Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 147
Rela ionship Be ween Job Sa is ac ion and P oduc i i y o Seconda y School Teache s
in O ukpo and Ohimini Local Go e nmen A eas o Benue S a e
Es he Onyimowo Amodu
Depa men o Educa ional Founda ions,
Re . F Moses O shio Adasu Uni e si y, Maku di,
Benue S a e.
[email p o ec ed]
08131261024
Bea ice Onyi Ke PhD
Depa men o Educa ional Founda ions,
Re . F Moses O shio Adasu Uni e si y, Maku di,
Benue S a e.
ke bea [email protected]
08037446363
And
Ameh, James Ako PhD
Depa men o Educa ional Founda ions,
Re . F Moses O shio Adasu Uni e si y, Maku di,
Benue S a e.
ako jamesam[email p o ec ed]
08038735323
DOI : h ps://doi.o g/10.5281/zenodo.17311506
Abs ac
This s udy examined he ela ionship be ween job sa is ac ion and eache p oduc i i y
in seconda y schools wi hin O ukpo and Ohimini Local Go e nmen A eas o Benue S a e. The
esea ch was guided by wo ques ions and co esponding hypo heses using a co ela ional
esea ch design. A sample o 340 eache s was selec ed om a popula ion o 647 based on he
Resea ch Ad iso Table. Da a we e collec ed h ough wo esea che -de eloped ins umen s:
he Job Sa is ac ion Ques ionnai e (JSQ) and he P oduc i i y Ques ionnai e (PQ). Pea son’s
p oduc -momen co ela ion was used o analyze he esea ch ques ions, while linea eg ession
es ed he hypo heses a a 0.05 signi icance le el. Resul s e ealed a s ong posi i e co ela ion
be ween s a wel a e ( = .845, p < .05) and leade ship s yle ( = .896, p < .05) wi h eache
p oduc i i y. The s udy concluded ha highe job sa is ac ion signi ican ly boos s eache
p oduc i i y. I ecommended ha school counsello s ac as media o s be ween eache s and
adminis a o s o ad oca e o wel a e and p o essional g ow h.
Keywo ds: Job Sa is ac ion, P oduc i i y and Teache s
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 148
INTRODUCTION
Globally, he poo managemen o eache s’ compensa ion, wo k en i onmen ,
p o essional g ow h, and adminis a i e suppo poses signi ican challenges o eache
p oduc i i y (Ololube, 2021). In many coun ies, inadequa e sala ies, delayed emune a ion,
and poo wo king condi ions unde mine mo i a ion and weaken eache s’ commi men o
e ec i e eaching. Teache job sa is ac ion is he e o e widely acknowledged as a c i ical ac o
in luencing p o essional pe o mance and o e all educa ional quali y (O ojebe & Ezugoh,
2020). In he Nige ian con ex , eache s encoun e pe sis en di icul ies such as i egula sala y
paymen s, insu icien wel a e policies, limi ed p o essional de elopmen oppo uni ies, and
weak adminis a i e suppo . These condi ions hinde eache s’ abili y o deli e quali y
ins uc ion, adap o cu iculum e o ms, and mee di e se s uden needs (O ojebe & Ezugoh,
2020). When job sa is ac ion is comp omised by ac o s such as s a wel a e, leade ship s yle,
school loca ion, p omo ion policies, and aining oppo uni ies, he ou come o en includes
diminished s uden engagemen , declining academic pe o mance, and educed ins i u ional
p oduc i i y.
Speci ically in Benue S a e, seconda y school eache s con inue o ace sys emic
cons ain s ela ed o wel a e, p omo ion, and school leade ship p ac ices, which nega i ely
impac hei pe o mance in he class oom. While some s udies (e.g., Adeyemi & Adu, 2012;
Fadeyi, So oluwe, & Gbadeyan, 2015) ha e highligh ed he impo ance o wel a e and
emune a ion in boos ing p oduc i i y, he e is limi ed esea ch linking hese ac o s o eache
p oduc i i y wi hin he unique socio-cul u al and adminis a i e con ex o O ukpo and
Ohimini Local Go e nmen A eas. This gap makes i essen ial o examine how s a wel a e,
leade ship s yles, and ela ed job sa is ac ion a iables in luence eache p oduc i i y in hese
a eas.
