H. O. Alonge

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.

This examined the Work- Life Balance and Teachers’ Effectiveness In Private Primary Schools In Oredo Lga Of Edo State, Nigeria, Six research questions were raised to guide this study.The population of the study consist of all eighty-six (86) teachers from the 25 private primary schools in Oredo Local Government Area of Edo State. The sample size selected for this study is 80 teachers from the total population, this was selected using simple random sampling technique.The following findings of the study revealed that; Teachers who reported heavy workloads, particularly extended teaching hours and administrative duties, expressed difficulty in effectively managing their professional responsibilities. This affected their teaching quality, including lesson preparation, student engagement, and individual attention. Many teachers found it hard to balance work with personal life, leading to burnout and decreased performance. Schools that offered organizational support, such as flexible working hours, reduced administrative burden, andsufficient planning time, saw an increase in teacher effectiveness. Teachers in such environments exhibited higher job satisfaction, engagement, and a more positive approach to their roles. The following recommendations were made;Private primary schools should develop and implement formal work-life balance policies (including flexiblescheduling, manageable non-teaching duties,and clear boundaries for after-hours tasks) to enhance teachereffectiveness.School administrators should monitor and regulate teachers’ workload (teaching hours, administrative responsibilities,extra-curricular duties) to ensure that these do not encroach excessively on preparation time, rest,or personal life