IMPACT OF WORKPLACE DIVERSITY ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study focused on the impact of workplace diversity on Teachers’ job performance in public secondary schools in Anambra state. The study was guided by four research questions and four research hypotheses. It adopted the descriptive survey design. The population of the study comprised of 5043 secondary school teachers in public secondary schools in Anambra state. The sample size comprise of 384 public secondary school teachers randomly selected through multi-state sampling. The instrument for data collection was a structured questionnaire titled “workplace diversity and impact on teacher job performance WDITJP). The instrument for data collection was validated by 3 experts. The reliability was established using 20 public secondary school teachers who were not selected as sample for this study. The test-retest technique was used for the process. Cronbach Alpha technique was used to compute the result which yielded reliability coefficient values of 0.81, 0.83, 0.87 and 0.75 with a general index of  0.82 and confirms that the instrument reliable.  Mean and standard deviation were used as data analysis instrument while t-test was used to test the hypothesis at .05 level of significance. Findings show that having teachers with diverse educational background contributes to general progress in academics, and that it leads to increase in level of educational diversity, contribute to teacher performance and that Knowledge diversity in functional ideas in the school contributes to teacher performances. It was also found that teachers with higher certificates and those exposed to different workshop contributes more meaningfully in teaching. The study recommends among all that teachers should strive to engage themselves in different professional programmes to acquire more knowledge and skill needed to deliver lessons in the classroom.