TEACHERS’ WELFARE PACKAGES AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ welfare packages as correlates of teachers’ task performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study consists of 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Teachers’ Welfare Packages Questionnaire (TWPQ) and Teachers’ Task Performance Questionnaire (TTPQ) were the instruments for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient values were established at 0.84 for TWPQ and 0.87 for TTPQ. The findings revealed that there is moderate positive and significant relationship between annual leave allowance and teachers’ task performance while staff remuneration has a high positive and significant relationship with teachers’ task performance in public secondary schools in Anambra State. The study concluded that teachers’ welfare packages are positively and significantly correlated to teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended that the State government through Post Primary Schools Service Commission should review the current teachers’ remuneration and make it more attractive in order to motivate teachers, thereby directly enhancing their effectiveness and improving their task performance in public secondary schools in Anambra State.