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IMPACT OF SCHOOL ENVIRONMENT ON TEACHERS\u2019 PRODUCTIVITY IN SECONDARY SCHOOLS IN AKINYELE LOCAL GOVERNMENT, OYO STATE, NIGERIA<\/strong><\/p>\n\n\n\n

ABSTRACT<\/strong><\/p>\n\n\n\n

This project sought to determine the impact of school environment on teachers\u2019 productivity in secondary schools in Akinyele local government, Oyo state, Nigeria. This study was designed to analyses the impact of school environment on teachers\u2019 productivity. Objective focused in the study included to determine the level of school environment and teacher productivity, the influence of school environment on teacher productivity of student achievement, and to make the government\/individuals to know the short coming of school environment on teachers\u2019 productivity in secondary schools. Hypotheses were stated to compare school environment and teachers\u2019 productivity.<\/p>\n\n\n\n

            The study was revealed that out of 100 respondents, 51 respondents are male while 49 respondents are female.<\/p>\n\n\n\n

            It also shows that, Age group that is below 20 years of age has 3%, Age group of 21 \u2013 30 years has 52% which is the highest participants of age group, and above 30 years of age group with the percentage of 30%, while 15% did not respond to the item.<\/p>\n\n\n\n

            The study reveals that 36 peoples out of the total respondents are single 57 respondents are married, while only 1 respondent is divorced and 3 people are widowed, while 3 have no response to the question.<\/p>\n\n\n\n

The study also shows that only 1 respondent has Modern III, 2 have secondary education attainment, 17 attained NCE, 3 have OND, 9 has HND and 52 have First Degree\/Undergraduate, 12 have M.Ed, 2 have PGDE and only 1 respondent have education attainment of PhD, while only 1 respondent did not respond to the question.<\/p>\n\n\n\n

The study further shows the working experiences of the respondents that 41 respondents has below 5 years working experiences, and 29 has 5 \u2013 10 years, 11 respondents has 11 \u2013 15 years, 2 people have 16 -20 years, 5 participants have 21 \u2013 25 years, 3 respondents has 26 \u2013 30 years and only 4 respondents have above 30 years experiences, while 5 respondents did not respond to the question.<\/p>\n\n\n\n

It also revealed that out of 100 respondents, 5 respondents are clerk, only 1 respondent is a typist, 35 respondents are head teacher and 31 respondents are teacher, 10 respondents are principal and only 2 were principal, while 16 respondents did not respond to the item.<\/p>\n\n\n\n

TABLE OF CONTENT<\/strong><\/p>\n\n\n\n

                                                                                                                                    PAGE<\/p>\n\n\n\n

Title Page        \u00ad\u00ad…         ..          ..          ..          ..          ..          ..          ..          ..          i<\/p>\n\n\n\n

Certification    …        ..          ..          ..          ..          ..          ..          ..                      ii<\/p>\n\n\n\n

Dedication      …        ..          ..          ..          ..          ..          ..          ..          ..          iii<\/p>\n\n\n\n

Acknowledgement      …        ..          ..          ..          ..          ..          ..                      iv<\/p>\n\n\n\n

Abstract          …        ..          ..          ..          ..          ..          ..          ..          ..          vi<\/p>\n\n\n\n

Table of Content         …        ..          ..          ..          ..          ..          ..          ..          viii<\/p>\n\n\n\n

List of Table    …        ..          ..          ..          ..          ..          ..          ..                      xi        <\/p>\n\n\n\n

CHAPTER ONE<\/strong><\/p>\n\n\n\n

1.0       INTRODUCTION     …         ..          ..          ..          ..          ..          ..          1<\/p>\n\n\n\n

1.1       Background to the Study        …         ..          ..          ..          ..                      1<\/p>\n\n\n\n

1.2       Statement of the Problem        …         ..          ..          ..          ..                      4<\/p>\n\n\n\n

1.3       Research Questions    <\/strong>…         ..          ..          ..          ..          ..                      5<\/p>\n\n\n\n

1.4       Hypotheses     <\/strong>…         ..          ..          ..          ..          ..          ..                      6<\/p>\n\n\n\n

1.5       Purpose of the Study  …         ..          ..          ..          ..          ..                      6<\/p>\n\n\n\n

1.6       Scope of the Study     …         ..          ..          ..          ..          ..                      7<\/p>\n\n\n\n

