Conflict Level and Teachers’ Productivity: Interrogating the Association in the Context of Public Secondary Schools in Adamawa State, Nigeria (Published)
Conflict level is a potent factor that predicts the dimension of teachers’ productivity in the school system. Teachers’ productivity can be influenced functionally or dysfunctionally, depending on the level at which conflict is operating in a school. Considering the dynamic nature of conflict level therefore, this study investigated the association between conflict level and teachers’ productivity in secondary schools in Adamawa State, Nigeria. The study sampled 1,523 teachers through a purposive sampling technique. A self-structured questionnaire entitled “Conflict Level and Teachers’ Productivity Questionnaire” (CLTPQ) was used to gather information from teachers selected for the study. Data collected were analysed with Pearson Product Moment Correlation Analysis and Multiple Regression Analysis at 0.05 level of significance. A multiple bar chart was used to represent the research question developed in the study. It was discovered that conflict level varies from one secondary school to another. Also, there was a significant relationship between conflict level and teachers’ productivity (r = 0.080; P < 0.05) and that conflict level was found to make a significant relative contribution to teachers’ productivity (ß = -0.162, P < 0.05) in secondary schools. It was recommended that teachers and school administrators should be exposed to trainings in peace and conflict management in order to positively enhance their social relationships for optimum performance in secondary schools. Also, school administrators as well as teachers should strive to ensure that moderate or optimum conflict level is operating in their schools for the attainment of positive outcomes in order to enhance teachers’ productivity.
This study examined the relationship between work ethics and teachers’ productivity in Ondo state, Nigeria. The study adapted descriptive research design of the survey type. The population consisted of all the teachers of private secondary schools in Ondo state, Nigeria. The sample used was made up of 240 teachers selected from 24 secondary schools, using simple random sampling procedure. The hypotheses were tested at 0.05 level of significance. The findings revealed a relationship between dedication and teachers’ productivity. The findings also showed relationship between accountability and teachers’ productivity. The study found that there was relationship between reliability/dependability and teachers’ productivity. The study further revealed relationship between discipline and teachers’ productivity. Based on findings, it was therefore recommended that teachers should be made to understand by their supervisors that work ethic is a set of moral principles that should be adopted in their respective schools, so as to increase their productivity.
Impact of Trade Union on Productivity of Teachers in Public and Private Primary Schools in Cross River State, Nigeria (Published)
The study investigated the impact of trade union on productivity among teachers in public and private primary schools in Cross River state. Specifically, the study compares productivity of teachers in private and public primary schools in the study area. Survey design was deployed in the study while cluster random sampling was used to select 180 pupils and purposive sampling technique to select six (6) key informants. Survey interviews and key informant interviews were used for data collection. The analysis of data involved use of percentages, mean and chi-square and transcription of views of the key informants. The study revealed that teachers in private primary schools are more productive than their colleagues in public schools based on indices of productivity such as attendance to school, attendance to classes, average number of lessons held per day and involvement in extra lessons. The study also found a significant difference in school attendance between the public and private primary schools in the study area as the computed chi-square value of 2.222 was greater than the critical value of 1.543 on 1 degree of freedom and confidence level of 0.05. Also there was a significant difference in regular class by teachers in the public and private primary schools as computed chi-square value of 46.723 was greater than the critical value of 44.416 on 1 degree of freedom and confidence level of 0.05. The study therefore recommends regular audit of teachers, strict monitoring on the job, training and retraining and inclusion of teachers’ productivity as one of the core aims of trade Unions.