Abstract

This study examined influence of resource availability and utilization of secondary school Economics teachers’ instructional effectiveness in Imo state. The study adopted descriptive survey research design. A sample of 579 respondents which comprised 26 Economics teachers and 553 Senior Secondary II Economics students was drawn from 11163 respondents being the population of all the 523 Economics teachers and 10640 SS II students in them 300 public secondary school in Imo state, Nigeria.  The study adopted a multi-stage sampling technique. The instruments for data collection were Economics Resource Availability for Instructional Effectiveness Questionnaire (ERAIEQ) and Economics Resource Utilization for Instructional Effectiveness Questionnaire (ERUIEQ) which had a 20-item each with four clusters and 4-point response scales of Very High Extent, High Extent, Low Extent, and Very Low Extent with 4, 3, 2, and 1 ratings respectively that addressed the research questions. The face validation of the instruments was carried out by three experts: two Economics teachers from the department of Educational Management and one in measurement and evaluation in the Department of Science Education, all from College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency aspect of the reliability of the instruments was determined using Cronbach alpha statistic which yielded an overall index of 0.87 and 0.79 respectively. The data was collected by the researcher with the help of three trained research assistants. . Out of 579 copies of the instruments administered, 532 copies representing 92% were returned and used for data analysis. Mean and standard deviations were used to answer the eight research questions raised for the study while t- test statistic was used to test the eight hypotheses that guided the study at 0.05 level of significant. The results showed among others that availability of teacher resources and time allocation influenced Economics teachers’ instructional effectiveness in secondary to a very high extent while the utilization of  teachers, laboratory equipment, ICT facilities and time allocation influence Economics teachers’ instructional effectiveness in secondary schools to a very high extent. Based on the results, it was recommended among others that Government should employ adequate number of qualified Economics teachers that should teach Economics in secondary schools.