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1
Maria Sappa, Atriani, Mesta Limbong, and Lisa Grasia Kailola. "Contribution Of Teacher Performance Commitment And Motivation On Teacher Work Productivity In SMPN Tana Toraja District." International Journal of Educational Management and Innovation 4, no. 2 (2023): 139–55. http://dx.doi.org/10.12928/ijemi.v4i2.7692.
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This study aims to determine how much dedication and motivation contribute to the job productivity of teachers at SMPN in the Tana Toraja District. This research employed regression analysis and a quantitative methodology. The quantitative technique was chosen for this study since the specifications of this design are methodical, organized, and adequately structured from the beginning to the end of the research design process. This research had 75 participants from 3 UPT SMPNs in Tana Toraja. This study also employed a descriptive method to explain the issue or research findings better. The results of this study indicated that: (1) There Was a significant positive effect between teacher commitment on teacher work productivity in Public Middle Schools in Tana Toraja Regency. This showed that other factors significantly influenced the work productivity of teachers in Public Middle Schools in Tana Toraja Regency. (2) There was a significant favorable influence between teachers' work motivation on teacher work productivity in State Junior High Schools in Tana Toraja Regency. This showed that the higher the teacher's work motivation, the higher the teacher's productivity. (3) There was a significant positive effect between teacher commitment and teacher work motivation on teacher work productivity in Public Middle Schools in Tana Toraja Regency. This showed that the higher the teacher's commitment and work motivation, the higher the teacher's productivity.
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Azhari, M. "HUBUNGAN ANTARA EFEKTIVITAS KEPEMIMPINAN KEPALA SEKOLAH DAN IKLIM ORGANISASI DENGAN PRODUKTIVITAS KERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN TENGGARONG." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, no. 1 (2020): 55–67. http://dx.doi.org/10.24903/pm.v4i1.397.
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The research purposes are to find out the relationship between effectiveness principals leadership with teachers work productivity, the relationship between organisational climate with teachers work productivity, the relationship between effectiveness principals leadership and organisational climate simultaneously with teacher’s work productivity. The population of this research were teachers of elementary school in Tenggarong District, with the total of 750 teachers and 88 of them were taken as sample by using random sampling. Quantitative research method is the kind of descriptive research with correlative study. The result of descriptive analysis showed that there has constribution teachers work productivity was in middle category, is equal to 60%, the majority of effectiveness principals leadership in middle category that is equal to 56%, and the organisational climate is in the middle category. So majority that is equal to 62%. Thus a good descriptive performance, motivation and discipline of teachers working at the medium category. The results found that (a) there was a positive and significant relationship between effectiveness principals leadership (X1) with teacher’s work productivity (Y) at a weak level, amounting to 0.356 with a 0.114 coefficient of determination, and the regression equation Ŷ = 37.438 +0.56 X1. (b) there was a positive and significant relationship of organizational climate (X2) teacher’s work productivity (Y) at the current level of closeness, amounting to 0.491 with a coefficient of determination value of 0.2411, and the regression equation Y = 9.082 + 1199X2 (c) there was a positive and highly significant correlation between the variables of work motivation of teachers (X1) and the variable of work discipline teachers (X2) together with special-ed teacher performance variables Samarinda (Y) at the level of closeness that is, that is equal to 0.646 with value coefficient of determination of 0.418 and regression equation y = 11 460 + 0.152X1 + 1.317X2.
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Lavy, Victor. "Performance Pay and Teachers' Effort, Productivity, and Grading Ethics." American Economic Review 99, no. 5 (2009): 1979–2011. http://dx.doi.org/10.1257/aer.99.5.1979.
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This paper presents evidence about the effect of individual monetary incentives on English and math teachers in Israel. Teachers were rewarded with cash bonuses for improving their students' performance in high-school matriculation exams. The main identification strategy is based on measurement error in the assignment to treatment variable that produced a randomized treatment sample. The incentives led to significant improvements in test taking rates, conditional pass rates, and mean test scores. Improvements were mediated through changes in teaching methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence was found of manipulation of test scores by teachers. (JEL I21, J31, J45)
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Bautista, Cerisa M. "ENHANCING TEACHER PRODUCTIVITY THROUGH SCHOOL SUPPORTS." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 1637–59. https://doi.org/10.5281/zenodo.13576492.
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This study investigates the extent of instruction-related support provided to teachers in selected schools in Trinidad, Bohol, during the School Year 2022-2023, with the aim of informing a strategic plan to enhance teacher productivity. The research explores various demographic and professional factors among teachers and administrators, including age, gender, educational attainment, years of service, performance, and participation in relevant leadership training and seminars. Additionally, it examines the perceived level of support received by teachers in areas such as administrative assistance, peer collaboration, the learning environment, professional development opportunities, productivity recognition, and rewards. The findings reveal a significant gender imbalance, with female teachers and administrators predominantly outnumbering their male counterparts. Performance evaluations indicate consistent "Very Satisfactory" ratings across the board, although teachers report lower levels of productivity recognition compared to administrators. Both groups perceive the learning environment and professional development opportunities positively, although teachers express only moderate satisfaction with school culture. A key finding is the significant relationship between the extent of instruction-related support and teacher performance, underscoring the importance of targeted support mechanisms in enhancing educational outcomes. Based on these insights, the study recommends actions to address gender diversity, improve equity in productivity recognition, and strengthen institutional support and school culture. These recommendations aim to foster a more inclusive, supportive, and effective educational environment that enhances teacher satisfaction and productivity, ultimately benefiting both educators and students.
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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.
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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.
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Ayeni, Adeolu Joshua, and Rita Titilayo Ojo. "DECISION – MAKING MODEL AND PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ONDO NORTH SENATORIAL DISTRICT OF ONDO STATE, NIGERIA." International Journal of Education, Teaching, and Social Sciences 2, no. 1 (2022): 1–19. http://dx.doi.org/10.47747/ijets.v2i1.596.
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The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
 The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
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Ashade, Rihanat Abiodun, and Shareef Akanbi Ashade. "Revolutionizing Teacher Productivity: Unravelling the Secret of High-Performance Work System in Strategic Human Resource Management." International Journal of Research in Education and Science 10, no. 3 (2024): 561–76. http://dx.doi.org/10.46328/ijres.3414.
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High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers’ productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher’s productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.
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Fadare, Abigail Oluyemisi, Olaolu Paul Akinnubi, and Clement Aliu Ogbaini. "Boosting Teacher Productivity: Effective Stress Management for Teachers in Public Secondary Schools in Kwara State, Nigeria." Suluh: Jurnal Bimbingan dan Konseling 9, no. 2 (2024): 93–98. http://dx.doi.org/10.33084/suluh.v9i2.7108.
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The productivity of teachers in public secondary schools is vital for common educational development. However, the traumatic nature of the coaching career frequently results in high tiers of pressure amongst educators which could considerably affect their performance and well-being. Therefore, it's miles imperative to put into effect powerful pressure management strategies to assist teachers in improving their productivity and maintaining a healthful work-life balance. This observation investigates the diverse stressors faced by teachers in public secondary colleges in Kwara State, Nigeria and explores the effect of stress on their productivity. Additionally, the paper examines present-day stress control practices and their effectiveness in assuaging the weight of pressure amongst educators. Identifying effective strategies for mitigating pressure, takes a look at goals to enhance teacher productivity and ultimately enhance the great of education in Kwara State. In the end, developing comprehensive guide structures that prioritize the proper well-being of educators lays the inspiration for an extra effective and thriving instructional environment in Kwara State.
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Conley, Sharon. "Book Review: Teachers and Their Workplace: Commitment, Performance, and Productivity." International Journal of Educational Reform 1, no. 4 (1992): 455–58. http://dx.doi.org/10.1177/105678799200100415.
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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah, and Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence." Journal of Social, Humanity, and Education 1, no. 1 (2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.
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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
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Ayeni, Adeolu Joshua. "INSTRUCTIONAL PLANNING AND PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ONDO STATE, NIGERIA." Journal of Management and Business Education 5, no. 3 (2022): 266–81. http://dx.doi.org/10.35564/jmbe.2022.0016.
