E.G. FAGBAMIYE
& D.O. DUROSARO

TABLE OF CONTENTS
Title page.................…………………………………….
C opy right page..........…………………………………..
Foreword..................…………………………………….
About the contributors..………………………………….
Table of contents........……………………………………
Measurement of Productivity in Education
CHAPTER ONE: Education and Productivity in Nigeria: An Overview
-
Dr. J.O. Fadipe………………………..................................................1
CHAPTER TWO: Issues in Measuring Teachers Productivity
Dr. A.O. Sofoluwe....................……………………..........................9
CHAPTER THREE: Measuring Teachers Productivity and Primary
School Quality: An Evaluation of Concept and Issues
-
Mr.J.B. Odunuga& Mr. P.K. Ajila...............…………………….......16
CHAPTER FOUR: Measuring Teacher Productivity: An Overview of the'APER' Form -
Dr. A.F.S. Ahmed............…………………...........22
i ii iii
Iv-v vi-ix
Human Resource Management and Productivity CHAPTER FIVE:
Human Resource Development and Productivity
-
Prof. Segun Ogunsaju..............................…………………….........32
CHAPTER SIX: Teachers' Remuneration, Conditions of Service, Job
Satisfaction, Attitude to Work and Job Performance in Selected vi

Secondary Schools in Lagos State
Prof. E.O.Fagbamiye....................................……………………...41
CHAPTER SEVEN: Resource Allocation and Utilisation for University
Education in Nigeria: Trends and Issues
Prof. D.O. Durosaro....................................…………………….....51
CHAPTER EIGHT: Staff Personnel Management and Productivity in
Education - Dr. R.O. Oduwaiye....................……………………….........68
CHAPTER NINE: Personnel Practices and Role Stress as Correlates of
Students 1 Academic Performance in Public and Private Secondary schools in Lagos State
Dr. S.A. Oyebade……………………………………………………….
77
CHAPTER TEN: Belief Systems of Secondary School Principals and
Vice Principals about Productivity of Teachers in llorin Metropolis, Kwara
State
-
Dr. (Mrs.) Yetunde Ijaiya.............................……………………….......88
CHAPTER ELEVEN: Enhancing Educational Productivity through
Effective Staff Personnel Administration in Nigerian schools -
Dr. P.K. Ojedele.,..........................………………………….........99
CHAPTER TWELVE: Providing Quality Education when Resources are
Scarce. Strategies for Improving Secondary School Effectiveness - Dr.
Ngozi E. Uzo ka...........……………………………………………….109
Management of School Physical Facilities and Productivity
CHAPTER THIRTEEN: Physical Facilities and Productivity in Education
Dr. G.O. Oyesola………………………………………...………… 118 vii

CHAPTER FOURTEEN: The Role of School Plant in Educational
Productivity - Dr.
N.B. Oyedeji..........:......……………………..........128
CHAPTER FIFTEEN: Maintenance of School Infrastructure for
Productivity - B.M. Taiwo..………………………..................................134
Teacher Professionalism and Productivity in Nigeria CHAPTER
SIXTEEN: Teacher Professionalism and Productivity: A management Perspective - Dr. A.T. Alabi……………………............142
CHAPTER SEVENTEEN: Towards Teacher Professionalism and
Productivity in Nigerian Primary schools
A.T.L Ojibara & N.B.L Ojibara (Mrs.)..........…………………......147
Other Correlates of Education and Productivity in Nigeria
CHAPTER EIGHTEEN: School Climate and Productivity in Selected
Secondary Schools in Owerri and Umuahia Educational Zones of Imo and Abia States
Dr. Uche Emetarom...………………….....................................154
CHAPTER NINETEEN: Impact of Welfare Services on Productivity of
Academic Staff in Colleges of Education
-K. Udensi...........................................
.………………………….........165
CHAPTER TWENTY: Gender Behavioural Flexibility and Productivity of
Women in Nigeria - Dr. O. Mowaiye Fagbemi...…………………......176
viii

CHAPTER TWENTY ONE: Theory Z: A Management Model for
Increasing Teacher Morale and Productivity in Nigeria
Dr. (Mrs.) A. N. Okorie......................……………………...............186
CHAPTER TWENTY TWO: Strategies for Achieving Productivity in the
Universal Basic Education (UBE) Scheme
Dr. M.O. Arikewuyo ……………………………………….………...