1.7       Significance of the Study       <\/strong>…         ..          ..          ..          ..                      8<\/p>\n\n\n\n

1. Operational Definition of Terms         …         ..          ..          ..                      8<\/li><\/ol>\n\n\n\n

   1.9       Theoretical Frame Work         …         ..          ..          ..          ..                      10<\/p>\n\n\n\n

   CHAPTER TWO<\/strong><\/p>\n\n\n\n

   2.0       REVIEW OF LITERATURE …         ..          ..          ..          ..                      12<\/p>\n\n\n\n

   • The School Environment        …         ..          ..          ..          ..                      12
     • Teacher\u2019s Productivity           …         ..          ..          ..          ..          ..          20<\/li><\/ul>
       • Appraisal of Literature           …         ..          ..          ..          ..          ..          22<\/li><\/ul><\/li><\/ul>\n\n\n\n

         CHAPTER THREE<\/strong><\/p>\n\n\n\n

         3.0       METHODOLOGY    …         ..          ..          ..          ..          ..          ..          31<\/p>\n\n\n\n

         3.1       Research Design         …         ..          ..          ..          ..          ..          ..          31<\/p>\n\n\n\n

         3.2       The Study Area           …         ..          ..          ..          ..          ..          ..          32<\/p>\n\n\n\n

         3.3       Study Population        …         ..          ..          ..          ..          ..                      33<\/p>\n\n\n\n

         3.4       Sample and Sampling Techniques      …         ..          ..                                  33<\/p>\n\n\n\n

         3.5       Research Instrument   …         ..          ..          ..          ..          ..                      34<\/p>\n\n\n\n

         3.6       Validity of the Instrument      …         ..          ..          ..          ..                      35<\/p>\n\n\n\n

         3.7       Reliability of Instrument        …         ..          ..          ..          ..                      36<\/p>\n\n\n\n

         3.8       Administration of Research Instrument         …         ..          ..                      36<\/p>\n\n\n\n

         3.9       Method of Data Analysis        …              ..     ..          ..          ..                      37<\/p>\n\n\n\n

         CHAPTER FOUR<\/strong><\/p>\n\n\n\n

         4.0       RESULTS AND DISCUSSION        …         ..          ..          ..                      38<\/p>\n\n\n\n

         4.1       Descriptive Statistics of Respondents …         ..          ..                                  38<\/p>\n\n\n\n

         4.2       Hypothesis Testing     …         ..          ..          ..          ..          ..                      53<\/p>\n\n\n\n

         CHAPTER FIVE<\/strong><\/p>\n\n\n\n

         5.0       SUMMARY, CONCLUSION AND RECOMMENDATION                      57<\/p>\n\n\n\n

         5.1       Summary         …         ..          ..          ..          ..          ..          ..          ..          57<\/p>\n\n\n\n

         5.2       Summary of findings  …         ..          ..          ..          ..          ..                      58<\/p>\n\n\n\n

         5.3       Conclusion                  …         ..          ..          ..          ..          ..          ..          60<\/p>\n\n\n\n

         5.4       Recommendation        …         ..          ..          ..          ..          ..                      61<\/p>\n\n\n\n

         5.5       Limitations of the Study         …         ..          ..          ..          ..                      62<\/p>\n\n\n\n

         5.6       Suggestions for further Studies          …         ..          ..          ..                      62<\/p>\n\n\n\n

         REFRENCES …         ..          ..          ..          ..          ..          ..          ..                      63<\/p>\n\n\n\n

         APPENDIX    (Questionnaire)…        ..          ..          ..          ..          ..                      65<\/p>\n\n\n\n

         LIST OF TABLES<\/strong><\/p>\n\n\n\n

         Table 1:           Composition of respondents by Sex   …         ..                                  38<\/p>\n\n\n\n

         Table 2:           Composition of respondents by Age  …         ..                                  39<\/p>\n\n\n\n

         Table 3:           Composition of respondents by Marital Status                                  40<\/p>\n\n\n\n

         Table 4:           Composition of respondents by Highest Level of        Education      …41<\/p>\n\n\n\n

         Table 5:           Composition of respondents by Working                    Experience     …42<\/p>\n\n\n\n

         Table 6:           Composition of respondents by Work Status …                                 43<\/p>\n\n\n\n

         Table 7 Section B: Composition of School Environment      …                                 44<\/p>\n\n\n\n

