Educational Support Services and Teachers’ Job Performance in Secondary Schools in Akwa Ibom State, Nigeria

The study investigated the influence of educational support services on teachers’ job performance in secondary schools in Akwa Ibom State, Nigeria. To guide this study, two research hypotheses were stated. The study adopted the cross-sectional survey design. A total sample of 721 teachers which was 20% of the population was selected from the study area. The main instruments used for data collection were questionnaire titled Educational Support Services Questionnaire (ESSQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)”. The instruments were validated by experts and the reliability of the instrument established using Cronbach alpha and the coefficient of the sub scales ranged from .77-85 were high for the instrument to be considered reliable. Data collected were analysed using One-way Analysis of Variance (ANOVA) and the result showed that there is a significant influence of Information and Communication Technology (ICT) support services and in-service training support services on teachers’ job performance in terms of lesson presentation, knowledge of subject matter, classroom management and teaching strategies. Based on the findings of the study, it was recommended that teachers should be trained and retrained on periodic basis in order for them to meet up with the challenges of education in the 21st century.

Keywords: Educational support services, job performance, ICT, in-service training, lesson presentation, knowledge of subject matter.