ABSTRACT This project sought to determine the impact of school environment on teachers’ productivity in secondary schools in Akinyele local government, Oyo state, Nigeria. This study was designed to analyses the impact of school environment on teachers’ productivity. Objective focused in the study included to determine the level of school environment and teacher productivity, the influence of school environment on teacher productivity of student achievement, and to make the government/individuals to know the short coming of school environment on teachers’ productivity in secondary schools. Hypotheses were stated to compare school environment and teachers’ productivity. The study was revealed that out of 100 respondents, 51 respondents are male while 49 respondents are female. It also shows that, Age group that is below 20 years of age has 3%, Age group of 21 – 30 years has 52% which is the highest participants of age group, and above 30 years of age group with the percentage of 30%, while 15% did not respond to the item. The study reveals that 36 peoples out of the total respondents are single 57 respondents are married, while only 1 respondent is divorced and 3 people are widowed, while 3 have no response to the question. The study also shows that only 1 respondent has Modern III, 2 have secondary education attainment, 17 attained NCE, 3 have OND, 9 has HND and 52 have First Degree/Undergraduate, 12 have M.Ed, 2 have PGDE and only 1 respondent have education attainment of PhD, while only 1 respondent did not respond to the question. The study further shows the working experiences of the respondents that 41 respondents has below 5 years working experiences, and 29 has 5 – 10 years, 11 respondents has 11 – 15 years, 2 people have 16 -20 years, 5 participants have 21 – 25 years, 3 respondents has 26 – 30 years and only 4 respondents have above 30 years experiences, while 5 respondents did not respond to the question. It also revealed that out of 100 respondents, 5 respondents are clerk, only 1 respondent is a typist, 35 respondents are head teacher and 31 respondents are teacher, 10 respondents are principal and only 2 were principal, while 16 respondents did not respond to the item.

This study investigated work environment and economic variables as correlates of teachers’ productivity in Calabar, Nigeria. It considered physical and social work environment, increase in salaries/allowances and payment of allowances/bonuses and their relationship with teachers’ productivity. The study was guided by four purposes which were converted to four hypotheses, tested at .05 level of significance. A questionnaire titled Work Environment and Economic Variables Questionnaire (WEEVQ) was used in data collection, from a sample of 200 teachers in public secondary schools in Calabar. The generated data was analyzed using Pearson Product Moment Correlation. The findings of the study indicated that physical work environment and social work environment had significant relationship with teachers’ productivity. The results also showed significant relationship between increase in salaries/allowances and payment of allowances/bonuses and teachers’ productivity. It was therefore recommended that professional counsellors should consider these factors while drawing up strategies for improved productivity in the school system and beyond.

The thrust of this study was to investigate the influence of work environment and career progression on teachers' job productivity in secondary schools in North West Senatorial District of Benue State, Nigeria. Two research questions and two hypotheses guided the study. Descriptive survey design was adopted for the study. The study population was 2511 teachers from 88 secondary schools out of which 300 respondents representing 12% were sampled using the simple random sampling. The instrument for data collection was the questionnaire. Mean and standard deviations were used to answer the research questions, while chi-square (χ 2) was used to test the

A lot of research both home and abroad have been carried out to ascertain variables that have its impact on employees’ performance. While emphases have been placed on monetary rewards; bonuses, incentives, increased salaries and wages and other cash rewards, other non-monetary factors like the serenity of work environment are seen as immaterial or irrelevant when compared with monetary rewards. Motivated by the need to ascertain non-monetary factors that might have an effect on employees’ performance in public sector, this study is aimed to test a model based on three dimensions of the work environment (physical work environment, training and development and cordial working relationship) on employee performance. The study adopted a quantitative research design and data were collected using structured questionnaire. The staff strength of the college is 520 employees consisting of both academic and non-academic staff. The study used both Pearson Product Moment Correlation Analyses and...

Aggression toward teachers is linked to burnout and disengagement from teaching, but a conducive administrative climate may reduce aggression and associated teacher distress. Burnout affects teachers in schools hence a serious problem since it cannot coexist with teaching engagement. Burnout behavior in teachers is exhibited through high absenteeism, ineffectiveness, interpersonal conflicts, lower level of productivity, lack of commitment, dissatisfaction with job, and an inability to take work seriously. Conducive administrative climate in secondary schools play a critical role to teachers' productivity. Using Grand theory of burnout and the Persistent burnout theory the study examined how the administrative climate and burnout behaviour affect productivity of teachers in Bungoma South Sub-County, Kenya. The study whose population comprised of 1 Sub-County Director of Education, 41 secondary schools having 41 principals and 606 teachers used cross-sectional survey research design. The sample size was 1 Sub-County Director of Education, 12 principals and 121 teachers. Purposive sampling was used to select the Sub-County Director of Education and the Principals whereas stratified random sampling was used to select the teachers. Primary data was collected using a questionnaire and interview schedules while secondary data was collected through document analysis. Descriptive statistics such as frequency counts, percentages and means and inferential statistics (ANOVA) was used to analyze data. Results indicate that administrative climate and burnout behavior affected productivity of teachers. Therefore, there is need for the Principals and the Deputy Principals to be trained so as to improve their administrative skills that will in the long run ensure a conducive working environment and hence reduced incidence of teacher burnout. This positively affects teacher productivity in schools.