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Teachers' Capacity Building And Productivity in Secondary Schools in Ondo North Senatorial District of Ondo State, Nigeria
Ayeni, Adeolu Joshua
Pages - 1 - 9     |    Revised - 30-06-2020     |    Published - 01-08-2020
Volume - 3   Issue - 1    |    Publication Date - August 2020  Table of Contents
Capacity Building, Principal, Teacher, Productivity, Secondary School.
The stakeholders in the education sector has been persistent in expressing concern about the dwindling quality of secondary education in Nigeria, which seems to be attributed to the perceived inadequacies in teachers’ capacity building and productivity. This study therefore investigated the level of teachers’ capacity building and determined its implication on teachers’ productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive research design of the survey type was adopted. The sample comprised 30 principals and 600 teachers randomly selected from 30 public secondary schools. Data were collected using two research instruments titled Teachers’ Capacity Building Questionnaire (TCBQ) and Teachers’ Productivity Questionnaire (TPQ). Two research questions were raised and one hypothesis was formulated. Research questions were analyzed using frequency count and percentage while the hypothesis was tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Results revealed that there was a significant relationship between capacity building and teachers’ productivity [r-cal=0.606, p<0.05]; It was concluded that in spite of the inadequacies in capacity building, teachers maintained high level of productivity possibly due to their strong commitment to professional duties. However, teachers are still faced with the challenges of excess workloads, large class size and shortage of instructional materials. It is recommended that the State Government should employ adequate number of qualified teachers to ensure manageable workloads and improve classroom management; the State Ministry of Education and other relevant stakeholders in the education sector should provide adequate instructional materials and step up efforts in organizing periodic capacity training workshops and seminars based on the professional needs assessment to update teachers’ knowledge and skills in instructional best practices to improve productivity in secondary schools.
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Dr. Ayeni, Adeolu Joshua
Department of Educational Management, Adekunle Ajasin University, P.M.B. 001, Akungba-Akoko, Ondo State - Nigeria