PERCEIVED INFLUENCE OF QUALITY ASSURANCE STRATEGIES ON TEACHERS’ PRODUCTIVITY IN PUBLIC JUNIOR SECONDARY SCHOOLS IN RIVERS STATE

Abstract

The study investigated perceived influence of quality assurance strategies on teachers’ productivity in public junior secondary schools in Rivers State. Three specific objectives, three research questions and three hypotheses guided the study. This study adopted descriptive survey research. The population of the study was 8367 teachers from 309 public junior secondary schools in Rivers State. Multistage sampling technique was used to determine a sample of 224 teachers. The data collecting instrument for this study is a self-structured questionnaires titled “Perceived Influence of Quality Assurance Strategies on Teachers’ Productivity Questionnaire” which was face and content validated by three experts in Measurement and Evaluation and Department of Educational Management respectively in Rivers State University and tested for reliability using Cronbach Alpha statistics which yielded reliability indexes of 0.94, 0.87 and 0.86. Mean and standard deviation were used in answering the research questions while the null hypotheses were tested using z-test at 0.05 level of significance with a critical value of ±1.96. Findings revealed thatperformance appraisal, performance supervision and performance monitoring influence teachers’ productivity in public junior secondary schools in Rivers State. Based on the findings, the study recommended that school managers should regularly carry out performance appraisal to ensure teachers update their knowledge in a way that will enable them deliver the curriculum effectively, there should be regular supervision ofpublic junior secondary schools’ teachers in order to improve their pedagogical skills for effective instructional delivery in schools and school managers should be unrelenting in monitoring teachers’ curricular activities in the schools in order to boost their productivity.