APPRAISAL OF FACTORS INFLUENCING THE EFFICIENCY AND PRODUCTIVITY OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN GOMBE L.G.A, GOMBE STATE, NIGERIA

CHAPTER ONE

INTRODUCTION

Background of the Study

In any educational system, the teacher is without a doubt the most significant aspect in producing a beneficial learning outcome. As the number of school-age children expands, so does the problem of growing demands for instructors (both qualified and unqualified), making teaching the world's largest occupation (Babalola, 2011). Nonetheless, despite an increase in teacher employment, school productivity did not appear to have risen as planned. The explanation of this dissatisfactory state of things has been connected to a number of causes, one of which is low teacher productivity, which is related to a lack of fundamental knowledge and abilities that may enhance teachers' effectiveness in service delivery.Thus, there appears to be a favorable association between teachers' levels of professional growth and their classroom performance. Unfortunately, teacher productivity in schools has apparently reduced over the years. This is clear from pupils' low performance in both domestic and foreign examinations.

Learning is one of the most significant variables that has a strong link to the evolution of society from the beginning and will continue to play that function for as long as shows the public. Education is also a system by which man transfers his experience, new discoveries, and values collected over generations of existence.It serves as the foundation for a country's socioeconomic, cultural, and political development. It enables people and society to fully participate in the growth process via the acquisition of information, skills, abilities, and attitudes.

According to Panda and Mohanty (2013), excellent instructors are crucial for the proper operation of the educational system and the improvement of the learning process's quality. Job satisfaction allows instructors to give their all to their profession. Maintaining high degree of motivation and morale has always been a priority for educators.Teachers add perceptual and cognitive performance style qualities to their methods of responding to the environment. As a result, a teacher is more inclined to suggest a solution that makes the most use of his or her abilities. Similarly, instructors' positive attitude toward teaching and higher level of objectives impacts their favorable assessment of settings. A good teacher development plan should take into account all of these aspects in order to instill required abilities and attitudes in future instructors.The emphasis on information alone should be reduced in favor of more activity-oriented programs that have a direct impact on actual classroom conduct (UNESCO, 2002).

According to (Adepoju,2016), variables of teachers' performance such as instructional practices, lesson note preparation, efficient use of scheme of work, direct monitoring, monitoring of students' work, and school discipline ability are virtues that teachers should uphold efficiently and successfully in the school system. Teachers' success in this respect might be measured by a financial statement of his/her practices in terms of productivity in teaching, 's preparation, and lesson delivery, knowledge of subject matter, professionalism, teachers' dedication to their jobs, and extra-curricular activities.Other categories of evaluation include good leadership, monitoring of students' work; motivation, class management, and student discipline are values that instructors in ordinary secondary schools should sustain well. Teachers should understand that it is not only vital to be honest, but also to make efforts to make others truthful in order to create a better society. On the other side, the conversation inspired the majority of instructors to respect honesty, which was a concealed value for establishing a good attitude toward the teaching profession (Kumar, 2015).

According to Riaz (2010), the following factors influence teachers' efficiency and productivity: aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, personality, relations with students, planning and scheduling, effectiveness in trying to present subject matters, relations with other staff, self-improvement, relations with parents and community, self-confidence, intellect, instructional techniques, demonstrated teaching competence, motivation of students In several educational conferences and activities, the Nigerian government affirmed its commitment to improving educational quality.The goal of ongoing professional development (CPD) back then was to increase teacher effectiveness in the classroom and student accomplishment. It was a life-long process of developing information, skills, and attitudes depending on the specific context and, in particular, classroom practice. All educators must be actively involved in: (a) their own learning experience, (b) engaging with their colleagues, (c) assessing their own needs, and (d) a wide range of formal and informal activities that enhance their own and others' practices (MoE, 2009b).

Furthermore, the Ministry of Education (MoE) launched a program dubbed the general education quality improvement package (GEQIP) to increase educational quality. Teachers are widely considered as a crucial component impacting education quality as the primary input. Thus, professional development for teachers was one of the most important components in ensuring educational quality.The ministry of education has prioritized continuous professional development (CPD), thinking that it is both a right of teachers and of considerable importance for national development, particularly in the areas of instructors' beliefs, attitudes, and practices required to improve students' learning (UNESCO,2006). As a result, following extensive research by the Ministry of Education, the education sector program (ESDP) was tried to launch as a twenty-year national education plan with a few of the primary concerns, total quality management at all stages of education, within the structure of the training and education policy (TGE, 1994). Factors influencing teacher' efficiency and productivity include tough working circumstances, a lack of pre-service training and continual professional development, and poor management and leadership.A task group was formed to construct the guiding policy for the teacher education system overall (TESO) based on the suggestions and indicative action plan outlined in the research report, and the program has been executed (MoE, 2014). Teachers have encountered difficulties in achieving quality education. Based on this backdrop, the study is aimed at investigating the appraisal of factors influencing the efficiency and productivity of teachers in public secondary schools in Gombe Local Government, Gombe State, Nigeria.

