Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17695331
46
ISRG PUBLISHERS
Abb e ia ed Key Ti le: ISRG J Edu Humani Li
ISSN: 2584-2544 (Online)
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Volume – II Issue – VI (No embe -Decembe ) 2025
F equency: Bimon hly
Occupa ional S ess and Teache s’ Job E ec i eness in Public Seconda y Schools in
Obio/Akpo Local Go e nmen A ea o Ri e s S a e
Ch is iana A. Osa o (PhD)
Depa men o Educa ional Psychology, Guidance and Counselling, Facul y o Educa ion, Igna ius Aju u Uni e si y
o Educa ion Rumuolumeni, Po Ha cou , Nige ia.
| Recei ed: 10.10.2025 | Accep ed: 17.11.2025 | Published: 24.11.2025
*Co esponding au ho : Ch is iana A. Osa o (PhD)
Depa men o Educa ional Psychology, Guidance and Counselling, Facul y o Educa ion, Igna ius Aju u Uni e si y
o Educa ion Rumuolumeni, Po Ha cou , Nige ia.
Abs ac
The s udy in es iga ed occupa ional s ess and eache s’ job e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea o Ri e s S a e. Desc ip i e su ey esea ch design was used o he s udy. Th ee esea ch ques ions and h ee
null hypo heses we e o mula ed o guide he s udy. The popula ion o he s udy consis ed o 1,297 eache s in he a ea. S a i ied
andom sampling echnique was used o selec a sample o 200 esponden s o he s udy. A sel -designed ques ionnai e i led:
‘Occupa ional S ess and Teache s’ E ec i eness Ques ionnai e’’ (OSTEQ) was used o da a collec ion. The eliabili y coe icien
o (OSTEQ) was =0.73. Mean and s anda d de ia ion we e used o answe he esea ch ques ions while Independen sample -
es was used o es he null hypo heses a 0.05 le el o signi icance. The s udy e ealed ha s ess due o inadequa e
in as uc u al acili ies, s ess due o excess wo kload, s ess due o s uden s indiscipline nega i ely in luence eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local Go e nmen A ea. And ha he e is signi ican di e ence in he
mean a ing o male and emale eache s on he in luence o s ess due o inadequa e in as uc u al acili ies, s ess due o excess
wo kload, s ess due o s uden s indiscipline on eache s’ job e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea. I was ecommended among o he s ha ; he e should be good p incipal- eache ela ionship as well as quie ,
cool, clean and beau i ul en i onmen ha will make eache s o be elie ed o hei wo k s ess and be e ec i e in hei job
pe o mance.
Keywo ds: E ec i eness, Occupa ion, S ess, Teache s, Job
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In oduc ion
E ec i e eache s mus possess he knowledge and skills needed o
a ain he goals, and mus be able o use ha knowledge and hose
skills app op ia ely i hese goals a e o be achie ed. The
esea che obse ed ha he s anda dised achie emen es
common in seconda y schools in he s udy a ea a e: school
en ance examina ion, seconda y school admission es , school
placemen es , achie emen in speci ic school subjec s, no m-
e e enced, g oup-adminis e ed achie emen es s, c i e ion-
e e enced es s, e minal and ex e nal examina ions conduc ed by
Wes A ican Examina ions Council, (WAEC), and Na ional
Examina ion Council (NECO). These a ious o ms o es a e
used o asce ain he ex en o eache s’ job e ec i eness hence i
measu es hei le el o achie emen s in he pe o mance o hei
eaching ask.
Teache s’ job e ec i eness may be in luenced by se e al ac o s.
Some o hese ac o s may include: mo i a ion, leade ship s yle o
he p incipals, wo king en i onmen , a ailabili y o in as uc u al
acili ies, wo kload, equipmen ’s and ins uc ional ma e ials,
emune a ion and occupa ional s ess among o he s. S ess is a
eeling o ension, which is bo h physical and emo ional (Wes e ,
2018). S ess is an aspec o he no mal ab ic o human exis ence.