Job sa is ac ion b oadly e e s o he sense o ul illmen and con en men eache s
de i e om hei wo k, o en shaped by condi ions such as p omp sala y paymen s, wel a e
policies, oppo uni ies o p omo ion, and conduci e school en i onmen s (Omale, 2018;
Robbins & Robbins, 2015). High job sa is ac ion enhances p oduc i i y by os e ing
mo i a ion, educing absen eeism, and p omo ing p o essional commi men , whe eas
dissa is ac ion leads o declining pe o mance and educed lea ning ou comes (O ojebe &
Ezugoh, 2010).
S a wel a e, as a dimension o job sa is ac ion, emphasizes he comp ehensi e well-
being o eache s h ough p o isions such as heal h ca e, p o essional de elopmen
oppo uni ies, and a o able wo k-li e balance (Smi h, 2019; Robinson, 2018). Teache s who
eel alued and suppo ed demons a e highe p oduc i i y, s abili y, and imp o ed eaching
ou comes (Adeyemi & Adu, 2012). Howe e , esea ch sugges s ha school adminis a o s in
Nige ia o en p o ide wel a e p og ams selec i ely, ocusing only on hose di ec ly ela ed o
ask accomplishmen (Naluwemba, Sekiwu, & Okwenje, 2016).
Leade ship s yle is ano he impo an ac o in luencing eache p oduc i i y.
Leade ship app oaches ange om au oc a ic and democ a ic o ans o ma ional, ansac ional,
and si ua ional, each wi h a ying impac s on mo ale, mo i a ion, and ins uc ional deli e y
(Idoko, 2015; B own, 2021). While ans o ma ional and democ a ic s yles a e gene ally
associa ed wi h highe mo i a ion and job sa is ac ion, s udies in Nige ia ha e p oduced mixed
indings. Fo example, Adeyemi (2015) ound ha eache p oduc i i y was highe unde
au oc a ic leade ship, while Ocheje (2020) epo ed ha democ a ic leade ship was mos
common in Kogi S a e bu no necessa ily he mos e ec i e. These con adic ions unde sco e
he need o u he empi ical in es iga ion in o how leade ship s yles a ec eache
p oduc i i y in speci ic local con ex s such as Benue S a e.
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 149
S a emen o he P oblem
Globally, eache p oduc i i y has been on he decline, wi h signi ican implica ions o
s uden achie emen (Audu, 2017). In Nige ia, and pa icula ly in Benue S a e, his decline is
linked o inadequa e mo i a ion, poo compensa ion, un a o able wo king condi ions, and
weak p o essional commi men (Ga ba, 2019). These challenges ha e esul ed in p ema u e
exi s om he eaching p o ession, ec ui men o unde -quali ied eache s, and low dedica ion
among hose who emain, wi h many seeking be e -paying oppo uni ies in sec o s such as
banking and oil (Abdullahi & Bawa, 2019).
Teache s in O ukpo and Ohimini Local Go e nmen A eas a e pa icula ly a ec ed by
delayed emune a ion, inadequa e wel a e p o isions, and limi ed p o essional g ow h
oppo uni ies. Such condi ions o en lead o inancial dis ess, diminished mo i a ion, and
disengagemen , which nega i ely impac class oom e ec i eness (Ib ahim, 2022; Usman &
Wazi i, 2024). While he go e nmen has in oduced policies such as wage inc eases, job
secu i y p o isions, and p omo ion e o ms, hese measu es ha e no ansla ed in o signi ican
gains in p oduc i i y. Pe sis en issues anging om poo wel a e and unsuppo i e leade ship
p ac ices o inadequa e acili ies con inue o unde mine eache mo ale and ins uc ional quali y
(Yakubu, 2017; Aliyu & Danjuma, 2016). This si ua ion aises conce ns abou he e ec i eness
o go e nmen in e en ions and highligh s he need o an empi ical in es iga ion in o how
wel a e and leade ship ac o s in luence eache p oduc i i y in O ukpo and Ohimini Local
Go e nmen A eas o Benue S a e.