198
CHAPTER TWENTY THREE: The Socio-Economic and Socio Cultural
Context of Juvenile Street Trading in Lagos
Dr. J. O. Omokhodion...........................…………………...........208
CHAPTER TWENTY FOUR: The Making of a Productive Teacher of
Social Studies for Nigerian Secondary Schools
Drs. C.C. Okam, G.O. Bozimo and Mr. S.A. Rinfat...................212
CHAPTER TWENTY FIVE: Deprofessionalization of Teaching and
Teachers' Productivity in Nigeria
Dr. R.W. Okunloye................................……………………........219
CHAPTER TWENTY SIX: Organisational Climate and Teacher
Productivity in secondary Schools in Jos-North Local Government Area of Plateau State
Dr. E.E. Oluchukwu.................................………………….......226
CHAPTER TWENTY SEVEN: Lecturers Job Satisfaction and
Performance in Nigerian Colleges of Education
Dr. (Mrs.) A.I. Fabiyi ................................…………………….....237
ix

BELIEF SYSTEMS OF SECONDARY SCHOOL PRINCIPALS AND
VICE PRINCIPALS ABOUT PRODUCTIVITY OF TEACHERS IN
ILORIN
METROPOLIS, KWARA STATE
BY
DR. (MRS.) YETUNDE IJAIYA
Abstract
The study explored the belief systems of principals and Vice
Principals about the productivity of various categories of teachers, which influence the way they utilize them, ultimately to identify problem areas in school management. Data were obtained from 60 principals and viceprincipals of 16 secondary schools in llorin township using stratified random sampling technique. The instrument was a researcher-made questionnaire with two sections. The first section contained both structured and unstructured open-ended questions while the second part requested the school to supply a number of different categories of teachers in their schools. The data were analysed using frequencies, percentages and t-test statistics. The result showed that majority of them considered experienced, graduate, qualified, unmarried and permanent teachers more productive. Male principals however held the view that male teachers are more productive than the females who they considered disadvantaged by domestic responsibilities. In view of these results, the teaching profession should be made more attractive to males while principals should adopt management skills that would carry all their teachers along.
Introduction
Internal mental processes are basic determinants of human behaviours and the kind of environment they create. According to Bussis,
Cultten and Amarel (1976), it is possible to find significant differences in the belief systems of professionals who are working under the same conditions. Belief systems could be positive or negative and can fluctuate from time to time McGregor (1970). identified two extremes of belief systems which he opined could influence managers' overt behaviours and strategies in dealing with workers, namely, Theory X and Theory Y.
A Theory X manager, according to McGregor believes that an average worker is lazy and needs to be coerced in order to be productive Theory
Y managers, on the other hand, believe in man's unlimited ability to work
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Education and Productivity in Nigeria independently, responsibly and achieve great results (Nwachuckwu,
1988; Mullins, 1993; Riches, 1994; Cole, 1996). Motives, meanings, beliefs and suppositions are important drives that people bring to work and these influence their behaviours (Zeichner and Tabachnick, 1982).
Principals and Vice-Principals (VPs) in Nigeria have no say in the recruitment and appointment of their teachers, but they have overall control over the utilization of their staff. Through interaction and working with teachers, principals form their impressions of the job performance and productivity level of their teachers. Over time, these crystalize into belief systems. Such belief systems are known to influence their allocation of duties and tasks to various categories of teachers. For example, male teachers are preferred to females as heads of sports, labour and disciplinary committees, N.C.E. teachers cannot teach Senior
Secondary (S.S.) classes unless there is no graduate teacher for the subject and young male teachers are over-worked by principals.
Principals tend to consult and rely on a few teachers while others feel participation-deprived. At the higher level, belief systems play a major role in appointments. Female principals are usually not appointed for boys’ schools nor are male principals usually appointed for girls' schools.
For principals, teachers’ work performance and productivity are determined by effective teaching measured by his students' academic performance in examinations, punctuality at school and class, giving extra lessons to students and contribution to the progress of the school through participation in co-curricular activities such as sports, students' discipline, committee assignments as may be given by the principal. If teachers fail to measure up in these various assignments they may be perceived uncooperative and unproductive. Because principals are mainly concerned with achieving results, they want to work with and through teachers who are cooperative, responsible and productive.
