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ABSTRACT

This study investigated teacher related factor as a correlates of teachers’ job performance in Public Secondary Schools in Education District V, in Lagos State. Four research questions were answered and four hypotheses were tested in this study. The population for the research was made up of all the public senior secondary schools in Lagos State Education District IV, Lagos State.  The research design adopted was descriptive survey designed to investigate into teacher related factors as a correlates of teachers’ job performance.  The total number of 100 respondents selected from four secondary schools in Education District V of Lagos State. A total of 100 copies of the questionnaire were distributed to the respondents with the aid of two (2) trained research assistants. The personal data in the study was analyzed with simple percentage while the assumption was tested with inferential statistics of standard deviation.  The study revealed that teacher's qualifications are significantly related to job performance; there is a significant relationship between teachers’ experience and job performance. The study revealed that there is a significant relationship between teachers’ economic status and job performance; the study further revealed that there is a significant relationship between teachers’ mode of instruction and job performance. Based on the findings from the study the following conclusions were drawn that the study vividly showed that professional qualification of teachers is the major variables affecting students’ performance in mathematics among the junior secondary school in Education District V, Lagos State, Nigeria. Recommendations were made on the basis of the findings of this study which include the following: A professional body or association should be empowered to regulate entrance into the teaching occupation and control ethical conducts of members. The body must be autonomous and operate as such. The Teachers Registration Council Nigeria (TRCN) should be empowered financially and legally to play this role. Society and teachers should be reoriented to see teaching as prestigious job with high social status. This implies that good condition of service must be put in place for teachers and they should be properly remunerated. In-service training, collaboration, workshops and ICT training should be encouraged by government for teachers. These would enable neophyte teachers to become professionals as well as upgrade the knowledge of existing professional teachers. Seminars and conferences should be organized to reorient leaders and members of teachers unions at all levels to stop discriminating against themselves. It is therefore imperative that teachers at all levels put on a common front to professionalize teaching in Nigeria.

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