Pu pose o he S udy
The gene al pu pose o his s udy is o in es iga e he ela ionship be ween job
sa is ac ion and p oduc i i y o seconda y school eache s in O ukpo and Ohimini Local
Go e nmen A eas o Benue S a e. Speci ically, he s udy will seek o:
1. De e mine he ela ionship be ween s a wel a e and p oduc i i y among eache s’
o seconda y school s uden s’ in O ukpo and Ohimini Local Go e nmen A eas o
Benue S a e
2. Es ablish he ela ionship be ween leade ship s yles and p oduc i i y among eache s’
o seconda y school s uden s
Resea ch Ques ions
The ollowing esea ch ques ions we e aised o guide his s udy.
1. How does s a wel a e ela e o p oduc i i y among eache s o
seconda y school s uden s’ in O ukpo and Ohimini Local Go e nmen o Benue S a es?
1 Wha is he ela ionship be ween leade ship s yles and p oduc i i y among
eache s o seconda y school s uden s?
Hypo heses
The ollowing esea ch hypo heses a e o mula ed o be es ed a 0.05 le el o signi icance
1. The e is no signi ican ela ionship be ween s a wel a e and p oduc i i y among
eache s o seconda y school s uden s in O ukpo and Ohimini Local Go e nmen
A ea o Benue S a e.
2. The e is no signi ican ela ionship be ween leade ship s yles and p oduc i i y
among eache s o seconda y school s uden s
Me hodology
The s udy adop ed a co ela ional esea ch design. The popula ion comp ised 647
seconda y school eache s ac oss 48 go e nmen g an -aided schools in O ukpo and Ohimini
Local Go e nmen A eas o Benue S a e. F om his popula ion, a sample o 340 eache s was
de e mined using he Resea ch Ad iso Table (2006). A mul i-s age sampling p ocedu e was
employed o ensu e ep esen a i eness. A he i s s age, schools we e s a i ied acco ding o
Local Go e nmen A ea (O ukpo and Ohimini). A he second s age, p opo ional sampling
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 150
was used o alloca e he numbe o eache s selec ed om each Local Go e nmen A ea in line
wi h hei popula ion size. Finally, simple andom sampling was employed o selec indi idual
eache s om he schools, gi ing all eligible eache s an equal chance o pa icipa ion. Two
esea che -de eloped ins umen s we e used o da a collec ion: he Job Sa is ac ion
Ques ionnai e (JSQ) and he P oduc i i y Ques ionnai e (PQ). Bo h ins umen s we e subjec ed
o con en and ace alida ion by h ee academic expe s— wo om Guidance and Counselling
and one om Ma hema ics and Science Educa ion in he Facul y o Educa ion, Moses O shio
Adasu Uni e si y, Maku di. To es ablish eliabili y, a pilo s udy was conduc ed a Sain Ann
Seconda y School, O ukpo, which was ou side he main s udy sample. Twen y copies o he
ques ionnai es we e adminis e ed o 20 eache s. Da a om he pilo we e analyzed using
C onbach’s Alpha, yielding eliabili y coe icien s o 0.77, 0.72, and 0.78, indica ing
sa is ac o y in e nal consis ency. Wi h o mal app o al ob ained om he Head o Depa men ,
he esea che , assis ed by ou ained esea ch assis an s, adminis e ed 340 copies o he
ques ionnai es o he sampled eache s. Da a collec ed we e analyzed using Pea son’s P oduc
Momen Co ela ion o answe he esea ch ques ions, while linea eg ession was applied o
es he hypo heses a he 0.05 le el o signi icance.
