reliability of the UPE Mathematics objective items between 2017 and 2018. Two research questions were raised and two hypotheses formulated. The study was anchored on descriptive survey research design. The population consisted of all public senior secondary school class two (SSS2) students for 2017 and 2018. Nine hundred (900) SSS2 students constituted the sample. Multistage and stratified random sampling techniques were used to choose the sample. The research instrument that was used for data collection was the Optical Magnetic Reader (OMR) sheets. Data collected were analyzed using both descriptive and inferential statistics. Findings showed that: (i) out of 21 Mathematics topics in SSS2 curriculum, there were variations in the number of questions set in 14 (66.7%) topics for 2017 and 11(52.4%) topics for 2018 compared to the number of questions expected to be set. The trend of these variations was the same for the two years (Chi-sq cal = 6.52, Chi-sq cri = 31.41, P>0.05). (ii) the reliability coefficients (r=0.678, and r =0.765) of Ondo State UPE Mathematics objective items for the two years, although moderately good but there was a significant difference in the reliability coefficients (Z-cal = 2.84, Z-cri = 1.96). Based on the findings of this study, it can be concluded that the UPE Mathematics objective items lacks content validity, although reliable, but not comparable over time. It was recommended among others that the psychometric properties of the Ondo State UPE in Mathematics should be ensured before final administration.

Principals' Transformational Leadership Style in Public Senior Secondary Schools in Oyo State: Challenges and Prospects

The learning environment is greatly impacted by the leadership styles of principals, largely because of the fast-growing population and rising demand for high-quality education. Principals who choose transformational leadership can promote significant change and establish their schools as centres of excellence for learning and personal development as the global education landscape changes. The paper examines the opportunities and difficulties related to the transformational leadership approach used by principals in public senior secondary schools in Oyo State. The current state of transformational leadership practices among principals in public senior secondary schools in Oyo State was examined alongside the challenges they face and potential solutions. A comprehensive literature research was carried out to shed light on the advantages and challenges associated with the transformational leadership style of principals in Oyo State's public senior secondary schools. Based on the paper, principals encounter challenges such as resistance to change, resource constraints, teacher professional development, parent and community expectations and administrative obstacles while the prospects are cultural shift towards collaboration, creative resource management, empowered teacher leadership, community engagement and support and advocacy for educational reform. The Position Paper provides a more comprehensive and nuanced understanding of the challenges relating to transforming leadership in different learning environments, as well as an insight which can benefit education policymakers, administrators and researchers. In conclusion, this paper calls for collective efforts from all stakeholders in the education sector to promote and support transformational leadership in public senior secondary schools in Oyo State.

School climate and productivity of teachers in public senior secondary schools, Ogun West Senatorial District, Nigeria

The objective of this study was to explore the potential correlation between school climate and teachers' productivity in public senior secondary schools in Ogun West Senatorial District, Nigeria. The study employed a correlational research design and was guided by four null hypotheses. Data were collected using a self-constructed questionnaire titled “School Climate and Teachers’ Productivity in Public Senior Secondary Schools in Ogun West Senatorial District, Nigeria” on a Likert Four Point Scale rating. The questionnaire obtained a reliability coefficient of 0.83. A multi-stage sampling technique was used to select the sample, which consisted of 25 schools. In each of the 25 schools, 20 teachers were selected randomly on an equal gender basis, resulting in a total of 500 teachers and 200 hundred school head to include principal and heads of department, totaling 700 participants through a multistage sampling technique and data were analyzed using Pearson’s Product Moment Correlation Coefficient in the Statistical Packages for Social Sciences (SPSS) version 21.0. The findings indicated a significant relationship between interpersonal relationship and teachers’ productivity: a significant relationship between school safety and teachers’ productivity; a significant relationship between institutional environment and teacher’s productivity; and a significant relationship between school management and teachers’ productivity. By implication, all aspect of school climate identified in this study plays an integral role in teacher’s productivity, hence the needed catalyst for boosting a good atmosphere in school climate becomes the responsibility of all stakeholders in education. It can be concluded that school climate is key to teacher’s productivity. More so, it is recommended that every school should create a climate team comprising representatives from all school community groups, supported by strong and clearly defined climate leadership at all levels.