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Stakeholders’ concern about the dwindling quality of teachers’ instructional tasks and students’ academic performance in Nigeria secondary schools could be attributed to the perceive inadequacies in instructional planning. This study therefore investigated teachers’ instructional planning and productivity in public secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive survey research design was adopted, and 600 teachers and 30 principals were sampled using multi-stage and simple randomly sampling techniques. Data were collected using Instructional Planning Questionnaire (IPQ), and Teachers’ Productivity Questionnaire (TPQ). Three research questions and two hypotheses guided the study. The research questions were answered using descriptive statistics while the hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation (PPMC). Results indicated a moderate level of teachers’ instructional planning (Mean = 2.97); teachers demonstrated high performance in the preparation of lesson notes, content knowledge, classroom management and record-keeping while the least performed tasks included the use of instructional materials, learners’ assessment, performance feedback and review of academic activities. Teachers’ instructional planning has significant relationship with instructional task performance [r = 0.896 p<0.05], and students’ academic performance [r = 0.851 p<0.05]. The study concluded that teachers performed instructional planning at a moderate level while concerted efforts are needed to boost productivity. It was recommended that the State Ministry of Education and relevant professional bodies should organize capacity training seminars/workshops to improve teachers’ instructional tasks performance in secondary schools.
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Aina, Abimbola Christianah, and Edith Olufunmilola Olorunsola. "Leadership Qualities of Principals and Teachers’ Productivity in Some Selected Secondary Schools in Ado-Ekiti, Ekiti State, Nigeria." European Journal of Educational and Development Psychology 12, no. 3 (2024): 29–49. https://doi.org/10.37745/ejedp.2013/vol12n32949.
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The study examined the leadership qualities of principals and teachers’ productivity in some selected secondary schools in Ado-Ekiti, Ekiti state, Nigeria. The population comprised the principals and all teachers in secondary school Ado-Ekiti, Ekiti state. Multistage sampling procedure was used to select the sample of 100 teachers. 5 wards were selected using stratified random sampling technique from which a school was each selected using convenience sampling technique, after which 20 teachers were randomly selected from each school. A research instrument was designed for the study namely Leadership Quality of Principal and Teachers Productivity Questionnaire (LQPTPQ). The face and content validity were ascertained. The reliability of the instrument was 0.82. The research questions were answered using frequency counts and percentages. The hypotheses were tested using Pearson Product Moment Correlation coefficient (PPMC) and all hypotheses were tested at 0.05 level of significance. The results revealed that students’ performance was a major that determines the level of teachers’ productivity. It also revealed that access to teaching materials, use of technology and contemporary teaching methods were other factors that could determine the level of teachers’ productivity. It further ascertained that effective communication and rewards are principals’ qualities that could enhance teachers’ productivity. The study concluded that leadership qualities of principals have positive impact on teachers’ productivity. School principals should also adopt the best ways possible in motivating the teachers for high productivity and overall job performance and modern technological equipments for teaching and teaching aids must be made available to teachers for great results.
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Ogboghaniir Myke-Sotohn, Idieno. "Performance Evaluation Strategies and Teachers’ Productivity in Public Secondary Schools in Rivers State." British Journal of Library and Information Management 4, no. 1 (2024): 11–32. http://dx.doi.org/10.52589/bjlim-6bagucdg.
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This study investigated the performance evaluation strategies and teachers’ productivity in public senior secondary schools in Rivers State. Four research questions and hypotheses guided the study. The correlational design was adopted by the study. The population of the study is 1,714 respondents in 95 public senior secondary schools in Rivers West Senatorial district in Rivers State. The sample size of the study comprises 514 respondents in Rivers West Senatorial District in Rivers State. A simple random sampling approach and proportional sampling technique is used. Two sets are used for data collection. They are Performance Evaluation Strategies Questionnaire (PESQ) and Teacher’s Productivity Questionnaire (TPQ) for data collection. The reliability of the instruments (PESQ and TPQ) were determined by using Cronbach Alpha method. The research questions were answered using Pearson Product Moment Correlation Coefficient (PPMC) to answer the research questions while the hypotheses were tested using Multiple Regression. The findings of the study showed that the Performance Evaluation Strategies, such as complying to quality assurance, adherence to output specification, knowledge of the job, creative initiative had positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was also found that there was significant difference between complying to quality assurance, adherence to output specification, and knowledge of the job, as creative initiative had a positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was recommended among others that the government should provide a legal framework that coordinates and harmonizes the best performance evaluation strategy to ensure standards and uniformity.
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S. Laguna, Veronica Janes, and Elisa N. Chua. "Multi-Tasking Practices and Task-Based Management Style of Classroom Leaders and Its Impact on Teachers’ Performance and Productivity." International Multidisciplinary Research Journal 3, no. 1 (2021): 1–10. http://dx.doi.org/10.54476/iimrj262.
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This research study designed to assess the perception of teachers on multi-tasking practices, taskbased management style of classroom leaders and its impact on teachers’ performance and productivity. The research is intended to deal with the difficulty of teacher in handling numerous multiple assignments/tasks aside from the usual teaching loads. The following are the compelling objectives in the conduct of the study: determine the perceptions of teachers on multi-tasking practices and taskbased management style and find out the impact on classroom leaders’ performance and productivity of teachers having multi-tasking practices. This study is generally a descriptive designed research. The statistical tools that were used to analyze the data are the weighted mean, frequency distribution, percentage, standard deviation and Pearson r. Results revealed that teacher-respondents perceived multi-tasking in terms of instructional task, academic functions, co-curricular and community service as well as task-based management style as “very highly practiced”. They also perceived the level of their performance as “very highly performed” based on the Philippine Professional Standards for Teachers and they were also very highly productive in their job and other tasks. Based on the findings the following conclusions are drawn: There is a significant relationship in the perceptions of teachers as to the multitasking practices to teachers’ performance and productivity therefore the null hypothesis is not supported. There is a significant relationship in the perceptions of teachers as to the task-based management style to teachers’ performance and productivity therefore the null hypothesis is not supported.
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Amon, Abuor Onyango, Jairo Kirwa Mise (PhD) Dr., and Christine Anyango Bando Dr. "Effect of Performance Management on Employee Performance at Teachers' Service Commission, Kenya." International Journal of Business Management and Technology 7, no. 1 (2023): 363–80. https://doi.org/10.5281/zenodo.7690487.
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Teachers Service Commission (TSC), Kenya has been implementing performance management besides transactional rewards since 2005 to enhance quality and cost effective services. Performance management ensures performance quality improvement while transactional rewards improve efforts and productivity of employees. However, efficiency and quality of services is low compared to other state corporations as evidenced by approximately 5000 teachers who visit its head office per month to solve their work-related problems. Literatures on employee performance enhancement have focused on performance management in relation to organizational performance and employee productivity without disaggregating the same to give specific policy recommendations regarding employee performance.This study thus sought to determine the effect of performance management on employee performance at TSC, Kenya. It was anchored on Goal setting theory and adopted correlational research design. The study population was 1200 employees out of which a sample size of 291 was taken. Individual respondents were drawn through Cluster sampling technique. Primary data were collected using structured questionnaires. Pearson correlation was used to obtain association between the study variables while multiple regressions were used to establish the magnitude and direction of effect of performance management. The study revealed that performance management (B=0.444,p=0.000), significantly and positively predicted employee performance. This implies that performance management significantly affects employee performance. Study concludes that performance management has significant positive relationships with employee performance. Thus, TSC Kenya should affect more of it to enhance employee performance. This finding may add value to existing knowledge in employee performance enhancement strategies and human resource management policy formulations by the TSC
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Alonge, Bolarinwa Dapo, Onajite Godwin Onnoh, Ogunmilade Johnson Olusesean, Olaoye Ajiboye Ojo, and Olaniyi Oladele Nathaniel. "Working Conditions and Salary as Correlates of Teachers’ Productivity in Government-Owned Secondary Schools in Emure Local Government Area of Ekiti State, Nigeria." Journal of Educational Issues 6, no. 1 (2020): 89. http://dx.doi.org/10.5296/jei.v6i1.16400.
