Teachers’ Job Engagement and Students’ Academic Achievement in Public Secondary Schools in Anambra and Delta States
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study investigated teachers' job engagement and students' academic achievement in public secondary schools in Anambra and Delta States, Nigeria. The study was guided by three research questions and one null hypothesis. A correlational research design was adopted. The population comprised 22,944 respondents, consisting of 708 principals and 22,236 teachers from 708 public secondary schools in Anambra and Delta States. A sample of 416 respondents was selected using proportionate sampling technique based on the Krejcie and Morgan (1970) sampling table, with an additional 10% to account for non-response. Data were collected using a researcher-developed instrument titled Teachers' Job Engagement Rating Scale (TJERS), while students' academic achievement was measured using WAEC results for the 2021 and 2022 academic sessions. The instrument was validated by experts and yielded a Cronbach alpha reliability coefficient of 0.86. Of the 416 questionnaires administered, 374 (89.9%) were retrieved and used for data analysis. Mean and standard deviation were used to answer the research questions on teachers' job engagement, cumulative grade point averages were used to determine students' academic achievement, while Pearson Product Moment Correlation was used to answer the relationship question and test the hypothesis at the 0.05 level of significance. The findings revealed that teachers exhibited a high level of job engagement, students demonstrated a high level of academic achievement, and the relationship between teachers' job engagement and students' academic achievement was very weak, negative, and not statistically significant. The study concluded that although teachers were highly engaged and students achieved highly academically, teachers' job engagement was not a significant predictor of students' academic achievement. The study recommended sustained support for teachers' job engagement and greater attention to other factors influencing students' academic achievement.
DOI: 10.46654/6evew167
Authors: O. J. Enamuotor, R. I. Asiyai, D. A. Akporehe
Institution: Delta State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7171663403