I is a undamen al pa o he challenges which p omp mas e y o
new skills and beha iou al pa e ns. Howe e , p oblems a ise when
s ess becomes excessi e and ch onic. The indi idual hen
expe iences dispu ed emo ional, cogni i e, and physiological
unc ioning (Ky ia, 2021). S ess is an adap i e esponse media ed
by indi idual cha ac e is ics and o psychological p ocesses, which
a e consequence o any ex e nal ac ion, si ua ion o e en ha
places special physical and /o psychological demands upon a
pe son (Jepsob, 2016).
The e ec i eness o he educa ional sys em la gely depends upon
ac i e, esou ce ul and compe en eache s (Usha, 2019). An
e ec i e eache no only impa s he en i e educa ional cu icula
allo ed o him o he in he bes and mos e icien manne bu also
ensu es he op imum de elopmen o he s uden s. In oday’s
scena io whe e he e is ie ce compe i ion in all sphe es o li e,
e ec i eness o he eache s becomes impe a i e o empowe he
s uden s o ace global challenges. E ec i e eaching is a pa
excellence a ibu e o quali y educa ion. The e a e many ac o s,
which in luence he e ec i eness o he eache among o he s
includes: in elligence, a i ude owa ds eaching, expe ience,
academic quali ica ion, pe sonali y, men al heal h and so on
(Raghu, 2018). Basa a (2018) explained ha e ec i e eache s a e
hose who achie e he goals which hey se o hemsel es o
which is se by o he s such as minis ies o educa ion, legisla o s
and o he go e nmen o icials and school/college adminis a o s.
Ky ia (2021) e inced ha wo k- ela ed s ess is de ined as bad
emo ions o an uncom o able emo ional s a e. Acco ding o
Bou ke (2022), occupa ional s ess is a subjec i ely unpleasan
esponse o a job equi emen ha jeopa dises a wo ke 's wellness
o sense o sel -wo h. Acco ding o Adeyemo (2022), i is a
"global epidemic" ha a ec s e e y indus y. The e o e,
p o essionals such as doc o s, p ies s, p ison gua ds, police
o ice s, soldie s, nu ses, cus oms agen s, eache s, lawye s, pilo s,
sailo s, banke s, and o he s may ace occupa ional s ess. Teache s’
job seems o be e y s ess ul especially in mode n days whe e
eache s’ wel a e seems o ha e been neglec ed by hei employe s.
Ambode (2020) obse ed ha up o one hi d o eache s pe cei e
hei occupa ion as highly s ess ul. I is clea ha eache s can be
exposed o a numbe o sou ces o s ess. Ky ia (2021) epo ed
ha he main sou ces o eache s ess a e eaching s uden s who
lack mo i a ion, main aining discipline in he class oom,
con on ing gene al ime p essu es and wo kload demands. I also
includes being exposed o a la ge amoun o change, being
e alua ed by o he s, ha ing challenging ela ionships wi h
colleagues, adminis a ion, and managemen . Mo eo e , being
exposed o gene ally poo wo king condi ions p ospec s,
unsa is ac o y wo king condi ions, ambigui y o he eache ’s ole,
poo ela ionships wi h colleagues, pupils and adminis a o s and
job insecu i y a e all main sou ces o eache s ess.
S ess, up o mode a e le el, is ine i able and leads o mo i a ion,
bu p olonged eache s ess has been ound o esul in bo h
physiological and psychological ailmen s which ul ima ely ha e
ad e se e ec s on eache s’ p o essional e icacy (Usha, 2019).
Teaching has seemed o become e y s ess ul p o ession in he
p esen imes. I is an es ablished ac ha he pe o mance o a
eache mainly depends upon his/he psychological s a e o mind.
Teache s ess a ec s he physical and psychological wellbeing o
he eache which in u n may de ini ely in luence e iciency and
pe o mance o he eache . The e a e nume ous ac o s ha can
con ibu e o eache s ess le els. These ac o s, Ebuka (2020)
s a ed ha wo k o e load, s uden - eache a ios in class, poo ly
de ined p og am s uc u es, and he cons an esponsibili y o
o he s. In a sepa a e e iew, Ademoyo (2022) no ed ou
con ibu ing ac o s such as: ole ambigui y, ole con lic , ole
o e load, and lack o adminis a i e suppo as ac o s a ibu ed o
eache s’ occupa ional s ess.