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The poor performance of candidates in external examination between 2014 and 2018 could be an indication of low productivity of teachers. The research study examined the influence of working conditions and salary on teachers’ productivity in government owned secondary schools in Emure Local Government Area of Ekiti State, Nigeria. The descriptive research of the survey type was employed for the research study. The population for this research study was seven government-owned secondary schools while the sample was four government-owned secondary schools. The research study found out the relationship between working conditions and teachers’ productivity; salary and teachers’ productivity in government-owned secondary schools in Emure Local Government Area of Ekiti State, Nigeria. Validated instruments tagged, “Working Conditions and Salary Questionnaire” (WCSQ) and “Teachers’ Productivity Questionnaire” (TPQ) were used to collect data from sample of 80 respondents. Simple random sampling technique was used to select four secondary schools while, proportional sampling technique was used to select 80 teachers. The research study revealed that there was significant relationship between working conditions and teachers’ productivity; salary and teachers’ productivity. This research study has shown that working conditions and salary had influence on teachers’ productivity.
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Hermanoadi, Ahmad Thohirin, A Faizin, Suyitno, and Anna Mussanatul Azizah. "The Effect of Principal Communication Skills And Teacher Professionalism On Teacher Work Productivity At Tlogobodosari II Elementary School And Andonosari I State Elementary School Pasuruan Regency." Procedia of Social Sciences and Humanities 3 (June 2, 2022): 318–25. http://dx.doi.org/10.21070/pssh.v3i.188.
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As a school leader, the principal must be able to lead, direct and supervise teachers, and carry out school activities that require good communication skills. Good and effective communication will be able to build cooperation between school principals and teachers; school principals can provide guidance to teachers; can direct and develop teacher performance so that teachers can improve their abilities and skills in teaching so that teachers are expected to increase their work productivity. Another factor that can affect teacher work productivity comes from within, namely teacher professionalism. With the existence of professional teachers, it is expected that teacher work productivity will also increase.
 This study aims to determine the effect of the principal's communication skills on the work productivity of teachers at SD Negeri Tlogobodosari II and SD Negeri Andonosari I; and knowing the influence of teacher professionalism on work productivity at SD Negeri Tlogobodosari II and SD Negeri Andonosari I. This type of research is a quantitative research where a questionnaire is given to all teachers who work at SD Negeri Tlogobodosari II and SD Negeri Andonosari I.
 The results showed that there was an influence of the principal's communication skills on the work productivity of teachers at SD Negeri Tlogobodosari II and SD Negeri Andonosari I which was carried out by means of criticism and suggestions; holding training/seminars; and motivation as indicated by the communication results of 91.00% and 89.75%, respectively, and the teacher's work productivity of 92.25% and 91.50%, respectively. In addition, there is also an influence of teacher professionalism on teacher work productivity at SD Negeri Tlogobodosari II and SD Negeri Andonosari I because if a teacher is a professional teacher then the teacher will have the ability, education, and skills in teaching so that it will increase teacher work productivity marked with the results of the distribution of teacher professionalism questionnaires of 89.75% and 89.00%, respective.
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Asiati, Mbabazi, Zulaiha Lawal Bagiwa, Tom Mulegi, Abdul Rahim, Tukur Muhammad, and Mathembele Wilson. "Enhancing Teachers' Job Performance through Objective Performance Appraisal and Motivation: A Review." IAA JOURNAL OF EDUCATION 10, no. 2 (2024): 47–54. http://dx.doi.org/10.59298/iaaje/2024/102.4754.11.
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This review paper examines the nexus between performance appraisal, motivation, and teachers' job performance, synthesizing insights from eleven relevant articles. Effective performance management processes are pivotal in facilitating transparent communication of expectations and outcomes between employers and employees. The significance of teachers' motivation in driving productivity underscores the importance of establishing objective assessment criteria for evaluating their job performance. The complexity of work performance judgments necessitates a multifaceted approach to assessment aimed at enhancing the credibility of the evaluation process. Furthermore, feedback from both immediate supervisors and colleagues emerges as a valuable tool in fostering the professional development of teachers. This paper sheds light on the interplay between performance appraisal, motivation, and teachers' job performance, offering valuable insights for educators, administrators, and policymakers. Keywords: Performance, appraisal, motivation, teachers, job performance, assessment, feedback
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Rosmanida, Rosmanida, Citra Yeni, Esi Delfa Kurnia, Reskina Reskina, Irmi Ningsih, and Safrudin Safrudin. "The Effect of Salary Amount on Teachers’ Performance." Indonesian Journal of Multidisciplinary Science 1, no. 5 (2022): 500–505. http://dx.doi.org/10.55324/ijoms.v2i2.100.
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This study aims to determine how big the influence of high and low salaries on teacher productivity and performance. The high and low salaries of teachers are very influential on the performance that has been done. Performance is an important factor in determining the duties and responsibilities of educators. With high performance, the teacher concerned will try to carry out his duties and obligations optimally and work hard and try to face all obstacles, and carry out his duties as well as possible. However, the salaries of private and honorary teachers are not in accordance with the performance they have done. Teacher salaries are still below the standard so that the guarantee of teacher safety and health is reduced, including the length of time it takes for honorary teachers to be appointed as civil servants, which is a problem in the problem of teacher welfare. If the teacher's salary has been appropriately given by the government, there will be no more teachers looking for side work to meet the needs of their families.
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Espinosa, Marivene P., Jarah I. Reomero, Prima Deguito, Ruel Lugatiman, and Janell Bantilan. "Performance Appraisal of Teachers in Public Secondary Schools: A Systematic Review." International Journal of Research and Scientific Innovation X, no. XI (2023): 356–67. http://dx.doi.org/10.51244/ijrsi.2023.1011030.
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This systematic review explored the various literature on performance appraisal of teachers through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. This study used research from Google Scholar that was conducted between 2018 and 2022 and was written in English. This study specifically described the demographic data in the existing literature on performance appraisal of teachers in terms of country, research design, and the number of participants; the impacts and insights on teachers’ performance appraisal in public secondary schools that includes performance appraisal and teachers’ job productivity, perceived influence or impact of PA on teachers’ performance, performance practices and teachers’ perspectives, performance appraisal and teachers’ training, and performance appraisal and learners’ academic performance and recommendations for further research that can be identified by exploring the current literature. The database identified 98 pieces of literature. However, the number was narrowed down to twelve (12) after screening and determining eligibility using the inclusion-exclusion criteria, which most of the study being carried out in Africa and Asia. Furthermore, recommendations from different research studies revolve around the relationship between teachers’ performance appraisal strategies and job productivity and reward practices, the perceived influence or impact of performance appraisal on teachers’ and learners’ academic performance, teachers’ perspectives on performance appraisal, and teachers’ training needs. Finally, we hope that this study could assist both educational leaders and policymakers in formulating educational strategies concerning the evaluation of teachers’ performance. These strategies could potentially support teachers in enhancing their skills and knowledge in delivering instruction, ultimately leading to the improvement of students’ academic performance.
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Taylor, Eric S., and John H. Tyler. "The Effect of Evaluation on Teacher Performance." American Economic Review 102, no. 7 (2012): 3628–51. http://dx.doi.org/10.1257/aer.102.7.3628.
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Teacher performance evaluation has become a dominant theme in school reform efforts. Yet, whether evaluation changes the performance of teachers, the focus of this paper, is unknown. Instead, evaluation has largely been studied as an input to selective dismissal decisions. We study mid-career teachers for whom we observe an objective measure of productivity—value-added to student achievement—before, during, and after evaluation. We find teachers are more productive in post-evaluation years, with the largest improvements among teachers performing relatively poorly ex-ante. The results suggest teachers can gain information from evaluation and subsequently develop new skills, increase long-run effort, or both.
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Jay, Ryan, and C. Dayao. "TEACHERS RESEARCH PRODUCTIVITY, EMOTIONAL INTELLIGENCE AND INSTRUCTIONAL SUPERVISION AS DETERMINANTS OF TEACHERS PERFORMANCE IN AUGUSTINIAN HIGHER EDUCATION INSTITUTIONS." International Journal of Advanced Research 9, no. 08 (2021): 783–93. http://dx.doi.org/10.21474/ijar01/13327.