         Table 8 Section C: Composition of School Facilities …         ..                                  46<\/p>\n\n\n\n

         Table 9 Section D: Composition of Teacher Motivation       …                                 47<\/p>\n\n\n\n

         Table 10 Section E: Composition of Teaching Environment                                                             and Student Enrolment       …         ..          ..                                                          49<\/p>\n\n\n\n

         Table 11: Descriptive Statistics of the Variables                   …          ..                      51<\/p>\n\n\n\n

         Table 12: the Correlations Table for the tested Hypothesis                                       52<\/p>\n\n\n\n

         Table 13: Correlation for relationship between school                                                                      environment and teachers\u2019 productivity      …         ..                                  53<\/p>\n\n\n\n

         Table 14: Correlation for relationship between Students\u2019                                                     performance and teachers\u2019 productivity …         ..                                  54<\/p>\n\n\n\n

         Table 15: Correlation for relationship between School                                                                      Infrastructures and teachers\u2019 productivity      …                                             55<\/p>\n\n\n\n

         Table 16: Correlation for relationship between Motivation of                                               teachers and Effective student \u2013 teacher relationship…                               56<\/p>\n\n\n\n

         CHAPTER ONE<\/strong><\/p>\n\n\n\n

         INTRODUCTION<\/strong><\/p>\n\n\n\n

         1. Background of the Study<\/strong><\/li><\/ol>\n\n\n\n

            Teaching and learning situation in schools present a twin scenario in which as one is presented, the other takes place and in the case, the former leads to the latter. Both concepts determine and contribute to the environment of the school and therefore the productivity of the teacher. School environment is a set of unique characteristics of a school often determining the efficiency and effectiveness of the school. These characteristics distinguish one school from another. In one school the school head, teachers and staffs may find pleasure in working together. In another school, it may be discontent among the staff. In one school, staff may appear well organized seem competent and exhibit confidence in whatever they do, yet in another school, there may be tension as the school head loses control (Clifton 1999). School environment is related to school connectedness because without a positive and welcoming school environment, both students and teachers are unlikely to experience connectedness; the poor connectedness would have negative effect on teachers\u2019 job productivity and students\u2019 achievement.<\/p>\n\n\n\n

            Productivity of an organization is defined as the ratio of outputs produced by the organization and the resources consumed in the process. Teacher productivity is the ratio of output produced by the teachers to the student population. Here the output refers to the quality and quality of students produced by the teachers. The staffing, infrastructure, materials and other components composing the school environment including management, sum up to determine what the output, students performance will be. The working environment of a given school is usually a function of its philosophy as it influences a great deal what is being done in the school system. Society demands more than the basic economic responsibilities of increasing employment, wages, fringe benefits, student\u2019s input-output ration and a developed curriculum. There is also a great pressure on the demand for infrastructures and good community relationship which all influence the performance of the teachers and students.  <\/strong>Thus, working environment plays a major role in the process and practice of teaching and learning.<\/p>\n\n\n\n

            The learning environment determines the extent of success that will be recorded by a given institution. A school system exists in association and affiliation with its environment, the school environment does not exist in a vacuum and it provides the resources and limitations to the school setting. If the school remains prosperous, it could be because of the favorable environment of the school that has encouraged it. And failure to adequately adapt to the environment may cause failure of the school system.<\/p>\n\n\n\n

            The success in the school system thus depends if not totally on the various environmental factors such as the available infrastructures, the location of the school, the type of the school mapping, accessibility of the school vicinity which directly influences the teaching learning processes in a given school setting. This is why school administrators need to make available favourable working conditions and school environments for the teachers and non-teaching staff members because this influences the teaching-learning situation a great deal and it affects their performance in the school. Boripe (1991) gave the following as elements of good environment of an organization, persons, physical, resources, climate, economics resources, market conditions, attitude, laws, social cultural environment and government policies (political).<\/p>\n\n\n\n

            In any school setting the above also; could be attached to the school environmental factors (work environment) influencing activities of the teaching-learning situation.<\/p>\n\n\n\n

            1. Statement of the Problem<\/strong><\/li><\/ol>\n\n\n\n

               The teacher productivity in secondary school may be determined by several factors. It has also been observed that the expected outcome of teacher performance which is better student achievement is not easily achieved in the school system. People are complaining about the poor productivity of teachers which in turn leads to poor students\u2019 achievement. Hence the need to conduct this study is highly important.<\/p>\n\n\n\n