RESULTS
Resea ch Ques ion One
How does s a wel a e ela e o p oduc i i y among eache s o seconda y school s uden s’ in
O ukpo and Ohimini Local Go e nmen A eas o Benue S a e?
Table One:
Pea son P oduc Momen Co ela ion Sco es on Rela ionship be ween S a Wel a e and
P oduc i i y among Teache s o Seconda y School S uden s’ in O ukpo and Ohimini
Local Go e nmen A eas o Benue S a e?
S a
Wel a e
P oduc i i y
S a Wel a e
Pea son Co ela ion
1.000
0.845**
Sig. (2- ailed)
0.000
N
330
P oduc i i y
Pea son Co ela ion
0.845**
1.000
Sig. (2- ailed)
0.000
N
330
330
The esul s in Table 1 show a co ela ion coe icien o = 0.845, p < 0.05, indica ing
a s ong posi i e ela ionship be ween s a wel a e and eache p oduc i i y. This sugges s ha
eache s who pe cei e be e wel a e suppo such as conduci e wo king condi ions, ai
compensa ion, and s a de elopmen oppo uni ies a e mo e likely o demons a e highe
le els o p oduc i i y
Resea ch Ques ion 2
Wha is he ela ionship be ween leade ship s yles and P oduc i i y among Teache s o
Seconda y School S uden s’ in O ukpo and Ohimini Local Go e nmen A eas o Benue S a e?
Table 2:
Pea son P oduc Momen Co ela ion Sco es on Rela ionship be ween Leade ship S yles
and P oduc i i yamong Teache s o Seconda y School S uden s’ in O ukpo and Ohimini
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 151
Local Go e nmen A eas o Benue S a e.
Leade ship
S yles
P oduc i i y
Leade ship S yles
Pea son
Co ela ion
1.000
0.896**
Sig. (2- ailed)
0.000
N
330
P oduc i i y
Pea son
Co ela ion
0.896**
1.000
Sig. (2- ailed)
0.000
N
330
330
The co ela ion esul s in Table 3 show a s ong posi i e ela ionship be ween
leade ship s yles and eache p oduc i i y ( = 0.896, p < 0.05). This implies ha eache s
wo king unde e ec i e leade ship cha ac e ized by open communica ion, pa icipa o y
decision-making, ecogni ion o achie emen , and a sha ed ision end o be mo e mo i a ed,
sa is ied, and p oduc i e.
Hypo hesis 1
The e is no signi ican ela ionship be ween s a wel a e and p oduc i i y among eache s o
seconda y school s uden s in O ukpo and Ohimini Local Go e nmen A eas o Benue S a e.
Table 3:
Linea Reg ession Showing Rela ionship be weenS a Wel a e and P oduc i i y among
Teache s o Seconda y School S uden s in O ukpo and Ohimini Local Go e nmen
A easo Benue S a e.
Va iabl
e
R
R2
F
B
T
Sig
P-
Valu
e
(Cons an
)
0.84
5
0.71
5
960.09
0
39.90
2
0.00
0
S a
Wel a e
0.00
0
F (330) = 960.090 P < 05
Table 3 esul :F (330) = 960.090, R= 0.845, R2=0.715, B 39.902, P < 0.05 since p0.000
is less han P.0.05, he null hypo hesis which s a ed ha s a wel a e has no signi ican
ela ionship wi h p oduc i i y among eache s o seconda y school s uden s in O ukpo and
Ohimini Local Go e nmen A ea o Benue S a e was he e o e ejec ed. This implies ha he e
is a signi ican s ong posi i e ela ionship be ween s a wel a e and p oduc i i y among
eache s o seconda y school s uden s in O ukpo and Ohimini Local Go e nmen A ea o
Benue S a e.
Hypo hesis 2
The e is no signi ican ela ionship be ween leade ship s yles and p oduc i i y among
eache s o seconda y school s uden sin O ukpo and Ohimini Local Go e nmen A eas o
Benue S a e.