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According to the recent findings in education reform in the Philippines, this has been characterized by increased standards and higher expectations for teacher performance. Today, teachers in general are being asked to improve their educational practices including methods, pedagogy, content knowledge, and research capability. The success or failure of the students performance is basically dependent on the kind of instruction students receive from their respective teachers (Punongbayan, 2015). The researcher utilized the descriptive correlational method of research. According to Nieswiadomy (2008), a correlational research design is used to describe the statistical association between two or more variables. The interest is examining the teachers research capability, emotional intelligence, and instructional supervision as determinants of teachers performance in Augustinian Higher Educational Institution.A validated semi- structured questionnaire was used as a primary data gathering tool. Documentary analysis was also used extensively in determining the factors influencing teachers performance of Augustinian HEIs. The respondents of the study were the teachers and Heads of Augustinian Schools in the School Year 2018 -2019. This study focused on identifying the determinants of teachers performance in Augustinian higher education institutions (HEIs). Teachers performance were assessed in terms research productivity, emotional intelligence and instructional supervision. Results of the regression revealed that of the three provisions: research productivity, emotional intelligence and instructional supervision contribute a significant effects in the teachers performance.
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Dermawati, Dermawati. "WORK PRODUCTIVITY OF MADRASAH TEACHERS IN INDUSTRIAL AREA IN BEKASI RESIDENCE." Dialog 39, no. 2 (2016): 169–80. http://dx.doi.org/10.47655/dialog.v39i2.101.
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Pedagogic and professional competence should be acquired by teachers in order to gain maximum work productivity whose effect is on the quality of the graduates. Teacher work productivity is strongly influenced by the environment surrounding the madrasah/ schools, i.e. industrial area. This research aims at investigating teachers’ productivity from the aspects of pedagogic competence and professional competence in the industrial area of Bekasi regency. The study was conducted in ten Madrasah Tsanawiyah (Islamic primary schools) by collecting data from surveys and interviews. The data were then analyzed through content analysis. The study found out that 48% of teachers (29 teachers) obtained pedagogic competence below 60%, and 82% of them (49 teachers) obtained professional competence below 60%. It can be concluded that the industrial area is 100% uncorrelated and uninfluential to the teachers’ work discipline, instead it affects the work productivity. This study suggests the schools to conduct teachers’ performance assessment to identify teacher competence in the industrial area of Bekasi. It also suggests the schools to conduct more professional development programs to improve teachers’ competence focusing on pedagogic competence and professionalism competence.
 KEY WORDS: Teachers’ work productivity, industrial area, madrasah tsanawiyah
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Maigari, M. A. "Influence of Supervision of Instruction on Teachers'-Classroom-Productivity and Students' Academic-Achievement among Secondary Schools in Abuja Municipal Area Council." Zamfara International Journal of Education 4, no. 5 (2024): 295–99. https://doi.org/10.5281/zenodo.15079913.
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The study was carried out to investigate the perceived influence of supervision of classroom instruction on teachers' classroom performance and students’ academic achievement in senior secondary school in<strong> </strong>Abuja Municipal Area Council. The purpose of the study was to find out the perceived influence of supervision of instruction on teachers' classroom productivity and students’ achievement. One research questions and one corresponding null hypothesis guided the study. Descriptive survey research design was adopted for the study. The population of the study was 80 senior secondary school teachers during the 2023/2024 academic session in Abuja, with a sample size of 66 teachers selected from the target population using simple random sampling technique. A 5-item structured question was the instrument for data collection. tagged ‘’Supervision of Instruction and Teachers productivity Questionnaire’’ (ISITPQ)). A test – retest method was used for reliability of the instrument at 0.05% level significant. The research questions were answered using mean scores and standard deviation. The findings revealed, among others, that supervision of instruction enable teachers to discover new abilities and qualities in teaching; that supervision of instruction enhances the provision of adequate instructional materials, teachers' productivity and students' academic achievement. Based on the findings the researcher concluded conferences and seminars organized by instructional supervisor’s influence teachers’ classroom productivity also to a great extent. and recommended, among others, that supervision should be carried out regularly, that more supervisors should be appointed, and that teachers should see supervisors as mentors. <strong>Keyword</strong>: Teachers’ Productivity, Supervision of Instruction, Classroom, Students Performance.
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Alameen, Amir Abdalla Minalla. "Factors Affecting Sudanese EFL Teachers’ Teaching Performance at Public Schools Comparing to Their Performance at Private Schools." Studies in English Language Teaching 7, no. 1 (2019): 51. http://dx.doi.org/10.22158/selt.v7n1p51.
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<p><em>Teachers’ performance is a fundamental concern of all educational institutions and is negatively influenced by different dissatisfactions such as financial status and learning environments that impact on institutional productivity. Sudanese English as a Foreign Language (EFL) teachers of Governmental schools that simultaneously work in public and private schools have a different performances. The performance of these teachers in private schools is usually estimated adequate and of very good quality comparing to their performance in public schools where their performance is rated as less than expected or even inadequate. This study is based on a non-systematic narrative overview and the practical experience of the researcher who has been a secondary school teacher, university English language lecturer and teacher trainer and supervisor for secondary English language teachers in Sudan. Moreover, the study describes and reflects on the male teachers’ condition during the year 2018 in Khartoum, Sudan. Results of the analysis suggest that performance variation of EFL teachers in public and private schools in favour of private schools is influenced by poor financial status of teachers as well as inappropriate teaching/learning environments. </em></p>
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Oni, Adesoji, and Titilayo Soji. "Quality Assurance Strategies and Teachers’ Productivity in Nigeria." Kosova Eğitim Araştırmaları Dergisi 3/2, no. 3/2 (2022): 19–49. http://dx.doi.org/10.29228/kerjournal.63853.
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This study investigated the quality assurance strategies and their relationship with teachers’ productivity in public secondary schools in Education District I of Lagos State. The descriptive survey design was adopted. The population of the study comprised 3,791 teachers of the 99 public secondary schools in Education District 1 Lagos State. Stratified random sampling technique was used to select 10 schools in the District based on the local government area while simple random sampling technique was used to select 300 teachers in the sampled schools. A self-designed questionnaire was used to collect data from the participants. Data collected were analyzed using descriptive and inferential statistics; percentage and frequency counts to analyze demographic data of participants and to answer the research questions. Pearson product moment correlation was used to test the formulated hypotheses at 0.05 level of significance. The result showed that supervision of school curriculum, use of instructional materials, regular assessments of teachers’ teaching records, educational training and development programmes for the teachers, and implementation of government policy to improve teachers’ performance all have significant relationship with teachers’ productivity in public secondary schools in Education District I of Lagos State. Based on these findings, it was recommended that quality assurance strategies must be put in place to improve teachers’ productivity and achieve positive result.
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ORUNBON, NURUDEEN OLALEKAN, and MARGARET MODUPE ISAAC-PHILIPS. "Impact of Quality Assurance On Teachers' Productivity in Lagos State Senior Secondary Schools Education District V, Nigeria." Commonwealth Journal of Academic Research (CJAR.EU) 1, no. 2 (2020): 43–55. https://doi.org/10.5281/zenodo.3877524.
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The work examined the impact of quality assurance on teachers’ productivity in public secondary schools in Lagos State Education District V. The purpose was to find out the relationship between quality assurance and teachers’ productivity. Correlational survey design was adopted to guide the study. Three research null hypotheses which were tested at 0.05 level of significance guided the study. The population of the study comprised all secondary school teachers in Lagos State Education District V. Pearson Product Moment Correlation Coefficient was used to test all the hypotheses at 0.05 level of significance). Findings showed that there is no significant relationship between quality assurance and attendance of teachers in school to a great extent influences the academic performance of students. Also, the activities of quality assurance team help teachers in the delivery of school curriculum which invariably improve students’ academic performance. Based on the findings of the study, the following recommendations were made: the quality assurers must work together with the teachers almost on a regular basis to impinge on school effectiveness. Government should organize workshops and seminars for teachers to enable them developed professionally, more funds should be allocated to schools to enable them provide the needed facilities to enable the students perform better and teachers should be encouraged through incentives and frequent workshops and seminars to increase their output. <strong>Keywords: </strong>Quality Assurance, Productivity, Curriculum Delivery, Classroom Management,
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De Guzman, Marie Fe D., and Martha Jelle D. Blanco. "Achieving Productivity in the New Normal: Teachers’ Work Productivity in Public Secondary Schools Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 5199–217. https://doi.org/10.11594/ijmaber.05.12.21.
