LEARNING ENVIRONMENT AND SUPERVISION AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

This study examined the relationship between the learning environment, supervision, and teachers' job performance in secondary schools in Bayelsa State, Nigeria. A correlational research design was adopted, guided by two research questions and two hypotheses. The population comprised 4,015 teachers across 208 public secondary schools, with a sample of 385 teachers selected through proportionate stratified random sampling. Data were collected using a structured questionnaire titled "Learning Environment, Supervision, and Teachers’ Job Performance Questionnaire (LESTJPQ)," which was validated by experts and subjected to reliability analysis, yielding a Cronbach Alpha coefficient of 0.85. Pearson correlation analysis was employed to test the hypotheses at a 0.05 significance level. The findings revealed a moderate positive relationship between the learning environment and teachers' job performance (r = 0.459, p < 0.05), and a weak positive relationship between supervision and teachers' job performance (r = 0.321, p < 0.05). The study concluded that an improved learning environment significantly enhances teachers' effectiveness, while supervision, though beneficial, requires a more structured and supportive approach to be impactful. It was recommended that schools invest in better learning conditions and enhance supervisory practices to optimize teachers' job performance and overall educational quality.