There is vacancy rate in Kwara State schools because of retirements and an embargo on employment has made it mandatory for effective utilisation of those left on the job. Nevertheless, there are more female teachers particularly in the State capital and it is generally known that they have domestic responsibilities which may interfere with their work. Whether principals are conscious of their belief systems or not, they do influence their attitude towards teachers and teacher utilization.
This study seeks to find out the belief systems of secondary school principals and vice principals with regard to the productivity of the
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Education and Productivity in Nigeria teachers and how the belief systems of principals influence their overt behaviours in the utilization of their teachers.
A Statement of the Problem
Teachers' job performance and productivity are normally at different levels, so it is natural for principals to recognize the differences in performance. Their awareness undoubtedly influence their attitude toward the teachers. This study seeks to determine the belief systems of principals and how these influence principals in their assignment of tasks and their perception of teachers' productivity.
Three questions are posed in order to explore the problem:
1. What is the belief systems of secondary school principals in relation to their views about the productivity of teachers in llorin township?
2. How are the belief systems manifested in the utilization of'the teachers?
3. Is there any significant difference between the belief systems of male and female principals about the productivity of selected categories of teachers in llorin metropolis?
Procedure
Of the 36 secondary schools within llorin township, 16 were sampled using the stratified random technique. Out of the 36 schools, 13 are coeducational, two are girls' schools and two are boy's' schools. All the principals of the 16 schools participated in the study. Also, 44 Vice
Principals were included in the study. The total sample was 60 comprising 24 males and 36 females. For the questionnaires, the two girls' schools and one of the two boys' schools were included in the sample while the remaining 13 sampled schools were picked by simple random sampling technique among the co-educational schools.
To obtain adequate information on the problem of the study, a questionnaire was constructed titled School Principals' Belief Systems
Questionnaire (SPBSQ). It consisted of two parts. The first part asked the respondents to rate their teachers on the basis of gender, age, educational qualifications, length of service, subject taught and so on, in relation to their productivity. This section also included unstructured, open-ended questions in which the principals were asked to describe
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Education and Productivity in Nigeria how they utilize their teachers, the criteria for assigning classes, other duties and peculiar problems of different categories of teachers. The second part of the questionnaire demanded for the number of each category of teachers in each school.
The validity of the questionnaire was determined by two principals and slight changes were made on two of the selected categories as a result of their suggestions. To determine the reliability of the questionnaire, it was administered to three principals and four vice principals not included in the study using a test-retest approach. The data obtained were-subjected to Pearson moment correlation coefficient with 0.86 result that was considered reliable.
Data Collection
The 44 vice principals and 16 principals completed the questionnaires given to them. Only 10 of the principals provided complete information on the statistics of teachers in their schools.
To analyse the data obtained, frequencies and percentages were calculated to determine the belief systems of school principals, while ttest statistics was used to determine the differences between the male and female principals' opinion.
Results
Question 1: What is the belief system of secondary school principals in relation to views about the productivity of teachers in llorin township?
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Education and Productivity in Nigeria
Table 1: Principals’ Belief Systems and Their Views of Teachers’
Productivity
Agree Undecided Disagree
No % No % No %
1. Male teachers are more
productive than female
teachers.
2. Younger teachers are more
21 35.0 6 10.0 33 55.0
productive than older
teachers.
3. Newly employed teachers
are more productive than
27 45.0
experienced teachers
4. Married teachers are more
6 10.0
productive than unmarried
ones. 6 10.0
9
12
12
5. Graduate teachers are
more productive than
N.C.E. teachers.
6. Qualified teachers are
45 75.0
more productive than
unqualified (e.g. HMD)
teachers.
7. Teachers who stay long in
45 75.0
9
6
a school (10 years or more)
are more productive than those
who spend fewer years
8. Temporary/part-time
30 50.0
teachers are more
productive than
permanent teachers.