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This study described the level of teachers’ work productivity em-ployed in the thirteen Districts of DepEd Division of Zambales. The present study was conducted during the third quarter of the school year 2022-2023. The research design is descriptive; quantitative in interpretation using inferential statistics for data analysis; and utilized survey questionnaire as main research instrument. The school heads are male middle aged adults, master's degree holders, and served in the profession for two and a half decades as Princi-pals I and IV. The teachers are female young adults, baccalaureate degree holders with master’s units and served in the teaching pro-fession for a decade as Teacher I. The school heads strongly agreed that the level of teachers’ work productivity was high on school and community engagement primarily taking other roles as teach-er, responsibilities in school, and with colleagues while the teach-ers strongly agreed that the level of their work productivity was high on instructional planning and delivery mostly on identifying the learning objectives and how these can be achieved by the learners. The ANOVA computation revealed a no significant differ-ence in the described level of teachers’ work productivity when grouped according to school head and teacher respondents’ pro-file. An Enhancement Program was designed and proposed aimed to help improve the work productivity of teachers which can po-tentially increase overall school performance and output.
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Susilawati and Setya Raharja. "The Influence of Situational Leadership, Work Environment, and Teacher-Parent Partnership on Teachers Work Productivity at Bagan Sinembah Junior High Schools." International Journal of Educational Technology Research 3, no. 1 (2025): 137–52. https://doi.org/10.59890/ijetr.v3i1.404.
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This study examines the impact of situational leadership, the work environment, and teacher-parent partnerships on teacher productivity at Bagan Sinembah Junior High Schools. Using a quantitative ex-post facto design, the study surveyed 136 out of 209 teachers selected by the Krejcie and Morgan Method. Data were collected via surveys and analyzed through simple and multiple linear regression, partial and simultaneous tests, and coefficients of determination. The findings reveal that situational leadership, the work environment, and teacher-parent collaboration each positively influence teacher productivity. Collectively, these factors account for 89.5% of the variance in teacher productivity, demonstrating their significant combined effect on performance at the school.
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Esturas, Maricel D. "Cultivating The Research Culture Mediated by Motivation Factors in Enhancing Teachers’ Performance in Conducting Action Research." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 12 (2023): 4337–49. http://dx.doi.org/10.11594/ijmaber.04.12.15.
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Nowadays, the Department of Education recently displayed an anticipated and overwhelming interest in developing a research culture. DepEd promoted action research and encouraged teachers to engage, thus this is timely to address the learning gaps during pandemic. With this set up, teachers ought to be involved in it to foster evidence-based practice and raise research productivity. The major objective of this study was to ascertain how the research culture and motivating elements of action research to improve teachers' research performance in the selected elementary school.
 The study was conducted at sixty-two schools in the division of San Pablo City using the ex post facto research design. A total of 750 elementary teachers randomly selected comprised the respondents of the study.
 The correlation between motivational factors and research skills and research productivity of teachers were all significantly related. The highest correlation in terms of data analysis can be seen evidently in personal satisfaction. This reveals that teachers engaged in research activities when chances are given to utilize their skills and the administration supports the presentation of research papers. The performance and research productivity of the teachers' research abilities and efforts have a significant indirect impact on the motivational variables involved in the research. The end result of this study signifies that the relationship between the research organizational culture and teacher research performance could be enhanced by improving the motivational factors and research skills.
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Atieno Otieno, Teresa, Matula Phylisters, and Okoth Ursulla. "Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County." International Journal of Scientific Research and Management 9, no. 11 (2021): 1973–82. http://dx.doi.org/10.18535/ijsrm/v9i11.el02.
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Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance after evaluation, and to establish how appraisal of professional development influence performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 64.1% changes in teachers’ performance is attributed to professional development appraisal (R2 =0.641), and that professional development appraisal (β=0.803) is a significant predictor of teacher performance {F (1, 278) =493.200, P<0.05}. The study concludes that professional development appraisal significantly contributes to performance of teachers in secondary schools.
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Indah, Dwi Jaya, and Reni Anggraini. "Pengaruh Motivasi dan Kompensasi terhadap Kinerja Guru melalui Produktivitas Kerja Guru pada SMK Negeri di Kota Depok." Journal Of Administration and Educational Management (ALIGNMENT) 5, no. 2 (2022): 278–89. http://dx.doi.org/10.31539/alignment.v5i2.4550.
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ABSTRACT
 The purpose of this research is to find out. 1) The effects direct of motivation and compensation towards work productivity teachers of state vocational school in Depok city. 2)The effects direct of motivation,compensation and work productivity towards performance teachers of state vocational school in Depok city. 3) The effects indirect of motivation and compensation towards performance through the work motivation teachers of state vocational school in Depok. The methode used in this research is a survey with technical path analysis and samples is 60 respondents. The results of the study show: 1) There are significant effects direct of motivation and compensation towards work productivity teachers of state vocational school in Depok city. Motivation varaibles contributed 54,7% towards work productivity. 2) There are significant effects direct of motivation, compensation and work productivity towards performance teachers of state vocational school in Depok. Motivation, compensation, and worka productivity variables contributed 63,7% to performance teachers of state vocational school in Depok city 3) There are significant effects indirect of motivation and compensation towards performance through the motivation teachers of state vocational school in Depok. This is evidenced by the value of the indirect effect of 0,305 > the value of the direct effect 0,229, it can be concluded that there is a significant indirect effect of variable (X1) towards (Y) through (Z). And then the value of indirect effect of the compensation variabel X2 (0,214) > direct value (0,209), it is concluded that there is a significant indirect effect of the variable X2 towards Y through Z.
 
 Keywords: motivation, compensation, performance teachers, work productivity teachers.
 
 
 ABSTRAK
 Tujuan dari penelitian ini adalah untuk mengetahui 1) Pengaruh langsung motivasi dan kompensasi terhadap produktivitas kerja guru SMK Negeri di Kota Depok. 2) Pengaruh langsung motivasi, kompensasi dan produktivitas kerja terhadap kinerja guru SMK Negeri di Kota Depok. 3) Pengaruh tidak langsung motivasi dan kompensasi terhadap kinerja melalui produktivitas kerja guru SMK Negeri di Kota Depok. Metode dalam penelitian ini adalah survei dengan menggunakan teknik analisis jalur dan jumlah sampel 60 responden. Hasil penelitian menunjukkan 1) Terdapat Pengaruh yang signifikan Motivasi dan Kompensasi terhadap Produktivitas Kerja Guru SMK Negeri di Kota Depok. Variabel Motivasi Kerja dan Kompensasi memberikan kontribusi sebesar 54,7% terhadap Produktivitas Kerja 2) Terdapat Pengaruh yang signifikan Motivasi, Kompensasi dan Produktivitas Kerja Terhadap Kinerja Guru SMK Negeri di Kota Depok. Variabel Motivasi, Kompensasi, dan Produktivitas Kerja memberikan kontribusi sebesar 63,7% terhadap Kinerja Guru SMK Negeri di Kota Depok 3) Terdapat Pengaruh tidak langsung yang signifikan Motivasi, dan Kompensasi Terhadap Kinerja Guru Melalui Produktivitas Kerja Guru SMK Negeri di Kota Depok. Hal ini dibuktikan dengan nilai pengaruh tidak langsung (0,305) > nilai pengaruh langsung (0,229). maka disimpulkan terdapat pengaruh tidak langsung yang signifikan variabel X1 terhadap Y melalui Z. Selanjutnya nilai pengaruh tidak langsung variabel Kompensasi (X2) (0,214) > nilai langsung (0,209), maka disimpulkan terdapat pengaruh tidak langsung yang signifikan variabel X2 terhadap Y melalui Z.
 
 Kata Kunci: Motivasi, kompensasi, kinerja guru, produktivitas kerja guru.
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Asabia, Ebenezer Modupe. "The Impact of Principals’ Leadership Styles on the Teachers’ Productivity: A Study of Public Secondary Schools in Ondo State, South West, Nigeria." Journal of International Relations and Peace 1, no. 1 (2024): 1–8. https://doi.org/10.54536/jirp.v1i1.2207.
