Teacher’s Appraisal Technique Practices for Enhanced Productivity in Secondary Schools in Bayelsa State, Nigeria
- September 8, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186
Asuku, Mayomi & Prof. Nath M. Abraham
University of Port Harcourt
Abstract: The study investigated the teacher’s appraisal technique practices for enhanced productivity in secondary schools in Bayelsa, Rivers State. two research questions and two hypotheses were guided the study. The design of the study was descriptive survey design. The population of the study was 190 and a staff strength of 3,678 teachers public senior secondary schools in Bayelsa state. With a sample size of 225 teaching staff with the aid of the stratified random sample technique.. The instrument used for data collection was the Teacher’s Appraisal Technique Practices for Enhanced Productivity Scale (TATPEPS). The instrument was validated by experts and its reliability coefficient of 0.84 was determined using cronbach alpha formula. The research questions were answered with descriptive statistics of mean and standard deviation while the hypotheses were analyzed with t-tests (paired and independent) and tested at 0.05 level of significance. The results obtained indicated that performance interview practices can enhance productivity to high extent in secondary schools in Bayelsa State. Based on this, it was recommended that there should be a regular review of performance to enhance productivity to a higher extent in secondary schools in Bayelsa state.
Keywords: Teacher’s Appraisal, Technique Practices, Enhanced Productivity.
I. INTRODUCTION
Establishment of schools, especially the secondary level of education was for the realization of basic expertise, knowledge and desirable skills necessary to achieve background ingenuity for tertiary challenges. These necessary ingenuities and appropriate ingenuities and knowledge help citizens to obliterate economic setback and educational challenges of the developing economies such as Nigeria. Schools of 21st century ought to be one that can nurture, promote and perfect talents and skills for personal social competent and national economic gains. That is the reason why education is seen to be the largest economy in Nigeria. Ayeni (2016) opine that education industry is the largest industry due to the fact that more human and material resources are invested in the sector than in any other sectors of the national economy. Therefore, school business management should be given top precedence in order not to be cut short of the avowed goals and objectives of secondary schools and education at large.