9. Science teachers are
12 20.0
more productive than
Arts teachers. 9 15.0
92
6
15
24
150 24 40.0
20.0 42 70.0
20.0 42 70.0
15.0 6 10.0
10.0 9 15.0
10.0 24 40.0
25.0 33 55.0
40.0 27 45.0

Education and Productivity in Nigeria
Tablet 1 shows the thinking of secondary school principals and vice principals about the productivity of the various categories of teachers available to them. The table shows that of the 60 principals and vice principals 33 or 55% expressed the view that male teachers are not more productive than female teachers, while 21 or 33% agreed that they are, and others are undecided. Also, 24 or 40% of the 60 respondents disagreed with the statement that younger teachers are more productive than older teachers, while 27 or 45% agreed. On the statement that newly employed teachers are more productive than experienced teachers, 42 or 70% of the respondents disagreed, 6 or 10% agreed.
Similarly, 42 or 70% of the principals and vice principals opined that married teachers are not more productive than unmarried ones, 6 or 10% thought otherwise. The table also shows that majority of the respondents, that is, 45 or 75% expressed the opinion that graduate teachers are more productive than N.C.E teachers while 6 or 10% disagreed. In addition, 45 or 75% again were of the view that qualified teachers are more productive than unqualified teachers, 9 or 15% of them did not think so. Also 30 or 50% of the respondents were of the opinion that teachers who stay long in school (10 years or more) are more productive than those who spend fewer years, 24 or 40% disagreed with the view. On the statement that temporary/part time teachers are more productive than permanent teachers, 33 or 55% of the respondents did not agree while 12 or 20% supported it. 27 or 45% of the respondents opined that science teachers are not more productive than Arts teachers while 9 or 15% thought they are.
Question 2: How are Principals' belief systems manifested in the utilisation of the teachers?
To answer this question, the principals were asked to indicate their preference of categories of teachers for assigning them to teaching and other school duties. The general consensus among them is that they preferred experienced, graduate, male teachers where available to teach senior secondary (SS) classes rather than female teachers, though there are good, experienced female teachers who teach such classes.
Also, all the principals, said they follow the tradition of assigning
N.G.E. teachers to 'Junior Secondary (J.S.) classes and graduates tor
SS classes. All except one female principal of a girls' school expressed the view that they would pick more male teachers than female if allowed to pick their own staff In Table 2, eight out of the sampled schools have
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Education and Productivity in Nigeria over 70% female teacher population. Even the-boys' school, the female teachers still dominate constituting 63.3% of the teaching staff. The major complaint against women according, to the principals, is absenteeism with or without permission. Women take permission to take their children or relation to the hospital, to attend antenatal clinics and maternity leave is rampant. It is also not easy to ask them to stay behind after school hours. That female teachers out-numbered the males may therefore imply that the principals may not be finding it easy in utilizing a majority of their teachers. Male teachers are said to be making more contributions in co-curricular activities than the female teachers.
On the allocation of teachers to administrative duties, all the principals expressed similar opinion that while seniority and qualification determine appointment of Heads of Departments, that of committees is based on how to achieve results. Hence, the criteria used include interest, ability and in some cases qualification, for instance sports.
Seniority, they said, does not usually matter once a Vice Principal heads the committee. Thus, female teachers are usually in charge of welfare matters for staff and students.
Question 3: Is there any significant difference between the belief systems of male and female principals about the productivity of selected categories of teachers in llorin metropolis?
Table 3: t-test Results of the Comparison of Female and Male Principals' and Vice Principals' Belief Systems About Productivity of Selected
N
Female 36
X
15.5
SD DF
370.1 58 t-score
0.281* table Remarks value
2.02 Not sig.
Mete 24
*NS at P > 0.05
16.75 599.4
From Table 3, the calculated t-value (0.281) at 0.5 alpha level is less than the table value of 2.021 with 58 degrees of freedom. This implies that no significant difference is found between the opinions of female and mate school managers. The null hypothesis is therefore accepted.
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Education and Productivity in Nigeria
Summary of Findings
1.
2.
3.
Male teachers are not more productive than female teachers. However, male teachers make more contributions in co-curricular activities. Female teachers are difficult to manage due to domestic responsibilities.
Younger teachers are more productive than older teachers.
Newly employed teachers are not more productive than experienced teachers.
4.
5.
6.
7.
Married teachers are not more productive than unmarried teachers.
Graduate teachers are more productive than N.C.E. teachers.
Qualified teachers are more productive than unqualified teachers.