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Leadership is very important in educational administration because of its far-reaching effects on the accomplishments of the school programmes and goals attainment. It is generally believed that education leadership has a major connectivity with the school outputs, as well as teachers’ productivity. Thus, amidst the growing concerns for declining quality of education in Nigeria. This study investigated the impact of leadership styles of principals on the productivity of teachers in public secondary schools in Nigeria referencing some selected government-owned secondary schools in Ondo State. The study adopted quantitative methodology where collected data were analyzed by descriptive cross- sectional research design. The primary data were collected from the questionnaire given to 300 respondents comprising 270 classroom teachers and 30 school principals purposively selected from 9 secondary schools from the study area through a multi-stage sampling technique. The Secondary data were obtained from internet materials, schools records, government published articles, newspapers, textbooks and personal observations. The study relied on path - goal leadership theory as a theoretical fulcrum. The findings of the study revealed that poor leadership attributes commonly found among the school principals in secondary schools are responsible for the low teachers’ productivity in Ondo state public schools. The study further revealed that the low productivity of teachers affects the academic performance of secondary schools students in both internally and externally- administered examinations. The study concluded that the existing negative correlation between leadership styles of secondary school principals and classroom teachers in Ondo State portends a great danger for education advancement and academic performance of students. Hence, it was suggested that the governments and stakeholders must jointly embrace and reinvigorate the performances appraisal system in the Nigerian Civil Service and organize trainings that will enhance leadership development among the school principals in Ondo State.
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Muthengi, Kimanzi Bernard, Dr Daniel Otieno, and Prof Felicita Njuguna. "Communication Mechanisms and Job Productivity Among Public Secondary School Teachers in Machakos County, Kenya." Journal of Education 5, no. 1 (2025): 31–41. https://doi.org/10.70619/vol5iss1pp31-41.
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Purpose: The fundamental part of any school is staff communication and staff performance in teaching. When principals practice effective communication with their staff and recognize what each teacher contributes, productivity can be realized. This study aimed to determine the role of communication mechanisms in job productivity among secondary school teachers in Machakos County. Methodology: The research used a correlation research design. The target population was the 5869 teachers and 396 principals in the 396 public secondary schools in Machakos County. The researcher used a simple random sampling method to identify 97 teachers who formed the study sample. Data was collected using questionnaires. Quantitative data was analysed using descriptive statistics and Pearson Correlation Coefficient, while qualitative data was analysed through narrative analysis. Results: The study findings indicated that communication mechanisms influenced job productivity. Further, correlation analysis indicated there was a significant positive relationship between communication mechanisms and job productivity (rho = 0.606, p-value < 0.05), among public secondary school teachers in Machakos County. Implication: Training in communication process has ensured job productivity. Effective communication ensured job productivity in their schools. Lateral communication has improved the teachers’ job productivity. The study recommends that principals should shift towards a more inclusive and participatory communication model that empowers teachers to voice their opinions, share feedback, and contribute to decision-making processes.
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Hornido, Renie Carl R., Angelyn P. Continedo, Genelyn R. Baluyos, and Anacleta A. Gacasan. "Teacher Education Graduates’ Work Productivity and Performance in Relation to their Employers’ Satisfaction." International Journal of Research and Innovation in Social Science VIII, no. III (2024): 837–54. http://dx.doi.org/10.47772/ijriss.2024.803061.
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Teacher education graduates’ work productivity and performance contribute to high levels of employer satisfaction in the field of education. This study determined the teacher education graduates’ work productivity and performance in relation to their employers’ satisfaction in the Division of Ozamiz City of Misamis Occidental during the school year 2022-2023. The respondents of this study were 80 teachers and 24 school heads. The researchers used descriptive-correlational research design and the Individual Work Productivity Questionnaire (IWPQ), Individual Performance Commitment and Review Form (IPCRF), and Employer Satisfaction Survey Questionnaire (ESSQ) as instruments. Mean, Standard Deviation, Pearson r Product Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis were the statistical tools. Results showed that graduates were excellent in terms of their contextual productivity and adaptive performance, and task performance was very satisfactory. It also showed that they had outstanding overall work performance based on their IPCRF rating prescribed by the Department of Education. In addition, there was a significant relationship between the graduates’ work productivity and their employers’ satisfaction in terms adaptive skills. However, among the other variables, no significant relationship was found between the graduates’ work productivity and their employers’ satisfaction. Lastly, results showed that work performance is a significant predictor of employers’ satisfaction. The findings shed light on the complex dynamics that exist between work productivity, performance, and employer satisfaction, offering practical recommendations for organizations to enhance overall workplace effectiveness.
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Dr., Effiong Edet Asuquo, and Kingsley Akpadiaha Ituen. "Performance Appraisal Strategies and Job Productivity of Business Studies Teachers in Public Secondary Schools in Akwa Ibom South Senatorial District." International Journal of Social Science and Human Research 05, no. 03 (2022): 785–92. https://doi.org/10.5281/zenodo.6336912.
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This study sought to determine the relationship between performance appraisal strategies and job productivity of Business Studies teachers in Public Secondary Schools in Akwa Ibom South Senatorial District. Three specific objectives, three research questions and three null hypotheses were formulated for the study. The correlational research design was used in this study. The population of the study comprised 63 principals and 177 Business Studies teachers; totaling 240 respondents which were drawn from 63 public secondary schools in Akwa Ibom South Senatorial District. The sample consists of 54 principals and 123 Business Studies teachers which gave a total sample size of 177 respondents and were obtained statistically using Taro Yamane formula. Simple random sampling technique was used for the study. Two research instruments captioned: “Performance Appraisal Strategies Questionnaire (PASQ)” for Business Studies teachers and “Job Productivity of Business Studies Teachers Questionnaire (JPBSTQ)” for principals were used for data collection. The instruments were face validated by three experts in the Department of Business Education, University of Uyo. Cronbach’s Alpha technique was used in determining the reliability coefficient of the instruments (PASQ) and (JPBSTQ) where coefficient indices of .74 and .95 were obtained respectively. Simple Linear Regression analysis was used in answering the research questions as well as testing the null hypotheses at 0.05 level of significance. The findings of the study revealed that there is a strong and significant relationship between the application of management by objectives, 360 degree feedback, and assessment centre appraisal strategy and job productivity of Business Studies teachers in Public Secondary Schools in Akwa Ibom South Senatorial District. From the findings, it was concluded that if performance appraisal strategies are properly applied by principals and board, itwould go a long way to enhancing job productivity of Business Studies teachers in Public Secondary Schools as well as promoting the students’ academic achievement. Therefore, it is recommended among others that Government through State Secondary Education Board should regularly organize seminars, workshops and conferences for principals and teachers particularly on the rudiments of performance appraisal strategies so that the application of these strategies would be handled at ease.
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Galang, Haide J., Alberto D. Yazon, Marcial Bandoy, Lerma P. Buenvenida, and Karen A. Manaig. "Emotional Intelligence and Teacher Productivity and Performance in Public Elementary Schools: An Input for a School-Based Intervention Program." People and Behavior Analysis 2, no. 2 (2024): 80–102. http://dx.doi.org/10.31098/pba.v2i2.2670.
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Emotional intelligence (EI) is crucial to every individual's well-being. It is a significant factor in establishing positive relationships, especially in the post-pandemic era. Teachers play vital roles in education as they are the front liners who directly interact with learners, parents, and stakeholders. Therefore, they should have a strong EI to employ constructive approaches in managing their school environment. Therefore, educational leaders and school administrators must recognize how personal challenges impact teachers' emotional intelligence, particularly during the pandemic, by establishing reliable support mechanisms that foster a positive learning atmosphere. These resources can help teachers manage personal issues and empower them to support their students effectively. The study analyzed the impact of Emotional Intelligence on teachers’ productivity and performance as input for a school-based intervention program. This descriptive research utilized a quantitative correlation approach. A simple random sampling technique was employed to determine the population sample size. The questionnaire was sent to 655 target respondents from two sub-offices of the Division of Laguna, Department of Education, Philippines, through two methods: via a Google link or using paper and pen, with the permission of their school heads. The questionnaire was sent to the target participants in two ways: through a Google link or through paper-and-pen with the permission of the participants’ school heads. The results revealed that the respondents demonstrated high emotional intelligence but average stress management. On the other hand, they were both at high levels in terms of productivity and performance. The relationship between emotional intelligence and teachers’ productivity exhibited moderate correlations, while there was a strong correlation between Emotional Intelligence and Teaching Performance. Finally, some demographic factors influenced the relationship between emotional intelligence (EI) and Teaching Performance. Most school interventions focus on skill development, curriculum development, teaching methodologies, or student support systems, and Emotional Intelligence is often neglected. Providing emotional support to teachers is important for recognizing how their emotional states impact their effectiveness and the learning environment. This support can help to continually enhance productivity and performance, leading to better learning outcomes.