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 152
Table 4:
Linea Reg ession Showing Rela ionship be ween Leade ship S yles and P oduc i i y
among Teache s o Seconda y School S uden s in O ukpo and Ohimini Local
Go e nmen A ea o Benue S a e.
Va iable
R
R2
F
B
T
Sig
P-
Value
(Cons an )
0.896
0.803
1560.230
529
0.000
Leade ship
S yles
0.000
F (330) = 1560.230, P < 05
Table 4 esul : F (330) = 1560.230, R= 0.896, R2=0.803, B 529, P < 0.05 since p0.000
is less han P.0.05, he null hypo hesis which s a ed ha leade ship s yleshas no signi ican
ela ionship wi h p oduc i i y among eache s o seconda y school s uden s in O ukpo and
Ohimini Local Go e nmen A ea o Benue S a e was he e o e ejec ed. This implies ha he e
is a signi ican s ong posi i e ela ionship be ween leade ship s yles and p oduc i i y among
eache s o seconda y school s uden s in O ukpo and Ohimini Local Go e nmen A ea o
Benue S a e.
Discussion o Findings
The indings om esea ch ques ion one and hypo hesis one e ealed a signi ican
s ong posi i e ela ionship be ween s a wel a e and eache p oduc i i y in seconda y schools
wi hin O ukpo and Ohimini Local Go e nmen A eas. This sugges s ha eache s who a e
sa is ied wi h wel a e ini ia i es such as conduci e wo k en i onmen s, wo k-li e balance
p og ams, ai compensa ion, and oppo uni ies o p o essional g ow h end o epo highe
job sa is ac ion, which di ec ly enhances hei p oduc i i y. This aligns wi h He zbe g’s Two-
Fac o Theo y, which posi s ha ac o s such as sala y, wo king condi ions, and job secu i y
(hygiene ac o s) p e en dissa is ac ion, while ecogni ion, esponsibili y, and g ow h
oppo uni ies (mo i a o s) p omo e sa is ac ion and highe pe o mance. Simila ly, Maslow’s
hie a chy o needs explains ha once physiological and sa e y needs (e.g., sala y, job secu i y)
a e me , eache s can pu sue highe -o de needs such as es eem and sel -ac ualiza ion, which
d i e p o essional excellence. The s udy co obo a es ea lie indings by Fadeyi, So oluwe,
and Gbadeyan (2015), who indica ed ha sala y and p omo ion posi i ely in luence eache
p oduc i i y, and Naluwemba, Sekiwu, and Okwenje (2016), who ound ha adminis a o s
o en p io i ize wel a e p og ams ha di ec ly enhance pe o mance. Howe e , he p esen
s udy ex ends he e idence by si ua ing hese indings wi hin he con ex o Benue S a e,
demons a ing ha wel a e no only p e en s dissa is ac ion bu ac i ely mo i a es eache s o
engage mo e ully wi h hei ins uc ional esponsibili ies. The implica ion is ha when school
au ho i ies in es in he holis ic well-being o eache s physically, inancially, and emo ionally
hey os e commi men , educe a i ion, and s eng hen he quali y o educa ion deli e y. Fo
p ac ice, counsello s should media e be ween eache s and adminis a o s o ensu e s a
wel a e needs a e a icula ed, while policymake s should ins i u ionalize clea wel a e policies
ha gua an ee imely emune a ion, con inuous p o essional de elopmen , and adequa e
eaching esou ces.
