Educational qualifications and job performance of teachers in public primary schools in Rivers South-East Senatorial District

Abstract

This study examined how teachers' educational qualifications influence their job performance in instructional presentation/delivery and classroom management within public primary schools in the Rivers South-East Senatorial District. Two hypotheses were formulated for investigation. The study utilized a survey research design conducted in the mentioned district, where the population comprised 1,188 teachers across 283 public primary schools. A sample of 119 teachers, representing approximately 10% of the total population, was selected using a multi-stage sampling method. Data were collected through a researcher-designed questionnaire titled "Educational Qualification and Teachers’ Job Performance Questionnaire" (EQTJPQ), and its reliability was assessed via the test-retest method, yielding a coefficient of 0.78. The null hypotheses were tested using Analysis of Variance (ANOVA) at a significance level of 0.05 of significance. The study's findings revealed a significant influence of teachers' educational qualifications on their job performance in terms of instructional presentation/delivery and classroom management within public primary schools in the Rivers South-East Senatorial District. Consequently, the study recommended that stakeholders in education, including the Universal Basic Education Board, education policymakers, and employers, prioritize the recruitment of highly qualified teachers to enhance instructional delivery and classroom management efficiency.