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De Guzman, Lany, and Ludy Duran. "Internet Accessibility, Cyber Valuing, and Degree of Productivity of School Heads, Teachers, and Students." Psychology and Education: A Multidisciplinary Journal 36, no. 4 (2025): 382–92. https://doi.org/10.70838/pemj.360401.
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This study assessed the levels of internet accessibility, and productivity among the respondents, including the school heads, teachers, and students. The findings reveal that internet accessibility varies based on the type of internet connection available, with fiber internet, mobile data, and wireless broadband being the most common. School heads need to integrate technology into school management to harness its benefits, while teachers have reliable internet access at both home and school but seldom use educational apps and Open Educational Resources (OER). Students are proficient in digital tools but rarely provide feedback or report internet issues. In terms of technology use and ethics, school heads are responsible for promoting appropriate technology use and cyber ethics, while teachers are tasked with teaching ethical online conduct to students. The productivity analysis shows that school heads and teachers achieved very satisfactory performance in various domains but faced delays in submitting internet-based requirements. For teachers, there is a strong relationship between internet accessibility and productivity, though it explains only 4% of their productivity. For students, there is a weak but statistically significant positive relationship.
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Finkelsztein, Solange, Franco Vera, Flavia Romero, and Felipe Caullan. "Social network addictions and their impact on work productivity and academic performance." DYNA 92, no. 236 (2025): 97–102. https://doi.org/10.15446/dyna.v92n236.117361.
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The increasing penetration of online social networks (OSNs) and smartphones, particularly among young people, raises questions about their effects on academic performance and workplace productivity. This research aimed to assess the degree of addiction, gender differences, and the relationship between addiction to OSNs and smartphones, as well as discrepancies in perceptions among students, teachers, and academic directors. A mixed-methods design was employed, including in-depth interviews and questionnaires validated in Spanish, surveying 88 faculty members and 461 undergraduate students in Buenos Aires. The results indicate that academic directors believe excessive use of OSNs distracts and decreases productivity. Although they do not see the need for regulation, there is consensus on the crucial role of teachers. Faculty members report concentration problems in students, and a correlation is observed between addiction to smartphones and OSNs, with higher levels of addiction found among women.
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Ogunbayo, Shakirat Bola, and Ogunbayo Babatunde Fatai. "Understanding The Levels of Productivity of Teachers Who Are Exposed to In-Service Training." Asian Journal of Assessment in Teaching and Learning 12, no. 2 (2022): 89–99. http://dx.doi.org/10.37134/ajatel.vol12.2.8.2022.
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The need for increased teacher productivity has become widely recognized, as is the fact that it depends on efficient and effective in-service training. In-service training is founded on the idea that teachers' skills must be strengthened for schools to grow. This study compares the productivity levels of teachers exposed to in-service training and those without training. A field survey was conducted among teachers in selected secondary schools in Akowonjo Education District Lagos-State, Nigeria. A simple random sampling technique was employed for this study, and questionnaires were distributed to 80 subject teachers within the selected secondary schools. Demographic profiling, descriptive statistics, Pearson product-moment correlation, and T-test statistics were used to analyze the data collected. The study's findings demonstrated that teacher productivity is determined by in-service training. The study also revealed that teachers who participate in the training program are more likely to perform well than those who do not. The study concluded that the government should establish a body that will constantly assess and evaluate teachers' productivity levels after training and should always reward them appropriately for excellent performance.
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Abdul Kadir Jaelani and Sugito. "Mapping Leadership Models in Early Childhood Education Institutions and Their Influence on Organizational Commitment and Work Productivity." JPI (Jurnal Pendidikan Indonesia) 13, no. 4 (2024): 788–98. https://doi.org/10.23887/jpiundiksha.v13i4.84212.
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The leadership model implemented by the school principal is at odds with the teacher's wishes, causing teacher performance to be unproductive, thus having an impact on the quality of educational institutions. The aim of the research is to analyze the most appropriate form of leadership and influence on organizational commitment and work productivity. This type of research is quantitative, applying survey methods using questionnaires. The research subjects were 721 kindergarten teachers. Samples were taken using the Slovin formula to obtain 236 teachers. Inferential analysis uses Structural Equation Modeling and Partial Least Squares techniques. The research results are; Participative leadership has a very good direct influence on organizational commitment. The research results prove that participative leadership, commitment has an influence on work productivity, and organizational commitment is a variable that is able to mediate participative leadership on work productivity. The participative leadership model needs to be implemented in Early Childhood Education Institutions to increase organizational commitment and its influence on work productivity. The implications of this research are can help stakeholders, such as school principals, PAUD institution managers, and policy makers, in selecting and implementing the most effective leadership model according to the institution's needs.
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CLARKSON, Rose, and Abdulrasheed OLOWOSELU. "RELATIONSHIP BETWEEN PRINCIPALS' MANAGEMENT OF INSTRUCTIONAL SUPERVISION, PERFORMANCE EVALUATION AND TEACHERS' JOB PRODUCTIVITY IN POST BASIC SCHOOLS IN TARABA STATE, NIGERIA." Vunoklang Multidisciplinary Journal of Science and Technology Education 13, no. 1 (2025): 73–84. https://doi.org/10.5281/zenodo.14839545.
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This study investigated the relationship between principals’ management of instructional supervision, performance evaluation and teachers’ job productivity in post basic schools in Taraba State, Nigeria. The study adopted correlational research design. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The population of this study consisted of 5,098 academic staff in 344 post basic schools in Taraba State. The sample was 357 respondents in public post basic schools in Taraba State, Nigeria; that were selected using multistage sampling technique. An adapted questionnaire, titled “Instructional Supervision and Performance Evaluation Questionnaire (ISPEQ)” and “Teachers’ Job Productivity Questionnaire (TJPQ)” respectively were used for data collection. The instrument was validated and trial tested using Cronbach Alpha statistic that gave a reliability co-efficient of 0.766 for ISPEQ and 0.818 for TJPQ. The mean and standard deviation of the obtained data were utilised to answer the study questions, and the hypotheses were tested at the 0.05 level of significance using Pearson Product Moment Correlation (PPMC). The research questions result showed that principals’ management of instructional supervision and performance evaluation in post basic schools in Taraba State, Nigeria were at moderate levels. The hypotheses findings showed that there was a moderate positive relationship between principals’ management of instructional supervision (r = 0.419, p < 0.05); performance evaluation (r = 0.479, p < 0.05) and teachers’ job productivity in the study area. Hence, the researchers came to the conclusion that principals’ management of instructional supervision and performance evaluation moderately relates to teachers’ job productivity in post basic schools in Taraba State. The study recommended among others; that school principals should conduct a collaborative approach to instructional supervision, where feedback is constructive and aimed at improving teaching practices in schools.
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Onyango, Odayo Frankline, Christine Anyango Bando, and Johnmark Obura. "Relationship between performance appraisal and productivity of secondary school teachers in Kisumu County." International Journal of Economics and Management Studies 7, no. 2 (2020): 197–207. http://dx.doi.org/10.14445/23939125/ijems-v7i2p127.
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Jaelani, Abdul Kadir, Anak Agung Gede Agung, I. Made Yudana, and Kadek Rihendra Dantes. "The Effect of Participative Leadership on Organizational Commitment with Impact on Work Productivity Vocational School Teachers in Mataram City." International Journal of Membrane Science and Technology 10, no. 4 (2023): 1746–53. http://dx.doi.org/10.15379/ijmst.v10i4.2319.
