ABSTRACT
This study investigated teachers' characteristics as correlates of job performance in public secondary schools in Edo Central Senatorial District. It also sought to determine whether there is a significant relationship between teachers’ characteristics and job performance based on the intervening variables of age, experience, gender, qualification, marital status and subject discipline. To guide the study, nine research questions were raised and seven hypotheses formulated and tested at 0.05 level of significance.
The study is a descriptive research that adopted the correlation survey design. The population of the study was 690 teachers and 69 principals in Public Senior Secondary Schools in Edo Central Senatorial District. A sample of ten percent (10%) was taken from the population using the multi-stage sampling procedure and this amounted to 70 teachers in 7 schools. And 70 questionnaires were retrieved and used for the analysis. The multistage sampling procedure was used to select the sample of the study. One questionnaire which was validated with a reliability coefficient of 0.89 was used to collect data for the study. The mean and standard deviation, Pearson r and Fisher’s Z statistics were applied to answer and test the research questions and hypotheses.
Findings from the analysis revealed that the level of teachers’ job performance was high in public secondary schools in Edo Central Senatorial District. Furthermore, the study revealed that there is a significant relationship between teachers' characteristics and teachers’ job performance among others. It was concluded that teachers’ job performance was not determined by the intervening variables of age, experience, qualification and marital status. It was however determined by gender and subject discipline. Based on the findings, it was recommended that principals should further strengthen the prevailing situation irrespective of teachers’ status to enhance their job performance; that school administrators should ensure that age of teachers do not pose as a barrier to job performance and that principals should ensure that more experienced teachers should bridge the gap between them and their less experienced colleagues.