Ebuka (2020) submi ed ha s ess can be he esul o any numbe
o si ua ions in he occupa ional wo kplace o a pe son which
in luence hei ex en o job e ec i eness. Mu phy illus a es he
ollowing as ca ego ies o wo kplace s esso s in one’s occupa ion
o include: poo wo king en i onmen , inadequa e in as uc u al
acili ies, excess wo kload, inadequa e ins uc ional ma e ials, lack
o in-se ice aining and s uden s’ discipline. O he s include:
con lic s occu ing due o ill-de ined o ganiza ional bounda ies,
o e p omo ion; unde p omo ion; lack o job secu i y; hwa ed
ambi ions, ela ionship a wo k; poo ela ions wi h boss,
subo dina es o colleagues; di icul ies in delega ion, h ea o
iolence, ha assmen ; o ganiza ional s uc u e and clima e which
include: pa icipa ion o non-pa icipa ion in decision making;
managemen s yle and communica ions pa e ns.
The esea che obse ed in he s udy a ea ha unconduci e
wo king en i onmen is a sou ce o s ess which seems o in luence
eache s’ job e ec i eness. The specula ion is ha , mos seconda y
schools in he a ea seem o ha e poo wo king en i onmen such as
dilapida ed acili ies, hos ile p emises and di among o he s which
does no mean well o he eache s. Teache s ind i di icul o
each in such en i onmen . In addi ion, inadequa e in as uc u al
acili ies is ano he a ea o conce n exp essed by conce ned
indi iduals in he s udy a ea such as: pa en s, s uden s and
membe s o he public which seem o inc ease eache s ess and
ha e nega i e in luence on eache s’ job e ec i eness. Mos
seconda y schools ha dly ha e enough lea ning acili ies like
lib a y, labo a o y, class ooms, u ni u e, playg ound, can een
among o he s. This si ua ion seems o ha e nega i e implica ion on
he le el o eache s’ con o mabili y, p epa edness and con idence.
The issue o s uden s’ indiscipline is also a hing o wo y as
exp essed by conce ned indi iduals in he s udy a ea. They
specula e ha s uden s’ indiscipline such as d ug abuse, cul ism,
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gangs e ism, s ealing, igh ing, uancy inc ease eache s ess and
make hem ine ec i e in he pe o mance o hei du ies. This is
because; such eache s spend mos o hei ime dealing wi h
disciplina y beha iou s o s uden s ins ead o using such ime in
eaching he s uden s. O e loading o eache s is also ano he a ea
o wo y exp essed by ele an educa ional s akeholde s which
seem o nega i ely in luence eache job pe o mance in he s udy
a ea. O e loading o eache s en ails gi ing eache s ex a hou s in
hei lesson and assigning o oo much non- eaching du ies.
In he pas en yea s, s akeholde s in he educa ion sec o ha e been
oubled by a numbe o wo ying conce ns, including he
dec eased p oduc i i y o eache s. Teache s’ job e ec i eness can
be easily in e ed om esul s o a ious ex e nal examina ions
such as he Join Admission and Ma icula ion Boa d (JAMB),
Wes A ican Examina ion Council (WAEC) and Na ional
Examina ion Council (NECO) among o he s. Some in- se ice
p og ammes ha e been o ganized by go e nmen a a ious imes
owa ds imp o ing eache s’ job e ec i eness. Such p og ammes
include sponso ing o eache s o in-se ice aining, o ganizing
semina s, wo kshops, con e ences and symposia in educa ional
ma e s. The ac ha no iceable imp o emen has no been
eco ded in he issue o eache s’ job e ec i eness implies ha
mo e in ellec ual e o s should be made in his ega d and hence
he a ionale o his p esen e o . I he e o e igni ed he
esea che o examine he in luence o occupa ional s ess on
eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea o Ri e s S a e.