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The productivity of vocational school teachers in Mataram City is low, teacher performance is influenced by head leadership and work motivation. The purpose of this study was to determine the effect of participatory leadership on organizational commitment and its impact on the work productivity of vocational schoolteachers in Mataram City. This research method is quantitative. The technique of determining the sample was 721 people randomly based on Morgan's theory confirmed by the Warwick and Lininger formula to obtain data for 259 teachers. Hypothesis analysis using Structural Equation Modeling - Partial Least Squares technique. The results of the study are; (1) participative leadership has a direct positive and significant effect on organizational commitment as evidenced by the T-Statistic 7.835 and P-Values 0.000; (2) participative leadership has a direct positive and significant effect on teacher performance as shown by the T-Statistic 7.007 and P-Values 0.000; (3) organizational commitment has a direct positive and significant effect on teacher performance shown T-Statistic 2.226 and P-Values 0.012 (4) participative leadership has an indirect effect on work productivity through organizational commitment with T-Statistic 2.606 and P-Values 0.009. The finding of this study is that organizational commitment mediates the effect of participatory leadership on the work productivity of vocational school teachers in Mataram City. It is concluded that participative leadership affects organizational commitment and organizational commitment.
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Romy, Elly. "Examining the Impact of Leadership Approach and Principal's Drive on Educator Productivity." Jurnal Ekonomi, Bisnis & Entrepreneurship 18, no. 2 (2024): 400–414. https://doi.org/10.55208/bzq06z82.
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This research aims to investigate the impact of school principal leadership styles and motivation on teacher performance in a senior high school in Medan. Employing a quantitative research approach, the study focuses on a population comprising all teachers and staff at the selected school, with a final sample size of 47 individuals. The findings reveal several conclusions regarding the effects of leadership and motivation on teacher performance. Individually, the results indicate that leadership significantly influences teacher performance, with the calculated t value for leadership exceeding the critical t value. Likewise, motivation shows a significant effect on teacher performance, as the motivation variable's t value is greater than the critical value, with a significance level of less than 0.05. This suggests that as motivation increases, teacher performance improves correspondingly. Collectively, both leadership and motivation demonstrate a significant impact on teacher performance, evidenced by the calculated F value being greater than the table F value. The coefficient of determination indicates a noteworthy relationship between leadership, motivation, and teacher performance. The implications of this research emphasize the necessity for school principals to adopt effective leadership styles and promote motivation among teachers to enhance their performance. Future studies may explore additional factors influencing teacher performance and incorporate qualitative methods to gain deeper insights into teacher experiences.
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Dala, Sheldon, and Ma. Arra Santos. "Technological Proficiency and Performance of Science Teachers amid Covid 19 Pandemic: Basis for Professional Development Program." Psychology and Education: A Multidisciplinary Journal 25, no. 10 (2024): 1272–85. https://doi.org/10.5281/zenodo.13861415.
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This study aimed to determine the technological proficiency of science teachers and their<strong> </strong>performance during the COVID-19 pandemic, serving as a basis for developing a professional development program for the 2023-2024 school year. The study specifically sought to answer the following questions: (1) What is the technological proficiency level of science teachers and administrators based on self-assessment in the areas of technology operations and concepts, planning and designing learning environments, assessment and evaluation, productivity and professional practice, and ethical, legal, and human issues? (2) Is there a significant difference between the assessments of science teachers and administrators on these aspects? (3) What is the performance level of science teachers based on their Individual Performance Commitment Review Form (IPCRF) for the 2020-2021 school year? (4) Is there a significant relationship between technological proficiency and teacher performance? (5) What professional development program could be proposed based on the study results? The study employed a quantitative research design, utilizing statistical methods including the weighted mean, z-test, correlated t-test, and Pearson r to analyze the data. Findings revealed that science teachers' technological proficiency in all assessed areas was rated as Proficient. No significant difference was found between the assessments of teachers and administrators on the proficiency levels. Based on IPCRF results for the 2020-2021 school year, 82.5% of teachers received a Very Satisfactory rating, 10% were rated Outstanding, and 7.5% were rated Satisfactory. Additionally, no significant relationship was identified between technological proficiency and teacher performance. Based on these findings, a professional development program in the form of a seminar-workshop was proposed to further enhance the technological proficiency and performance of science teachers.
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Mohd Rokeman, Nor Roselidyawaty, Che Ghani Che Kob, and Hanzolah Che Sobry. "The Role of Reward in Teachers’ Job Satisfaction Towards Job Performance: A Literature Review." Malaysian Journal of Social Sciences and Humanities (MJSSH) 8, no. 11 (2023): e002591. http://dx.doi.org/10.47405/mjssh.v8i11.2591.
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Job satisfaction significantly influences teachers' commitment, productivity, and their decision to remain in the field of education. The growing trend of early retirement among teachers in Malaysia, as well as their transition to other professions, highlights a potential issue within the educational sector. This emphasizes the importance of understanding the factors contributing to teachers' job satisfaction. This paper aims to analyse the specific ways in which reward factors can amplify teachers' satisfaction, drawing on previous research to explore the effects and correlations between rewards and job satisfaction. The study begins by emphasizing the significance of job satisfaction among teachers in educational institutions. It observes that when teachers receive rewards and recognition tailored to their individual needs and preferences, it can significantly enhance their overall job satisfaction.
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Liu, Hongye, Chuilong Kong, and Xiaoshuang Yin. "Research on the Incentive Suggestions for the Performance Assessment of University Teachers." Frontiers in Business, Economics and Management 15, no. 2 (2024): 181–84. http://dx.doi.org/10.54097/4dtags98.
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In the context of developing new quality productivity, universities should give full play to the role of comprehensive performance appraisal incentives, and lead performance appraisal through positive incentives to guide teachers to grasp key tasks and promote the high-quality development of university education.However, there are still some outstanding problems in the current performance appraisal incentive work of college teachers, such as incomplete coverage of performance appraisal incentive objects, imbalance between performance appraisal teaching and scientific research incentives, weak performance appraisal results incentive feedback, performance appraisal incentives ignoring teaching career development, etc.Therefore, this paper takes the performance appraisal incentive of university teachers as the main content of research, combines with their work problems, puts forward some feasible suggestions to help university teachers improve their teaching and scientific research ability, and mold the high-quality image of moral cultivation and soul cultivation.
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Mukherjee, Santosh, Prof Subrata Saha, and Dr Abhijit Pakira. "Performance Appraisal of Private University Teachers in West Bengal- A Study." IOSR Journal of Humanities and Social Science 30, no. 3 (2025): 74–81. https://doi.org/10.9790/0837-3003077481.
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Performance appraisal plays a crucial role in evaluating and enhancing the productivity and effectiveness of faculty members in private universities. This paper examines the various performance appraisal methods used in private universities in West Bengal, their impact on faculty motivation, and challenges associated with the process. A mixed-method research approach involving surveys and interviews with faculty members and administrators was employed to gather insights. The study also incorporates statistical analysis to provide empirical evidence supporting the findings. The study aims to provide recommendations for improving the appraisal system to ensure fairness and professional growth.
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Paler, Angela, Josel Navarro, and Judereck Sanchez. "Paradigm Shift in Education: Teachers as MATATAG Curriculum Implementers." Psychology and Education: A Multidisciplinary Journal 37, no. 6 (2025): 518–24. https://doi.org/10.70838/pemj.370602.
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A curriculum is a structured plan of learning experiences, subjects, and assessments designed to guide education. It includes content, teaching methods, and learning objectives to ensure systematic knowledge and skill development. This study aimed to explore the perceptions of Grade 7 teachers in handling MATATAG subjects in the school year 2024 -2025 as a basis for a teacher support plan. A descriptive research design was employed, with a sample of 38 Grade 7 teachers through complete enumeration sampling. Data were analyzed using a weighted mean to measure the level of agreement among teachers as curriculum implementers. The findings revealed an average weighted mean of 3.41 and standard deviation of 0.56, in terms of productivity interpreted as the teacher's perception of implementing the MATATAG curriculum, “Strongly Agree" that the teachers on average do feel that they are effective in their functions. In terms of well–being, the teacher's perception of implementing the MATATAG curriculum with an average weighted mean and standard deviation of 3.22 and 0.57 respectively, is interpreted as the work environment and culture within schools significantly influence the teacher’s well-being. The findings indicate that teachers are capable of adopting and fully implementing educational reforms. However, differences in support, workload, and time availability highlight the necessity of targeted interventions to ensure fair distribution of responsibilities and adequate support, empowering teachers as key agents in the evolving educational landscape. Finally, personalized support should be provided to teachers who need extra help, using data to track performance and address specific challenges. This plan ensures that teachers have the necessary resources, time, and support to implement the curriculum effectively while maintaining their well-being.