Availability of Instructional Resources and Teacher Effectiveness in Public Senior Secondary Schools in Sokoto State, Nigeria

Ayowumi Odunola Sanusi, Musa Bello, Abidah Muhammad Dajuma

Abstract


In public senior secondary schools in Sokoto State, Nigeria, this study looked at the connection between teacher performance and the availability of instructional resources. For the study, a correlational survey research design was used. 2,831 teachers and 471 school administrators from the state's public senior secondary schools made up the study's 3,302 respondents. A convenient and proportionate sampling technique was employed to select a sample of 370 participants from the six educational zones in Sokoto State. Two researcher-adapted tools, the Teacher Effectiveness Rating Scale (TERS) and the Instructional Resources Rating Scale (IRRS), were used to gather data. Expert validation of the instruments produced content and face validity indices of 0.88 for IRRS and 0.61 for TERS. Reliability values of 0.87 for IRRS and 0.89 for TERS were obtained using the test-retest procedure at two-week intervals, demonstrating the devices' dependability for data collecting. The Pearson Product Moment Correlation Coefficient (PPMCC) was used to analyse the gathered data. The results showed a robust, positive, and statistically significant correlation between teacher effectiveness in Sokoto State's public senior secondary schools and the availability of computer-based and printed teaching tools. According to the study's conclusions, the government and educational stakeholders should guarantee the ongoing supply of sufficient and up-to-date printed teaching resources, including reference books, teacher manuals, and textbooks. In order to enhance teachers' digital competency and overall performance in the classroom, it also suggested that functional computer labs, internet access, instructional software, and frequent ICT training programs be made available. 


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