PRIVATE SECONDARY SCHOOLS

This study investigated the relationship between work environment and school effectiveness in private secondary schools in Edo State. Seven research questions were raised and five hypotheses formulated and tested at 0.05 level of significance. This study employed a correlation research design to investigate the relationship between work environment and school effectiveness in private secondary schools. The study's population consisted of 796 registered private secondary schools in Edo State's 18 Local Government Areas. A multi-stage sampling procedure was used to select 80 schools from the target population. From each of the sampled schools, five teachers were purposively selected, yielding a total of 400 teachers as respondents. Data were collected using the "Work Environment and Private Secondary Schools' Effectiveness Questionnaire" (WEPSSEQ). The instrument was validated by three experts in the department of Educational Management, Faculty of Education University of Benin, Benin City. To ensure the instrument reliability, they were subjected to a test-retest reliability test using 30 teachers from private secondary schools in Edo States that were not part of the study. Four hundred questionnaires were administered, 393 retrieved, and analyzed. The Data were analyzed using Mean, Standard Deviation for the research questions. Inferential statistics of multi linear regression, Pearson Product Moment Correlation Coefficient and Fisher’s Z-test Statistics were used for the hypotheses. The findings of the study revealed that the work environment of private secondary schools in Edo State was generally negative. The study also indicated that the level of school effectiveness in private secondary schools in Edo State was moderately high. Also, findings showed that statistically, there was a significant positive relationship between work environment and school’s effectiveness. Based on the findings, it was recommended that 11 private secondary schools’ management should provide a safe, conducive, and supportive school environment to boost students and teachers’ morale, productivity and schools’ effectiveness. Private secondary schools’ management should ensure training and retraining of teachers for effective teaching and learning among others.

The study investigated the relationship between teacher motivation and student academic achievement in private secondary schools in Egor Local Government Area, Edo State, Nigeria. For the purpose of the study, seven research questions were formulated. Descriptive survey design was used for the study. The population for the study comprised 100 (50 teachers and 50 students) teachers and students in 5 private secondary schools in Egor Local Government Area. Sample size of 100 students and teachers in 5 private schools in Egor Local Government Area, Edo state was used in this study. Questionnaire on relationship between teacher motivation and student academic achievement Questionnaire (RBTMSAAQ). was used to collect data for this study. The instrument (RBTMSAAQ) was validated by the researcher through his supervisor. The testretest method was used to get the reliability co-efficient of the instrument using Pearson's product moment correlation coefficient. The data obtained for the study were analyzed using means analysis to answer the research questions while t-test was used to test the formulated hypotheses at 0.05 level of significance. The findings of the study indicate that male and female teachers in private secondary schools in Egor Local Government Area experience similar levels of motivation. The teachers’ qualifications significantly impact their motivation, shaping their attitudes toward their work. These studies reinforce the idea that private schools in Nigeria, particularly those in urban areas, often maintain a balanced approach to instructional quality across diverse disciplines.