SCHOOL PLANNING STRATEGIES AND TEACHERS’ PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

Abstract

The study determined the extent to which School planning strategies predict teachers’ productivity in public secondary schools in Cross River State. Two objectives were raised while two null hypotheses were formulated to guide the study. The population of the study comprised 4,876 teachers in the three Education Zones of Cross River State public secondary schools in Calabar Education Zone. The sample size was 370 teachers. Two sets of researcher’s developed instruments titled ‘‘School Planning Strategies Questionnaire (SPSQ) and Teachers’ productivity Questionnaire (TPQ)’’were used for data collection. The instruments were validated by two experts from the Department of Educational Management and one expert from Department of Measurement and Evaluation, all from the Faculty of Educational Foundation Studies. The inter-item reliability method was used to determine the internal consistency of the instruments which yielded a reliability coefficient of 0.82 and 0.91 respectively. The research questions and hypotheses were answered and tested using Simple Linear Regression Analysis and Multiple Linear Regression Analysis at 0.05 level of significance. The findings of the study revealed that school planning strategies such as; reciprocal engagement and effective communication jointly predict teacher’ productivity in Public Secondary Schools in Cross River State, Nigeria. It was recommended amongst others that; Since reciprocal engagement and effective communication jointly predicted teachers’ productivity significantly, school administrators should combine both strategies through regular meetings, feedback systems and participatory leadership practices to improve teachers’ productivity