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Discipline and Accountability as Correlates of Teacher Productivity in Public Secondary Schools in Southwest, Nigeria

Year: 2025

Type: article

Abstract: This study examined the relationship between school leaders’ discipline and accountability and teacher productivity in public secondary schools in Southwest Nigeria. Two hypotheses guided the study: whether leaders’ discipline and accountability significantly relate to teacher productivity. A descriptive survey research design was employed to collect data from a representative sample. The population comprised all public secondary school teachers across the six states of Southwest Nigeria—Ekiti, Lagos, Ogun, Ondo, Osun, and Oyo. A multistage sampling procedure selected 1,500 respondents from 75 schools, with principals purposively chosen to assess teacher productivity. Data were collected using two self-designed instruments: the Discipline and Accountability Questionnaire (DAQ) and the Teacher Productivity Questionnaire (TPQ). The DAQ measured leaders’ discipline and accountability on a four-point Likert scale, while the TPQ assessed teacher productivity indicators such as lesson preparation, instructional delivery, use of resources, classroom management, mastery of subject matter, and communication skills on a five-point scale. Both instruments underwent face and content validation and demonstrated high reliability (DAQ = 0.81; TPQ = 0.84). Data were analyzed using descriptive statistics and Pearson’s Product Moment Correlation at 0.05 significance. Results indicated significant positive relationships between school leaders’ discipline (r = 0.425, p < 0.05) and accountability (r = 0.508, p < 0.05) and teacher productivity. The findings highlight that disciplined and accountable leadership enhances teacher performance, organization, and professional commitment, creating a productive educational environment. It is recommended that schools implement clear disciplinary policies, accountability mechanisms, leadership training, and professional development programs emphasizing ethical conduct and responsibility to strengthen teacher productivity. Keywords: Teacher productivity, discipline, accountability, Public secondary school,

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.18135330

Authors: AKINYEMI Kayode Victor, ORIMOLADE Adegoke Oluwafemi, ARIBISALA Evelyn Abiodun, ADEYANJU Similoluwa Iyabo

Institutions: Ekiti State University, Bamidele Olumilua University of Education, Science and Technology, Federal University Oye Ekiti

Language: English

Topic: School Leadership and Teacher Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7118084381

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