THE IMPLEMENTATION OF EDUCATION RESOURCES POLICY BENCHMARK AND TEACHERS' JOB PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS

Abstract

Public secondary schools teachers have often been accused by education stakeholders of poor job performance. While, these teachers have continue to complain about the situation of resources available for them to carry out their job. This becomes worrisome based on the fact that there is a policy benchmark on education resources expected to be available for schools to operate. Therefore, could there be disparities in the implementation of education resources policy which could influence teachers' job performance? Thus, this study investigated the implementation of education resources policy benchmark and teachers' job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study 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 Policy Benchmark Checklist (ERPBC) and a questionnaire titled Teachers' Job Performance Questionnaire (TJPQ) 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 major finding of the study was that a significant relationship exists between the level of implementation of education resources policy benchmark and teachers' job performance.Consequently, the study make recommendations.