QUALITY ASSURANCE AND TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Abstract
The study investigated the relationship between quality assurance and teachers’ task performance in public secondary schools in Anambra State. Two research questions and two null hypotheses guided the study. Correlational research design was adopted for the study. The study was conducted in Anambra State of Nigeria. There are a total of 263 public secondary schools in the State. The population of the study comprised 263 principals in all the public secondary schools in the six education zones of Anambra State. There was no sampling since the entire population of 263 respondents was enumerated through census. Two researcher structured instrument titled “Quality Assurance Questionnaire (QAQ)” and “Teachers’ Task Performance Questionnaire (TTPQ)” were used for data collection. The instruments were face validated by three experts and reliability established using Cronbach Alpha method which yielded coefficient of 0.87 for QAQ and 0.90 for TTPQ. The instruments were administered to 263 principals enumerated for the study by the researcher with the help of four briefed research assistants. Pearson’s Product Moment Correlation was used to answer the research questions and in testing the hypotheses at 0.05 level of significance. The findings of the study revealed that there was a very high positive and significant relationship between adequacy of facilities and teachers’ task performance in public secondary schools in Anambra State. The study recommended that more funds should be allocated to schools by the State Government to enable them provide the needed facilities for teachers’ task performance.
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