1. Statement of the Problem

Several insinuations have been made about the educational system, since stakeholders have frequently complained about low teacher productivity. Teacher productivity looks to be low in terms of the style and method in which they conduct their tasks in the region under investigation. Teachers' welfare has been at a low point in Gombe state people for a very long time due to inconsistent wages, a lack of jobs, and training, and teacher output is either endangered or declining.Consistent absenteeism, chronic tardiness to school, inadequate lesson note production, irregular and illegal movement of instructors from their job position, and indiscipline pose a significant barrier to the achievement of academic objectives in secondary schools. However, if these inconsistencies are not rectified, it is possible that this June will result in the creation of half-baked school leavers, as seen by the final outcome of the Senior School Certificate Examinations, which have been revealed for some time already.Previous research has focused on numerous parameters that can strengthen teacher productivity, such as educational infrastructure, the lack of educational resource management, insufficient secondary school funding, low teacher morale, and poor principal leadership style as compared to principal effectiveness, necessitating the need for this study. The study thus investigated the appraisal of factors influencing the efficiency and productivity of teachers in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

1. Objectives of the Study

The main objective of the study is to examine the appraisal of factors influencing the efficiency and productivity of teachers in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

1. To determine the significant influence of teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria.
2. To ascertain the main factors that influence teachers’ efficiency and productivity public secondary schools in Gombe Local Government,Gombe State, Nigeria.
3. To determine the current status of teachers’efficiency and productivity public secondary schools in Gombe Local Government,Gombe State, Nigeria.
4. To examine the significant relationship between teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria.
   1. Research Questions

The following research questions were used to give direction to the present study;

1. To what extent do teacher’s efficiency and productivity significantly influenced the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria?
2. What are the main factors that influence teachers’ efficiency and productivity public secondary schools in Gombe Local Government,Gombe State, Nigeria?
3. What are the current status of teachers’ efficiency and productivity public secondary schools in Gombe Local Government,Gombe State, Nigeria?
4. Is there a significant relationship between teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria?
   1. Research Hypothesis

     The following were hypothesized;

Hypothesis One

H01: There is no significant influence of teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

H1: There is a significant influence of teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

Hypothesis Two

H0: There is no significant relationship between teacher’s efficiency and productivity on the academic performance of students in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

1. 1. Significance of the Study

The goals of educational institutions may be well recognized and schools can secure their students' benefit via appropriate and change execution of elements impacting the productivity and efficiency of teachers in public secondary schools in Nigeria. The study's mission was to explore elements that affect teachers' productivity and efficiency in the study region for the goal of understanding secondary school supervisors, principals, department heads, and instructors on variables that impact teachers' efficiency and productivity.

Therefore the study has the following Significances:

The findings of this study willgenerates information on the factors that influencing teachers' efficiency and productivity in public secondary school of Gombe local government, Gombe State, Nigeria.

The finding of the study will also provide information for concerned bodies about the factors influencing teachers’efficiency and productivity.

Finally, the study might serve as a spring board for other researchers who are interested to conduct further studies in related cases.

1. Scope of the Study

The scope of the study is based on the appraisal of factors influencing the efficiency and productivity of teachers in public secondary schools in Gombe Local Government,Gombe State, Nigeria.

1. Limitation of the Study

The following are the limitation of the present study;

First, questionnaires and individual face-to-face interviews with chosen churches in Nigeria were used to collect data for this study. Furthermore, the study was confined to church leaders and members of Pentecostal churches in Nigeria; these limitations meant that the study's conclusions would only apply to churches in this geographical region.

Another possible disadvantage of this study was that researcher bias might restrict the study's conclusions, because personal bias can arise from a researcher's prior connections or associations. It is important to note that case study researchers are prone to bias since the approach requires the researcher to identify the premise of the issue in advance. Despite the fact that the researcher is an indigene of Gombe local government area, Gombe State, Nigeria, the school officials and people did not want to engage in this research study.

Furthermore, the researcher had no personal or professional relationship with any of the sample participants since he preserved the confidentiality of the study participants' names and communication and used ethical measures to minimize bias. Continuously checking for and detecting biases aided in the accomplishment of appropriate depth and relevance of data gathering and analysis.

1.9 Operational Definitions of Terms

Productivity:Productivity is the efficiency of production of goods or services expressed by some measure.

Efficiency:Efficiency is the ability to avoid wasting materials, energy, efforts, money, and time in doing something or in producing a desired result.

Secondary School: A secondary school describes an institution that provides secondary education and also usually includes the building where this takes place.

Public Secondary School:A public secondary school describes an institution that own by the government to provide secondary education and also usually includes the building where this takes place.

1.9. Organization of the Study

This study was intended to include five chapters. The first chapter discusses the study's background, aim, problem statement, background of the research, research objectives and questions, study delimitation, study limitation, operational definition of important terminology, and study organization. The second chapter is a review of relevant literature. The third chapter is about study design and technique, while the fourth is about data collection and analysis. Finally, the final chapter includes a summary, suggestions, and conclusions.