               The school environment is seen as the overall set of forces that characterize the setting of the industrial relation system as part of the general context within a particular society. This consists of unique set of forces, personal, political, economical, technological, socio-cultural and international factors.<\/p>\n\n\n\n

               Environment means those factors and event in a country that have helped to shape the country\u2019s industrial relation. These include the historical and political development and the economic changes that have taken place over the years. He also includes the socio-cultural factor affecting attitudes and behavior.<\/p>\n\n\n\n

               The study will look at those work environmental factors influencing the productivity of teachers, as it uses some selected secondary schools in Akinyele Local Government. <\/p>\n\n\n\n

               The study will provide answer to the following questions:<\/p>\n\n\n\n

               1. Research Questions.<\/strong><\/li>
               2. Is there any significant relationship between the school environment and teachers\u2019 productivity?<\/li>
               3. Is there any significant relationship between the students\u2019 performance and teachers\u2019 productivity?<\/li>
               4. Is there any significant relationship between good infrastructures and good teacher performance?<\/li>
               5. Is there any significant relationship between conducive teaching environment and effective student-teacher relationship?<\/li><\/ol>\n\n\n\n

                  Provision of concrete answers to the above questions will facilitate how best working environment can affect student teacher relationship, student performance and teacher\u2019s ability in a school system. It will also help show how the teaching learning process can be improved to bring about good performance of the pupils and students involved in the school system.  <\/p>\n\n\n\n

                  1. Hypotheses<\/strong><\/li><\/ol>\n\n\n\n

                     The following hypotheses could be linked with the study at hand:<\/p>\n\n\n\n

                     HO_{1<\/sub>: There is no significant relationship between school environment and teachers\u2019 productivity.<\/p>\n\n\n\n}

                     HO_{2<\/sub>: There is no significant relationship between the students\u2019 performance and teachers\u2019 productivity.  <\/p>\n\n\n\n}

                     HO_{3<\/sub>: There is no significant relationship between school infrastructures and teachers\u2019 productivity.<\/p>\n\n\n\n}

                     HO_{4<\/sub>: There is no significant relationship between motivation of teachers and effective student teacher relationship.<\/p>\n\n\n\n}

                     1.5       Purpose of the Study<\/strong><\/p>\n\n\n\n

                     The purpose of the study is to access how much the school environment can influence the teachers\u2019 productivity in secondary schools. Also to consider the ways environment influence the performance of the students.<\/p>\n\n\n\n

                                 Particularly, this study attempts to examine the school environment as it can promote the following:<\/p>\n\n\n\n

                     • Teacher performance in schools<\/li>
                     • Student performance in schools<\/li>
                     • Conducive environment of the school system<\/li>
                     • Infrastructures available in the school system<\/li>
                     • Student – teacher relationship in the school system<\/li><\/ul>\n\n\n\n
                       1. Scope of the Study<\/strong><\/li><\/ol>\n\n\n\n

                          This study will look into impact of school environment on the teachers\u2019 productivity, that is, how school environment affects the performance of teachers in five schools located in Akinyele Local Government Area of Oyo State, Nigeria. The schools to be selected for the study are (a) Ajibode Grammar School (Senior), Ibadan. (b) Orogun Grammar School (senior) Orogun, Ibadan. (c) Ojoo High School (Senior) Ojoo, Ibadan. (d) Community Grammar School Sasa, Ibadan.  (e) Orogun Grammar (Senior) III. Kajorepo, Ibadan.<\/p>\n\n\n\n

                                      Efforts will be made to study such internal and external environment variable influencing teachers\u2019 performance. Besides, the teacher involved will also be interviewed on various things that motivate them to work well and how they are being affected by their schools environment.<\/p>\n\n\n\n

                          1. Significance of the Study<\/strong><\/li><\/ol>\n\n\n\n

                             The psychological problems of teachers and learners of school are characterized by situations in which they found themselves.<\/p>\n\n\n\n

                                         <\/strong>The environmental factors influence the performance of the teacher and also determine to what level of teaching the learners have assimilated. The study is therefore aimed at encouraging and exposing ways in which school environment could be improved and developed to bring about effective teaching-learning conditions.<\/p>\n\n\n\n

