This study examined the impact of teachers' time management on secondary school students' academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged 'Questionnaire on Secondary School Teachers' Time Management in Ekiti State, Nigeria' (QSSTTM) was used to interview the teachers and the second instrument is an Inventory on Senior Secondary School Certificate Examination results obtained from the registrars. Face and content validity were used to ascertain the validity of the instruments. The Split half method was used to ascertain the reliability of the instrument and found to be 0.82 for QSSTTM. The data collected were analyzed using percentage, mean, standard deviation and Pearson's Product Correlation Analysis. All the hypotheses were tested at 0.05 level of significance. The findings revealed that there was a significant relationship between teachers' time management and students' academic performance. The level of teachers' time management and academic performance was moderate. It was therefore recommended that teachers should improve upon their time management, especially by being more conscious about how to control their time.

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T he Nigerian education system is guided by the provisions of the National Policy on Education (2004). The policy, which was fi rst published in 1977, provides for the '6-3-3-4' system of education. This implies six years of primary education, three years of junior secondary education, three years of senior secondary education and four years of tertiary education. The teacher education programme in Nigeria falls within the four-year tertiary education spectrum. Section 8, subsections 70-9, of the National Policy on Education (2004) specifi cally provided for teacher education. According to Section 8, subsection 70b, of the policy, 'the minimum qualifi cation for entry into the teacher profession shall be the Nigeria Certifi cate in Education (NCE)'. In addition, Section 8, subsection 72, of the policy specifi ed the institutions that shall give 'the required professional training provided they continuously meet the required minimum standards'. These institutions are: Colleges of Education, Faculties of Education, Institutes of Education, the National Teachers' Institute (NTI), Schools of Education in polytechnics, the National Institute for Nigerian Languages (NINLAN) and the National Mathematical Centre (NMC). Every nation strives towards the provision of quality education for its citizens. This is in realisation of the fact that education is indeed necessary to engineer and consolidate any nation's developmental process. It should be noted, however, that the provision of quality education will be in jeopardy if the teachers are haphazardly employed, poorly remunerated, not rewarded for incidental contributions and not exposed to continuous self-development (Onyene, 2001). The role of the teacher in ensuring the success of any education system cannot be overemphasised. This fact has been recognised by the government of Nigeria in its National Policy of Education (revised 2004), that no education system can rise above the quality of its teachers. The policy further noted the need for 'highly motivated conscientious and effective' teaching staff at all levels of education. Teachers are implementers of every policy on education. It is the teacher who translates policy into action at the classroom level. It is he who injects reality into educational decisions and it is he who concretises the curriculum (Anadi, 1992).

This study investigated the internal efficiency of private and public secondary schools in Ekiti

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