S a emen o he P oblem
Recen ly, educa ional s akeholde s ha e been se iously deba ing
he issue o occupa ional s ess among eache s. The esea che
obse es ha he issue o occupa ional s ess may ha e con ibu ed
o eache s' job ine ec i eness in a eas like: s uden s' poo
pe o mance on school en ance exams, poo pe o mance on
school admission es s, poo pe o mance on s uden s' placemen
es s, and poo pe o mance o s uden s on ap i ude es s ha a e
in ended o p edic achie emen in pa icula school subjec s, as
well as s uden poo pe o mance in ex e nal examina ions
adminis e ed by he Wes A ican Examina ion Council (WAEC)
and Na ional Examina ion Council (NECO). The esea che no es
ha he ollowing indica o s o occupa ional s ess appea o be
se iously a ec ing eache s' job ine ec i eness in he
a o emen ioned a eas: an un a ou able wo king en i onmen ha
discou ages eache s om p epa ing hemsel es o e ec i e
eaching; an inadequa e supply o in as uc u al acili ies; an
excessi e wo kload o eache s; and a lack o ins uc ional
ma e ials o eaching and lea ning. Hence he s udy examined he
in luence o occupa ional s ess on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local Go e nmen A ea
o Ri e s S a e.
Aim and Objec i es o he S udy
The main aim o he s udy was o in es iga e occupa ional s ess
and eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea o Ri e s S a e. Speci ically,
he s udy in ended o:
1. de e mine he in luence o s ess due o inadequa e
in as uc u al acili ies on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local
Go e nmen A ea
2. asce ain he in luence o s ess due o excess wo kload
on eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea
3. ind ou he in luence o s ess due o s uden s
indiscipline on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen
A ea
Resea ch Ques ions
The ollowing esea ch ques ions guided he s udy
1. Wha is he in luence o s ess due o inadequa e
in as uc u al acili ies on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local
Go e nmen A ea?
2. Wha is he in luence o s ess due o excess wo kload on
eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea?
3. Wha is he in luence o s ess due o s uden s’
indiscipline on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen
A ea?
Hypo heses
The ollowing null hypo heses we e o mula ed o guide he s udy.
1. The e is no signi ican di e ence in he mean a ing o
male and emale eache s on he in luence o s ess due
o inadequa e in as uc u al acili ies on eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo
Local Go e nmen A ea
2. The e is no signi ican di e ence in he mean a ing o
male and emale eache s on he in luence o s ess due
o excess wo kload on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local
Go e nmen A ea
3. The e is no signi ican di e ence in he mean a ing o
male and emale eache s on he in luence o s ess due
o s uden s indiscipline on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local
Go e nmen A ea
Me hod
The s udy employed a desc ip i e esea ch design. The s udy was
conduc ed in Obio-Akpo is a Local Go e nmen A ea, Ri e s
S a e, Nige ia. The su ey comp ised 1,297 eache s om 21
public senio seconda y schools in Obio/Akpo Local Go e nmen
A ea. Con enience sampling echnique was used o selec a sample
o 200 public senio seconda y school eache s o he s udy. The
esea ch ins umen we e sel -designed ins umen s i led
“Occupa ional S ess and Teache s’ E ec i eness Ques ionnai e’’
(OSTEQ). The ins umen had 12 i em s a emen s and was made
up o wo sec ions. Sec ion A con ained demog aphic
in o ma ion’s o he eache s, while sec ion B was s uc u ed on a
ou poin modi ied Like Scale o S ongly Ag ee (SA) = 4,
Ag ee (A) = 3, Disag ee (D) = 2, and S ongly Disag ee (SD) = 1.
The (OSTEQ) yielded a eliabili y index o =0.73. Mean and
s anda d de ia ion we e used o answe he esea ch ques ions
while Independen sample - es was used o es he null
hypo heses a 0.05 le el o signi icance. The da a collec ed we e
analyzed wi h he aid o S a is ical Package o Social Science
(SPSS) e sion 25.0.
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17695331
49
Resul s
Resea ch Ques ion One: Wha is he in luence o s ess due o
inadequa e in as uc u al acili ies on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local Go e nmen A ea?
Table 1: Mean and s anda d de ia ion showing he in luence o s ess due o inadequa e in as uc u al acili ies on eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local Go e nmen A ea. C i e ion
= 2.5
S/N
I em S a emen s
SD
Rema ks
1
Inadequa e acili ies in school c ea e anxie y in he ask o eaching
he eby making eaching di icul and educing eache s’ eaching
e ec i eness
3.16
0.97
Ag eed
2
Inadequa e class ooms esul o o e c owding o s uden s in class
and ad e sely in luence eaching e ec i eness o eache s
3.38
0.79
Ag eed
3
The main enance o school buildings and p o ision o chai s a e
impo an in cu ailing o eache s’ s ess and inc easing hei
e ec i eness in lesson deli e y.
