Educational Policy Implementation and Teachers’ Job Performance in Secondary School in Otukpo LGA: Implication for Sustainable Development

Abstract

This study was conducted to examine the educational policy implementation and teachers’ job performance in secondary school in Otukpo LGA: implication for sustainable development. Descriptive survey design will be adopted for the study. Two research questions were raised to guide the study to a logical conclusion. The population of the study made up of all public secondary schools’ teachers selected through census approach and used for the study. A researcher-designed questionnaire titled: Educational Policy Implementation and Teachers’ Job Performance Questionnaire (EPITJPQ) was used to elicit information from the respondents. The instrument was validated by two experts in Measurement and Evaluation in Department of Educational Foundation and Planning, University of Calabar. Split-half reliability test was employed to determine the reliability of the instrument. Data obtained was analyzed using descriptive statistics of frequency count using mean and standard deviation. Findings from this study revealed that the extent of the implementation of staff development programmes for manpower sustainability in terms of orientation/induction and in-services training for teachers in Otukpo Local Government Area of Benue State public secondary schools is significantly low. The school administrators should ensure that orientation/induction programmes are adequately implemented for newly recruited teachers; and that, the school administrators should inspire the teachers to enroll in in-service training such as sandwich programmes in order to acquire more knowledge on professional skills for effective teaching.