Findings om esea ch ques ion wo and hypo hesis wo also e ealed a signi ican
s ong posi i e ela ionship be ween leade ship s yles and eache p oduc i i y. Teache s unde
e ec i e leade ship—cha ac e ized by open communica ion, ecogni ion o achie emen ,
pa icipa o y decision-making, and a sha ed ision—we e mo e mo i a ed and p oduc i e. This
is consis en wi h McG ego ’s Theo y X and Theo y Y. Theo y X assumes ha employees a e
inhe en ly unmo i a ed and equi e s ic supe ision, while Theo y Y sugges s ha employees
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 153
a e sel -mo i a ed when gi en esponsibili y and ecogni ion. The indings indica e ha
leade ship s yles close o Theo y Y— hose ha us eache s’ ini ia i e and p omo e
collabo a ion—a e mo e likely o yield p oduc i i y, hough in some cases s uc u ed
(au oc a ic) leade ship can also enhance pe o mance i implemen ed wi h ai ness and
consis ency. These indings suppo Adeyemi (2015), who epo ed ha democ a ic leade ship
was common in Nige ian schools, and Ocheje (2020), who obse ed ha eache s we e mo e
p oduc i e unde au oc a ic leade ship when clea s anda ds we e se . Theo e ically, his can
be explained by si ua ional leade ship, whe e he e ec i eness o a leade ship s yle depends on
he con ex , eache eadiness, and o ganiza ional cul u e. In Benue S a e, whe e schools o en
ace esou ce limi a ions and adminis a i e cons ain s, a hyb id leade ship s yle balancing
au ho i y wi h empa hy may be mos e ec i e. The implica ion o policy is ha aining
p og ams o p incipals and senio eache s should ocus on adap i e leade ship ha combines
accoun abili y wi h s a suppo . P ac ically, counsello s can play a ole in leade ship
de elopmen by acili a ing wo kshops ha emphasize emo ional in elligence, con lic
esolu ion, and collabo a i e decision-making.
Conclusion
The s udy concluded ha he e is a s ong posi i e ela ionship be ween job sa is ac ion
and he p oduc i i y o seconda y school eache s in O ukpo and Ohimini Local Go e nmen
A eas o Benue S a e. Speci ically, he indings e ealed ha :
1. S a wel a e has a s ong posi i e ela ionship wi h p oduc i i y among
seconda y school eache s. When wel a e p og ams such as ai emune a ion,
suppo i e wo king condi ions, and p o essional de elopmen oppo uni ies a e
p io i ized, eache s become mo e mo i a ed, commi ed, and e ec i e in
ca ying ou hei du ies.
2. Leade ship s yle also has a s ong posi i e ela ionship wi h eache
p oduc i i y. E ec i e leade ship cha ac e ized by open communica ion,
ecogni ion o e o , pa icipa o y decision-making, and clea ision c ea es
us and mo i a ion, which ansla es in o highe job sa is ac ion and imp o ed
class oom ou comes.
3. The implica ions o hese indings a e signi ican . Enhanced s a wel a e and
suppo i e leade ship con ibu e no only o imp o ed eache p oduc i i y bu
also o eache e en ion by educing a i ion a es linked o dissa is ac ion. In
he long un, hese ac o s posi i ely impac s uden lea ning, as mo i a ed
eache s a e be e equipped o deli e quali y ins uc ion, main ain discipline,
and os e conduci e lea ning en i onmen s.
Recommenda ions
1. School adminis a o s should p io i ize s a wel a e by ensu ing imely
paymen o sala ies, p o iding adequa e eaching esou ces, and c ea ing
conduci e wo king condi ions. Leade ship aining wo kshops should be
o ganized egula ly o p incipals and senio eache s o p omo e adap i e
leade ship s yles ha balance au ho i y wi h empa hy.
2. The go e nmen should alloca e adequa e budge a y esou ces o educa ion,
speci ically a ge ing eache wel a e and leade ship de elopmen . Incen i e
p og ams such as u al eaching allowances, housing suppo , and
schola ship oppo uni ies o u he s udies can also imp o e eache
mo ale and e en ion, pa icula ly in unde se ed a eas.
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 154
REFERENCES
Abdullahi, A., & Bawa, S. (2019). Teache mo i a ion and p oduc i i y in seconda y
schools. Jou nal o Educa ional Managemen , 12(3), 45–56.
