Volume 4 Issue 3 (October 2012) - Ozean Publications

European Journal of Educational Studies 4(3), 2012
European Journal of Educational Studies 4(3), 2012
© 2012 Ozean Publication
THE INFLUENCE OF SEX AND EXPERIENCE ON SECONDARY SCHOOL
TEACHERS’ PRODUCTIVITY IN SOUTH WEST NIGERIA
Isaac Abiodun AJAYI* & Comfort Yemisi AFOLABI**
*Department of Education Foundations and Management,
Faculty of Education Ekiti State University, Ado-Ekiti Nigeria
** Government House & Protocol Department, Ado Ekiti
*E-mail address for correspondence: isaacabiodun2005@yahoo.com
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Abstract: This paper examined teacher’s productivity in secondary schools in South West, Nigeria. The sample
consisted of 100 principals and 1000 secondary school teachers who were selected from the secondary schools
using multistage random sampling technique. A set of self designed questionnaire was used to collect data for
the study. The data collected were analysed using frequency counts, percentage scores and t-test statistic. The
hypotheses raised were tested at 0.05 level of significance. The study revealed that the level of teachers’
productivity in secondary schools was low during the period of investigation. The study also revealed that there
was no significant difference between male and female teachers’ productivity in the secondary schools. The
study showed that significant difference exist between the productivity of experienced and less-experienced
teachers. Based on the findings, it was recommended that all teachers irrespective of their sex should try more to
attain higher productivity. Moreover, experienced teachers should guide the less-experienced teachers towards
the attainment of higher productivity.
Key words: teacher’s productivity, experienced teachers, Nigeria
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INTRODUCTION
The success of the school system in achieving its goals and objectives depends on the efficiency and
effectiveness of its teachers (Oguntoye, 2002). Productivity is typically measured as a ratio of output to input
(Saari, 2005 & Saari, 2006). According to Garrett & Poole (2005), measuring productivity in schools requires a
measure of both efficiency and effectiveness. In educational system, productivity refers to the ratio between the
total educational outputs and the resource inputs utilised in the production process. To a large extent, most
definitions of productivity in education are related to outputs, which are subtest scores on an achievement rating.
Sheehan (1973) summarised productivity as the actual level of input per unit of output or the possibility of
improving input – output relations by new methods equipment and techniques. Generally, researchers make use
of various criteria to evaluate the productivity of teachers. These include principals rating, teacher-peer group
rating, ratings by teacher colleagues, Heads of Department rating, self ratings, students‘ rating of their teachers
and students academic performance.
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