CORRELATION BETWEEN SCHOOL-BASED VARIABLES AND TEACHERS’ SERVICE DELIVERY IN SECONDARY SCHOOLS: AN EMPIRICAL STUDY OF CALABAR SOUTH, CROSS RIVER STATE

Abstract

Educational institutions are established to implement educational policies aimed at achieving national education goals. The attainment of secondary education objectives largely depends on the quality and effectiveness of teachers’ service delivery. This study examined school-based variables and teachers’ service delivery in secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Specifically, it investigated the relationship between school leadership, school culture, and teachers’ service delivery. Two hypotheses guided the study. A survey research design was adopted. The population comprised all 192 teachers in 8 public secondary schools in the area. Census and purposive sampling methods were used. Data were collected using a researcher-developed instrument titled “School-Based Variables and Teachers’ Service Delivery Questionnaire (SBVTSDQ).” The instrument was validated by three experts from the Department of Educational Management and the Department of Measurement and Evaluation, Faculty of Educational Foundation Studies, University of Calabar. It yielded a Cronbach Alpha reliability coefficient ranging from .77 to .79. Data were analyzed using the Pearson Product Moment Correlation. Findings revealed a statistically significant positive relationship between school leadership, school culture, and teachers’ service delivery in Calabar South. The study concluded that school-based variables play a vital role in enhancing teachers’ performance in secondary schools. Based on the findings, it was recommended that school administrators should foster a positive and inclusive school culture characterized by teamwork, mutual respect, accountability, and shared values. Such an environment enhances teacher morale and improves service delivery.