Financing Public Secondary Schools and Teacher Job Performance in Bayelsa State, Nigeria

The purpose of this research was to analyse the connection between public secondary school funding and teacher effectiveness in Bayelsa State. Two issues of inquiry and five alternatives to the null hypothesis form the basis of the investigation. We used a correlational research strategy for our study. The total number of participants in the survey is 4,217; this number includes 191 school administrators and 4026 classroom instructors from all of Bayelsa State's public secondary schools. There were a total of 500 responses, or 12% of the population, including 477 teachers and 23 principals. We chose our sample using the proportional stratified random sampling method. The tool used for data collection was a 25-item survey with a four-point grading scale called the Financing Public Secondary Schools and Teacher Job Performance Questionnaire (FPSSTJPQ). Both the content and face validity of the instrument were checked by the supervisor and two additional measurement and evaluation specialists from Niger Delta University's Educational Foundations department. The obtained dependability coefficient was 0.75. The study questions and hypotheses were addressed using the Statistical Package for the Social Sciences (SPSS) and the Simple and F-statistics of regression analysis. A key conclusion of the research is that school funding has a substantial impact on secondary school teachers' effectiveness in the classroom. Funds for education should be increased to meet the minimal suggested criterion set by UNESCO, which is 26%. The Ministry of Education need to make it a priority to provide entrepreneurial education, particularly entrepreneurial awareness education, to all serving principals and instructors.