Volume 4 Issue 3 (October 2012) - Ozean Publications

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European Journal of Educational Studies 4(3), 2012 Enaesater (1995) observed that some parents are worried about the quality of education received by their children as expressed by the inability of many students to pass in excellent grades. Akubiro & Joshua (2004) stated that there have been complaints from almost all quarters of the Nigerian society that the quality of education is being questioned. They claimed that students‘ grades in the SSCE administered by West African Examination Council continue to deteriorate from year to year. Adeyegbe (2002) found that there was a decline in students‘ performance in senior secondary certificate examinations. The Saturday Punch Newspaper of September 27, 2008 revealed that only 13.76% of those who sat for 2008 WAEC Examination had five – credit passes and above in English Language and mathematics and three other subjects while 83% of the total students who sat for the Examination failed. As reported in the Nigeria News of 29 th March, 2012, the NECO 2011 June/July SSCE results showed that around 22% of the candidates got at least credit in English and around 25% in Mathematics. The 2011 November / December NECO results also showed that 17% got credit in English (over 68% failed the subject) and around 41% in Mathematics. There is no consensus in the literature regarding the influence of sex on productivity. While Prpic (2002) and Afrooz & AbduRahim (2010) reported significant influence of sex on productivity, Akin & Ugborugbo (2008) found significant influence of sex on productivity. In the same vein, Ashworth & Evans (1999) also observed no gender influence on performance. Stewart, Bates, Smith & Young (2006) opined that there is no significant difference in the performance of male and female. Teacher‘ experience is commonly considered as a major source of inequity across schools and therefore, it is used as a target for redistribution of teachers to schools. Rice (2010) said that the assumption is that experience promotes effectiveness. Clotfelter, Ladd, & Vigdor (2007 a, 2007b), Sass (2007) and Ladd (2008) agreed that early career experience has a clear pay off in teacher effectiveness or productivity and the impact is stronger than the effect of most other observable teacher-related variables including advanced degrees, teacher tests scores and class size. However, Ladd (2008) said that evidence suggests that the most experienced (greater than 25 years) mathematics teachers may be less effective than their less experienced colleagues (Harris & Sass, 2007). In this study, experienced teachers are teachers who have taught for ten years and above while the less-experienced teachers are those who taught for less than ten years. Furthermore, Ladd (2008) discovered that teachers with more than 20 years of experience are more effective/productive than teachers with no experience, but are not much more effective than those with 5 years experience. Studies show that on the average, teachers with 1-2 years of experience are more effective than teachers with no experience (Clotfelter, Ladd & Vigdor 2007a 2007b; Harris & Sass 2007; Ladd, 2008). Purpose of the Study The purpose of this study was to find out the level of teachers productivity in secondary schools in South Western Nigeria. The study also investigated the influence of sex and experience on the influence on productivity of teachers. Research Question What is the level of Secondary School teachers‘ productivity in South West Nigeria Research Hypotheses The following research questions were formulated for the study: 1. There is no significant difference between the productivity of male and female teachers in secondary schools. 2. There is no significant difference between the productivity of experienced and less-experienced teachers in secondary schools. 362
European Journal of Educational Studies 4(3), 2012 METHODOLOGY Descriptive survey design was used in the study. All principals and all secondary school teachers in South West Nigeria constituted the population of the study. The sample for the study comprised 100 school principals and 1,000 teachers. The multi-stage random sampling technique was used in the selection of the sample for the study. Multi-stage sampling technique involves selecting subjects from the population in stages. The first stage was a random selection of three states out of the six states in the South West Nigeria. The second stage involved the selection of 20 local government areas from the three selected states for the study. From these 20 local government areas, 100 schools were randomly selected based on the number of schools in each of the three states. The third stage involved the use of purposive sampling to select 1,000 teachers who had spent five years and above in the schools used for the study. This was to ensure that only teachers who had contributed to the academic attainment of the students for at least five years were used for the study. The fourth stage involved the selection of 100 principals of the 100 schools used for the study to complete the teachers‘ productivity questionnaire. A self-designed instrument tagged ―Teachers‘ Productivity Questionnaire‖ (TPQ) was used to collect the necessary data for the study. The instrument was validated by experts in Educational Management. The reliability coefficient of 0.80 was obtained for TPQ. The coefficient was considered high enough for reliability of the instrument. Data collected were analysed using frequency counts, percentage scores and t-test statistic. The hypotheses were tested at 0.05 level of significance. RESULTS Research question: What is the level of secondary school teachers‘ productivity in South West Nigeria Table 1: Level of teachers‘ productivity Teacher’ level of productivity Frequency count of teachers’ level of productivity Percentage of teachers level of productivity Low (0—50.85) 696 69.6 Moderate (50.86—57.97) 145 14.5 High (57.98—100) 159 15.9 Total 1000 100% The data on table 1 indicates the level of teachers‘ productivity in South West Nigerian secondary schools. The result indicates that out of 1,000 teachers used for the study, 696 representing 69.6 percent had low level of productivity. Those who had moderate level of productivity were 145 representing 14.5 percent while those who had high level of productivity were 159 representing 15.9 percent of the schools used. This implies that the level of teachers‘ productivity was low. Hypotheses 1: There is no significant difference between the productivity of male and female teachers in secondary schools in South West Nigeria 363
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Volume 4 Issue 3 (October 2012) - Ozean Publications

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