This paper examines teacher job satisfaction for secondary school effectiveness. It was a descriptive survey. A sample of 512 teachers emerged from a population of 1280 representing 40% of the entire population. A 2-part, 15-item, 4-point scale instrument was used to generate data for answering 3 research questions. The instrument was validated by a team of experts in the Department of Educational Management, University of Port Harcourt, Nigeria; and a reliability value of 0.83 established. The researchers distributed and retrieved the instrument. Mean was used to answer the research question. The findings included among others that the classrooms are well ventilated and concluded that inadequate classroom environment and school facilities produced negative teacher job satisfaction and recommended among others that school laboratory should be well equipped to make science teaching more practical and promote effective teacher job satisfaction.
This study investigated the extent of the implementation of standard specifications on secondary schools facilities in Etsako West Local Government Area, Edo State. It was a descriptive survey. A sample of 135 teachers emerged from a population of 432 through stratified random representation. A 2-part, 18-item, 4-point scale instrument known as standard specification questionnaire (SSQ) was used to collect data for answering 2 research questions. SSQ was validated by a team of experts. Test-retest reliability was established at an r-0.85. Findings revealed among others that lack of funds posed a major problem in the implementation of standard specification on secondary schools' facilities on public/rural schools. It was concluded that if education is well funded, enough specified facilities provided, it will go a long way in breeding intellectuals who are morally, culturally, socially, and intellectually balanced to give society the necessary level of economic development. It was recommended among others that classrooms must be spacious enough to promote adequate interdisciplinary learning.
This study investigates Effective School-Community Relations as a key Performance Indicator (KPI) of Secondary Schools Administrator in Aba South District, Nigeria. Descriptive survey method was adopted. All the 248 teachers made up the population and sample in a purposive sampling technique representing 100% of the entire population as sample. A two-part, 10-item, 4-point scale instrument known as 'School-Community Relations Performance Questionnaire' (SCRPQ) was used to generate data for answering two research questions and for testing two null hypotheses. The instrument was validated by a team of experts at the Department of Educational Management, University of Port Harcourt, Nigeria, and a reliability value of 0.82 established using Pearson's Product Moment Correlation Co-efficient. Mean was used to answer the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. Findings reveal among others that communities employ teachers in core subjects, build library and donate land for building school facilities and concluded that effective school-community relation is a key performance indicator for the administrator. It was recommended that efforts be made to encourage community active participation in ensuring adequate academic performance of students.
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