3.08
0.95
Ag eed
4
Absence o good oile acili ies o de eca ion can make he eache
uncom o able
3.24
0.85
Ag eed
Clus e mean/S anda d De ia ion
3.19
0.88
(Su ey Da a, 2025)
Table 1 shows he in luence o s ess due o inadequa e
in as uc u al acili ies on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen A ea.
Speci ically he esul indica es a g and mean o 3.19 which is
highe han he c i e ion mean o (>2.50). This u he indica es
ha s ess due o inadequa e in as uc u al acili ies nega i ely
in luence eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea.
Resea ch Ques ion Two: Wha is he in luence o s ess due o
excess wo kload on eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea?
Table 2: Mean and s anda d de ia ion showing he in luence o s ess due o excess wo kload on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen A ea. C i e ion
= 2.5
S/N
S ess due o Excess Wo kload and Teache s’ Job E ec i eness
ST.D
Rema ks
5
Teache s who a e alloca ed wi h oo much wo kload may eel o e
s essed and no plan lesson no e be o e going o each he s uden s
which makes hem ine ec i e in eaching.
3.03
0.97
Ag eed
6
O e loading eache s wi h du ies and eaching hou s makes i
di icul o hem o plan and deli e lesson
3.06
0.96
Ag eed
7
O e loading o eache s may esul o a hu ied lesson p epa ing
which may nega i ely in luence lesson deli e y
3.10
0.99
Ag eed
8
Teache s who a e gi en mode a e wo k will be mo e elaxed and
e ec i e in hei lesson p epa a ion/deli e y
3.42
0.85
Ag eed
Clus e mean/S anda d De ia ion
3.15
0.94
(Su ey Da a, 2025)
Table 2 shows ha i ems 5, 6, 7 and 8 espec i ely we e all ag eed
as he in luence o s ess due o excess wo kload on eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea. The able showed ha he mean a ings o i ems
4-8 we e 3.03, 3.06, 3.10 and 3.42 espec i ely wi h he
co esponding s anda d de ia ions o 0.97, 0.96, 0.99 and 0.85. The
clus e mean o 3.15 wi h he s anda d de ia ions o 0.94 was also
ound o be abo e he cu -o poin o 2.50. This u he indica es
ha s ess due o excess wo kload nega i ely in luence eache s’
job e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea.
Resea ch Ques ion Th ee: Wha is he in luence o s ess due o
s uden s’ indiscipline on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen A ea?
Table 3: Mean and s anda d de ia ion showing he in luence o s ess due o s uden s’ indiscipline on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local Go e nmen A ea. C i e ion
= 2.5
S/N
S ess due o S uden s’ Indiscipline and Teache s’ Job
E ec i eness
ST.D
Rema ks
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17695331
50
9
S uden s’ indiscipline is a majo sou ce o s ess among eache s which
is making hei job ough o hem and ine ec i e
3.44
0.94
Ag eed
10
Se ious b each o school policy can ha e p o ound nega i e in luence
on eache s by causing hem much s ess as well as educe hei
e ec i eness in job pe o mance
3.36
0.90
Ag eed
11
S uden s’ misconduc in he class oom in e e es wi h eaching and
lea ning as well as con ibu es o eache s’ s ess which ends o a ec
hei job e ec i eness
3.03
0.55
Ag eed
12
S uden s’ noise making in class makes eache s spend much ime in
con olling hem hus making he eache s ine ec i e in hei lesson
deli e y
3.19
0.93
Ag eed
Clus e mean/S anda d De ia ion
3.25
0.95
(Su ey Da a, 2025)
Table 3 shows ha i ems 9, 10, 11 and 12 espec i ely we e all
ag eed as he in luence o s ess due o s uden s’ indiscipline on
eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea. The able showed ha he
mean a ings o i ems 9-12 we e 3.44, 3.36, 3.03 and 3.19
espec i ely wi h he co esponding s anda d de ia ions o 0.94,
0.90, 0.55 and 0.93. The clus e mean o 3.25 wi h he s anda d
de ia ions o 0.95 we e also ound o be abo e he cu -o poin o
2.50. This u he indica es ha s ess due o s uden s indiscipline
nega i ely in luence eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea.
