Teachers’ Quality and Internal Efficiency in Primary Schools in Ekiti State, Nigeria

Abstract

This paper examined teachers' quality and internal efficiency of primary schools in Ekiti State, Nigeria. As an expo facto and descriptive research, the study population comprised all the 694 primary schools in the State. Out of this, a sample of 520 primary schools was selected through the simp le random samp ling techniques. The headteachers of the 520 primary schools were the respondents in the study. A cohort of 91,061 pupils who entered the schools in 2003 and graduated in 2008 were purposively selected for the study. Two instruments were used to collect data. These were an inventory and a questionnaire. The data collected were analy zed using frequency counts, percentages, Pearson Product Moment Correlation analysis, Correlat ion Matrix, Regression Analysis of Variance and Multiple Regression. It was found that teacher quality had significant relat ionship with the internal efficiency of primary schools in the State. The best predictor of internal efficiency of the schools was teacher qualifications. It was then reco mmended that the State govern ment should intensify more effort in the training of teachers in order to acquire higher qualifications that would enhance the internal efficiency of primary schools in the State.

Analyzing Principals’ Leadership Styles and Student Academic Performance in Secondary Schools in Dir Upper Khyber Pakhtunkhwa

“…This study discovered a significant negative relationship between principals' autocratic and transitional leadership styles and students' academic achievement, indicating that administrators should not rely on a single style but rather use a variety of approaches depending on the situation in their schools. The conclusions of Adeyemi (2011), who stated that people perform better under an authoritarian leadership style, were challenged by the findings of this research. The findings, on the other hand, were in contrast to those of prior investigations (Evan, 1998;Akerele, 2007).…”

Investigating the Relationship between Teacher Quality and Students’ Academic Performance with Empowerment as a Mediator

“…It was recommended that motivation should be established to increase TEQ. In fact, some notable scholars on TEQ (Rice, 2003;Goe, 2007;Heck, 2007;Akinfe et al, 2012;Adeyemi & Adu, 2012;Duze, & Ogbah, 2013;Edinyang, Opoh & Odey, 2014;Fasasi & Ojo, 2014;Akpanobong & Asuquo, 2015;Daluba, 2015;Okoli, Ogbondah & Ekpefa-Abdullahi, 2015;Josiah & Oluwatoyin, 2017) found that TEQ has significant relationship with SAP. On top of this, school should build more on the quality of teachers so that students' performance can be improved (Ajeyalemi 2013;Adu, Akinloye & Adu, 2015;Josiah & Oluwatoyin, 2017;Tella, 2017;Iwu et al, 2018).…”

Administrators’ Financial Accountability and Perceived Internal Efficiency of Public Secondary Schools in Cross River State, Nigeria.

“…Efficiency suggests the ability to perform well in a given task even with limited resources or manage limited resources well in an assigned role. The inputs into the secondary school system include the students, teachers, furniture, equipment and facilities as well as finance and time, while the output comprises the students who graduate at the end of the system (Adeyemi & Adu, 2012). Efficiency is seen as a situation in which the educational administrators are able to satisfy the needs of the human elements within the system in admission procedure, staffing, management of funds and other variables in the business of education so as to achieve maximum output with little input or effort.…”