Teachers who stay long (ten years and over) in a school are more productive than those frequently transferred.
8. Temporary/part time teachers are not more productive than permanent teachers.
9. Science teachers are not more productive than Arts teachers.
Discussion and Conclusion
The intention of the researchers was to explore the thought processes Of secondary school principals and vice principals who deal directly with teachers about the productivity of the various categories of teachers they utilize to achieve educational goals. Though the sample is small, the findings of the study, however, provide some insight into the thinking that influences school managers' decision-making and overt behaviours in the utilization of their teachers. They also indicate where effort should bi directed in the recruitment of teachers and their professional development. Although the principals and vice principals expressed the view in the questionnaire (item one, Table 1) that male teachers are not more productive than female teachers, the principals' response to the open-ended questions showed that their preference is for male teachers because married female teachers are difficult to use due to family and personal commitments which disadvantaged them as far as productivity is concerned. Though experience in work places shows that lazy workers cut across gender boundary, married women have the peculiarity of having to shoulder family and personal responsibilities of taking care of their children, cooking and pregnancy
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Education and Productivity in Nigeria while men are relatively free of them. However, the possibility of abuse by lazy teachers cannot be ruled out.
Conversely, the idea of lazy female teachers held by principals and vice-principals may also be due to their own fault either through faulty management skills influenced by their own belief-systems that women are lazy. This may explain why some principals continue to consult and use a few male teachers to the neglect of other teachers especially women As Combs, Avila and Purkey (1978) found out, after analyzing characteristics of helping relationships like counselling, teaching etc., variation between 'good and poor helpers' may have occurred at the level of beliefs rather than real. Some female teachers are known to be more hardworking than some male teachers. If some women do not perform effectively, it could be because their principals ignored them and such women have no challenges and they become resigned to their 'lazy teacher' tag. It is thus possible that principals, especially men, have put women in a 'box', perceiving and dealing with them from their 'closed' belief system According to McGregor's (1970)
Theory X and Theory Y, different types of managers exist whose belief systems may influence their dealings with their workers. Female teachers who work under Theory X principals that consider them lazy would have little or no opportunity to prove themselves or demonstrate their qualities while male teachers are used and thus groomed for senior management positions.
As for female teachers' domestic responsibilities interfering with their work, Coleman (1994) rightly observed that a female teacher does not Separate the world of work from the rest of her life. Rather than put the whole blame on female teachers, principals should re-examine and readjust their management skills from time to time so as to accommodate women. Planning of school activities well ahead of time make it easier for female or any teacher to fit into such programmes. To motivate workers as propounded by Ouchi in Japanese Theory Z, management style must adopt wholistic approach by taking workers' family members into consideration (Mullins, 1993). Lazy teachers, however, male or female, young or old, must be challenged to perform rather than over-work others.
The preference of principals for qualified and university graduate teachers is a recognition of the value of the professional training of teachers. Such categories of teachers would have acquired more knowledge and teaching skills that would be an asset to the school and the students. That all the sampled schools can boast of over 50%
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Education and Productivity in Nigeria graduate teachers is a right development for the educational system.
However, with the kind of falling standard of education the nation is experiencing, the expected productivity of having graduate teachers may not have been fully tapped by the principals, hence the need to examine the level of work performance of teachers.
Findings also showed that principals and vice principals prefer long staying teachers to constant transfer of teachers. They may be expressing their concern for continuity in teaching and shortage of teachers which is a major problem in secondary schools (Ijaiya, 1998).
Recommendations
Arising from the findings of this study, it is hereby recommended that:
(i)
(ii)
Principals and vice principals need to be trained to improve their management skills. In addition, workshops and seminars should be intensified for school managers especially on planning skills and how to handle female teachers who are the majority.
There should also be a balance in the recruitment and selection as well as posting of teachers to schools. The balance should be between male and female, married and unmarried, young and old teachers so that school managers can tap from the qualities of each group.
(iii)
(iv)
The Federal Government must do something to boost the image of the teaching profession so as to attract more people particularly men to the profession.
There is a need to ensure proper screening of teachers before appointment so as to pick only those who are actually interested in teaching. Favouritism and nepotism militate against productivity as such teachers are usually difficult to discipline.
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Education and Productivity in Nigeria
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