Tes o Hypo heses
Hypo hesis One: The e is no signi ican di e ence in he mean
a ing o male and emale eache s on he in luence o s ess due o
inadequa e in as uc u al acili ies on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local Go e nmen A ea
Table 4: T- es analysis showing signi ican di e ence in he Mean Ra ing o Male and Female Teache s on he In luence o S ess Due
To Inadequa e In as uc u al Facili ies on Teache s’ Job E ec i eness
Inadequa e In as uc u al Facili ies
N
Mean
S anda d
de ia ion
D
-cal
P- alue
Sig.
Rema k
Male
100
10.13
0.52
198
.078
.060
0.05
Ho is Accep ed
Female
100
14.62
0.45
(Su ey Da a, 2025)
F om he esul s in able 4, i can be obse ed ha a 0.05 le el o
signi icance and 198 deg ees o eedom, -cal =.078 and p- alue =
.060 >0.05 le el o signi icance. Since he p- alue = .060 >0.05
le el o signi icance, he null hypo hesis ha he e is no signi ican
di e ence in he mean a ing o male and emale eache s on he
in luence o s ess due o inadequa e in as uc u al acili ies on
eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea is accep ed.
Hypo hesis Two: The e is no signi ican di e ence in he mean
a ing o male and emale eache s on he in luence o s ess due o
excess wo kload on eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea
Table 5: T- es analysis showing signi ican di e ence in he Mean Ra ing o Male and Female Teache s on he In luence o S ess Due
o Excess Wo kload on Teache s’ Job E ec i eness
Excess Wo kload
N
Mean
S anda d
de ia ion
D
-cal
P- alue
Sig.
Rema k
Male
100
8.01
0.83
198
.066
.070
0.05
Ho is Accep ed
Female
100
15.11
0.92
(Su ey Da a, 2025)
F om he esul s in able 5, i can be obse ed ha a 0.05 le el o
signi icance and 198 deg ees o eedom, -cal =.066 and p- alue =
.070 >0.05 le el o signi icance. Since he p- alue = .070 >0.05
le el o signi icance, he null hypo hesis ha he e is no signi ican
di e ence in he mean a ing o male and emale eache s on he
in luence o s ess due o excess wo kload on eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea is accep ed.
Hypo hesis Th ee: The e is no signi ican di e ence in he mean
a ing o male and emale eache s on he in luence o s ess due o
s uden s indiscipline on eache s’ job e ec i eness in public
seconda y schools in Obio/Akpo Local Go e nmen A ea
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17695331
51
Table 6: T- es analysis showing signi ican di e ence in he Mean Ra ing o Male and Female Teache s on he In luence o S ess Due
o S uden s Indiscipline on Teache s’ Job E ec i eness
S uden s
Indiscipline
N
Mean
S anda d
de ia ion
D
-cal
P- alue
Sig.
Rema k
Male
100
13.99
0.78
189
.082
.060
0.05
Ho is Accep ed
Female
100
12.73
0.92
(Su ey Da a, 2025)
F om he esul s in able 6, i can be obse ed ha a 0.05 le el o
signi icance and 189 deg ees o eedom, -cal =.082 and p- alue =
.060 >0.05 le el o signi icance. Since he p- alue = .060 >0.05
le el o signi icance, he null hypo hesis ha he e is no signi ican
di e ence in he mean a ing o male and emale eache s on he
in luence o s ess due o s uden s indiscipline on eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea is accep ed.
Discussion o Findings
S ess due o Inadequa e In as uc u al Facili ies and
Teache s’ Job E ec i eness
The inding o esea ch ques ion one (Table 1) e ealed ha s ess
due o inadequa e in as uc u al acili ies nega i ely in luence
eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea. And hypo hesis one (Table
4) e ealed ha he e was no signi ican di e ence in he mean
a ing o male and emale eache s on he in luence o s ess due o
inadequa e in as uc u al acili ies on eache s’ job e ec i eness in
public seconda y schools in Obio/Akpo Local Go e nmen A ea.