                             This work, I believe will also assist the policy makers in formulating various policies needed to be considered before granting request and approval of new schools, this is because it will help the ministry of education to see how the school environment could be improved or could be made conducive for teaching-learning situation.<\/p>\n\n\n\n

                             1.  Operational Definition of Terms<\/strong><\/li><\/ol>\n\n\n\n

                                School: <\/strong>is an institution designed for the teaching and impacting knowledge to the students (or \u201cpupils\u201d) under the direction of teacher.<\/p>\n\n\n\n

                                Environment<\/strong>: This is the total sum of the factor that make up a business entirely, it range from customers, government, infra structure and resources available inside and outside the firm, competitors, foreigners and people all influencing the functions of the institute in one way or the other. It id divided into-internal environment and external environment.<\/p>\n\n\n\n

                                Internal Environment<\/strong>: They are school challenges or those factors that exist within the school itself in terms of its internal policies, culture, technology, communication\/interaction available, infrastructures in the system and information flow.<\/p>\n\n\n\n

                                External<\/strong> Environment<\/strong>: These are forces outside or external to the school. This range from student, government policies on education, and other schools, resources outside the school setting which all influence the school system in one form or the other.<\/p>\n\n\n\n

                                Behaviour<\/strong>: It is the response to stimulus from internal or external environment. It is the observable action of an individual and it varies from person to person.<\/p>\n\n\n\n

                                Motivation<\/strong>: It is the state within an individual that drives behavior of the person towards some goals or goal. They are factors that cause people to act or behave in the way they behave.<\/p>\n\n\n\n

                                Productivity<\/strong>: This is the level of output or performance that is recorded per person or per institution when it is perceived per person, it is tagged marginal productivity and when it is considered from the perspectives of the total output, it is called total productivity. Productivity of teachers in a school setting speaks of the performance of the teacher, the rate of influence, service to influence the students orientating then positively towards the objectives of teaching-learning. The more numbers of people influenced positively in teaching-learning process, the more the productivity rate of the teachers involved.      <\/strong><\/p>\n\n\n\n

                                1. Theoretical Frame Work<\/strong><\/li><\/ol>\n\n\n\n

                                   The environment of a school contributes immensely to its growth. This is because the environmental factors influence the activities found in the school in one way or the other. The school environment often determines the extent of success of the school. It also determines the relationship and interactions of the school with another school and with the entire public.<\/p>\n\n\n\n

                                    The school environment covers the person pupils or students, physical recourses and climate, the economic environment, technological environment, political environment, socio- cultural environment and the legal environment.<\/p>\n\n\n\n

                                   Today, the school environment is greatly being considered before many student take up enrolment in the schools, the teachers and the parent considered. It before taking their educational affinity to a given school setting and this shows that the school environment have important thing that must be studied as it determines a great deal the success or failure of the school involved.<\/p>\n\n\n\n

                                               On its own, teachers\u2019 productivity speaks of the rate of output in terms of services rendered by the teachers involved in a school setting. And this rate of teachers\u2019 productivity, according to research is subject to various environmental factor, motivation and incentives. This is corrobated by the words of Labinjo (1998) that environment of a school influence the performance of the teacher involved\u201d thus he advised that the school environment must be made conducive enough to support effective and efficient teaching- learning process.<\/p>\n\n\n\n

                                               The challenge here therefore is to ensure that a school setting has the most appropriate and conducive environment to bring about the aim of teaching and learning.<\/p>\n\n\n\n

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                                   ATTENTION: BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU! INFORMATION: YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[325],"tags":[],"class_list":["post-10515","post","type-post","status-publish","format-standard","hentry","category-education-management"],"featured_image_urls":{"full":"","thumbnail":"","medium":"","medium_large":"","large":"","1536x1536":"","2048x2048":""},"author_info":{"display_name":"admin","author_link":"https:\/\/easyprojectmaterials.com\/author\/admin\/"},"category_info":"EDUCATION MANAGEMENT<\/a>","tag_info":"EDUCATION MANAGEMENT","comment_count":"0","_links":{"self":[{"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/posts\/10515","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/comments?post=10515"}],"version-history":[{"count":1,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/posts\/10515\/revisions"}],"predecessor-version":[{"id":10516,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/posts\/10515\/revisions\/10516"}],"wp:attachment":[{"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/media?parent=10515"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/categories?post=10515"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/easyprojectmaterials.com\/wp-json\/wp\/v2\/tags?post=10515"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}