Adeyemi, T. O. (2015). Leade ship s yles and eache job p oduc i i y in seconda y
schools. Jou nal o Educa ional Adminis a ion, 20(1), 34–47.
Adeyemi, T. O., & Adu, E. T. (2012). S a wel a e and eache job sa is ac ion in
Nige ian seconda y schools. Jou nal o Educa ional Resea ch, 5(2), 15–28.
A olabi, M. O., & Lo o, A. B. (2008). Teache p oduc i i y and s uden lea ning
ou comes in seconda y schools. Nige ian Jou nal o Educa ional S udies, 11(1),
1–12.
Aliyu, M., & Danjuma, I. M. (2016). School acili ies and eache job sa is ac ion in
Nige ia. Jou nal o Educa ional Facili ies, 4(1), 20–33.
Audu, R. (2017). Fac o s a ec ing eache p oduc i i y in seconda y schools in Benue
S a e. Benue S a e Jou nal o Educa ion, 3(1), 12–25.
B own, M. (2021). Leade ship s yles and o ganiza ional e ec i eness. Rou ledge.
Fadeyi, A. O., So oluwe, A. O., & Gbadeyan, R. A. (2015). Impac o eache s’ sala y
and p omo ion on job p oduc i i y. Jou nal o Educa ional Managemen , 8(2),
56–69.
Ga ba, M. (2019). Teache p oduc i i y and academic achie emen in seconda y
schools in Benue S a e. Jou nal o Educa ional Resea ch, 12(1), 34–47.
Ib ahim, A. (2022). Financial dis ess and eache mo i a ion in seconda y schools.
Jou nal o Educa ional Finance, 6(1), 15–28.
Idoko, C. U. (2015). Leade ship s yles and eache job sa is ac ion in seconda y schools.
Jou nal o Educa ional Adminis a ion, 18(3), 45–58.
Naluwemba, S. F., Sekiwu, D., & Okwenje, P. D. (2016). S a wel a e p og ams and
eache job p oduc i i y in seconda y schools. Jou nal o Educa ional
Managemen , 9(1), 20–35.
Ocheje, P. (2020). Leade ship s yles and eache job p oduc i i y in Kogi S a e
seconda y schools. Jou nal o Educa ional Resea ch, 13(2), 1–15.
O ojebe, W. N., & Ezugoh, T. C. (2020). Teache job sa is ac ion and p oduc i i y in
seconda y schools. Nige ian Jou nal o Educa ional S udies, 15(2), 30–45.
Ololube, N. P. (2006). Teache mo i a ion and job p oduc i i y in seconda y schools.
Jou nal o Educa ional Resea ch, 3(1), 12–25.
Jou nal o Educa ion, Communica ion, and Digi al Humani ies -Vol.2, No.1, Sep . 2025
pg. 155
Ololube, N. P. (2021). Teache p oduc i i y and s uden lea ning ou comes in
seconda y schools. In e na ional Jou nal o Educa ional Resea ch, 50(2), 45–
60.
Omale, G. A. (2018). Job sa is ac ion and eache p oduc i i y in seconda y schools.
Jou nal o Educa ional Managemen , 11(1), 15–30.
Robbins, S. P., & Robbins, S. (2015). O ganiza ional beha io (15 h ed.). Pea son.
Robinson, J. (2018). S a wel a e and o ganiza ional e ec i eness. Rou ledge.
Smi h, J. (2019). Human esou ce managemen in educa ion. Sage Publica ions.
Usman, A., & Wazi i, A. (2024). Teache job sa is ac ion and p oduc i i y in seconda y
schools. Jou nal o Educa ional S udies, 20(1), 1–15.
Yakubu, A. (2017). Teache mo i a ion and job p oduc i i y in seconda y schools in
Nige ia. Nige ian Jou nal o Educa ional Managemen , 10(2), 20–35.
Yusu , M. A., & Dada, O. A. (2016). Teache p oduc i i y and s uden academic
achie emen in seconda y schools. Jou nal o Educa ional Resea ch, 9(1), 34–
47.