This inding is in consonance wi h ha o Basaypa (2018) in hei
s udy on he causes and impac o s ess on eache s’ job
e ec i eness as exp essed by seconda y school eache s in Nige ia
e ealed ha lack o job sa is ac ion, inadequa e school acili ies,
we e majo causes o s ess among p ima y school eache s. The
s udy also e ealed ha s ess had nega i e impac s on eache s’
job e ec i eness. Simila in ag eemen wi h he inding is Ky ia,
(2021) who in hei s udy on in as uc u al acili ies as
de e minan s o p oduc i i y among seconda y school eache s
ound ha a ailabili y o adequa e physical wo king condi ion led
o job sa is ac ion and subsequen inc ease in p oduc i i y; ha
shabby and unconduci e wo king en i onmen con ibu ed o he
high a e o malinge ing and uancy among eache s. The
esea che s ound a signi ican ela ionship be ween physical
wo king condi ions and seconda y school eache s’ p oduc i i y.
The esea che also ag eed wi h he inding as hey obse ing ha ,
when in as uc u al acili ies a e no adequa ely p o ided in a
school, eache s will be mo e s essed in pe o ming hei du ies
hence hey a e hings ha help o complemen he e o s o he
eache s. These may esul o hei ine ec i eness in eaching and
ul ima ely hei en i e job pe o mance.
S ess due o Excess Wo kload and Teache s’ Job E ec i eness
The inding o esea ch ques ion wo (Table 2) e ealed ha s ess
due o excess wo kload nega i ely in luence eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea. And hypo hesis wo (Table 5) e ealed ha
he e was no signi ican di e ence in he mean a ing o male and
emale eache s on he in luence o s ess due o excess wo kload
on eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea. The inding is in andem
wi h he s udy o Bou ke (2022) who e ealed ha s uden s we e
o e wo ked as he e we e less numbe o ec ui ed eache s in
bo h public p ima y and seconda y schools which a ec ed hei job
e ec i eness hei ine ec i eness in job pe o mance.
S ess due o S uden s Indiscipline and Teache s’ Job
E ec i eness
The inding o esea ch ques ion h ee (Table 3) e ealed ha s ess
due o s uden s indiscipline nega i ely in luence eache s’ job
e ec i eness in public seconda y schools in Obio/Akpo Local
Go e nmen A ea. And hypo hesis h ee (Table 6) e ealed ha
he e was no signi ican di e ence in he mean a ing o male and
emale eache s on he in luence o s ess due o s uden s
indiscipline on eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea. This inding is in
ag eemen wi h Usha (2019), he s udy ound ha occupa ional
s ess and wo ke s’ en i onmen we e co ela es o eache ’s job
e ec i eness in seconda y schools in Ijebu-Ode Local
Go e nmen . Usha ound ha a eache wi h a conduci e wo king
en i onmen would expe ience a posi i e mood and inc ease
concen a ion on his wo k, and ha i all elemen s causing s ess on
he job we e absen , he eache s’ job e ec i eness would be
enhanced. Ano he ag eemen wi h he inding o his s udy is
Ambode (2020) who ound in his s udy on linking he school
in as uc u al acili ies condi ion o eache s’ le el o eache s’ job
e ec i eness in seconda y schools, disco e ed ha he s a e o
in as uc u al acili ies had in luence on he school clima e.
Mo eo e , he p o ision o accommoda ions is an issue which
educed he s ess o eaching and enhanced eache s’ job
e ec i eness. School acili ies de e mine he ends in school
ac i i ies and p ocesses which in luence eache s’ job
e ec i eness. In addi ion, he p o ision and quali y o
in as uc u es a ec ed he abili y and en husiasm o eache s o
each. Teache s’ mo ale, heal h and sa e y o we e also imp o ed.
The s udy u he e ealed a signi ican ela ionship be ween
sou ces o s ess and he eaching e ec i eness o he eache s.
Con a y o his inding, Jepsob (2016) s a ed ha eache s’ job
e ec i eness mainly depends on he eache cha ac e is ics such as
knowledge base, sense o esponsibili y, inquisi i eness and he
s uden cha ac e is ics such as oppo uni y o lea n, and academic
wo k. O he ac o s a e eaching ac o s such as lesson s uc u e
and communica ion; he lea ning aspec s such as in ol emen o
success; and o ganiza ion and managemen . I eache s ake ca e o
hese ac o s, hei e ec i eness can be enhanced o he op imum
le el. Mo eo e , in line wi h he inding, he esea che s obse ed
ha i wo king en i onmen is no conduci e o eache s, hey
may eel much s essed and some s uden s may no wan o a end
such schools. Many eache s may eso o absen ing hemsel es
e en in a ending classes in an unconduci e class. This is capable
o a ec ing eache s’ job e ec i eness
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17695331
52
Conclusion
Based on he indings o he s udy, he esea che concluded ha
s ess due o inadequa e in as uc u al acili ies, s ess due o
excess wo kload, s ess due o s uden s indiscipline nega i ely
in luence eache s’ job e ec i eness in public seconda y schools in
Obio/Akpo Local Go e nmen A ea. And ha he e was no
signi ican di e ence in he mean a ing o male and emale
eache s on he in luence o s ess due o inadequa e in as uc u al
acili ies, s ess due o excess wo kload, s ess due o s uden s
indiscipline on eache s’ job e ec i eness in public seconda y
schools in Obio/Akpo Local Go e nmen A ea.
Recommenda ions
Based on he indings o he s udy he esea che made he
ollowing ecommenda ions:
1. Go e nmen in collabo a ion wi h he Counselling
Associa ion o Nige ia (CASSON) should se -up
counselling cen es a all seconda y schools in
Obio/Akpo Local Go e nmen A ea o help comba
discipline challenges o s uden s;
2. The managemen o seconda y schools, pa en s and o he
educa ion s akeholde s should make eache s wo k
en i onmen mo e conduci e by paying mo e a en ion o
he mo i a ional needs o eache s such as: good o ices,
can een, good ec ea ion cen es among o he s in o de o
boos hei e ec i eness;
3. Go e nmen should wo k i elessly in making su e ha
adequa e in as uc u al acili ies such as; buildings,
u ni u e, sani a y acili ies, elec ici y, ec ea ional
acili ies, lib a ies, labo a o ies, compu e sys em, school
eco ds and eaching aids a e p o ided. This will go a
long ways in educing he s ess o eache s and make
hem happy o be pa o he school and use he acili ies
owa ds ac ualiza ion o he school goals.
Re e ences
1. Adeyemo, S.O. (2022). Occupa ional s ess and wo ke s’
en i onmen as co ela es o job e ec i eness in
seconda y schools in Ijebu-Ode Local Go e nmen o
Ogun S a e. Con inen al Jou nal o Educa ion
Resea ches 23(2), 20-25.
2. Ambode, K.F. (2020). Ex e nal en i onmen al and
school o ganiza ional lea ning: Concep ualizing he
empi ically neglec ed. In . S ud. Educ. Admin., 29(7), 28-
39.
3. Basaya, C. (2018). Teache s ess: Di ec ions o u u e
esea ch. Educa ional Re iew, 53(1), 27-35.
4. Bou ke, N.I (2022). Linking he school in as uc u al
acili ies condi ion o eache s’ le el o eache s’ job
e ec i eness in seconda y schools in he Sou h cen al
egion o Bo swana. In e na ional Re iew o Social
Sciences and Humani ies, 4(2), 196-205.
5. Ebuka, B. (2020). In as uc u al acili ies as
de e minan s o p oduc i i y among seconda y school
eache s in Ogun S a e, Nige ia. Con inen al J. A s and
Humani ies, 4(1) 13-20.
6. Jepsob, U.P. (2016). The e ec o s ess on educa o
e icacy. Aus alia and New Zealand Jou nal o Law and
Educa ion, 11(1), 5-18.
7. Ky ia, R. (2021). Inclusion: Iden i ying po en ial
s esso s o egula class eache s, Educa ional
Resea ch, 43(3), 235-245.
8. Raghu, K. (2018). Demog aphic di e ences and
occupa ional s ess o seconda y school eache s. Jou nal
o Voca ional Educa ion and T aining, 59(4), 575-589.
9. Usha, A.I. (2019). In luence o leade ship s yles on
academic s a e en ion in public uni e si ies in Kenya.
In e na ional Jou nal o Business and Social Science,
3(21), 297- 302.
10. Wes e , E. A. (2018). Job sa is ac ion among seconda y
school eache s. Jou nal o Educa ional Adminis a ion,
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