ABSTRACT

The study investigated Management Support Services and Teachers’ Productivity in Public Secondary Schools in South-East, Nigeria. Eight research questions were asked and answered and eight hypotheses postulated and tested at 0.05 level of significance. The design of the study was a correlational research design because it sought to establish the strength of relationship that exists between Management Support Services and Teachers’ Productivity. The population of the study was 28,682 which comprised of 27,431 teachers and 1,251 principals. A sample size of 679 respondents consisting 379 teachers and 300 principals from the three selected states of the South East. The multi-stage sampling technique was adopted. The instruments used for data collection was two structured questionnaires titled: Management Support Services Questionnaire (MSSQ) and Teachers Productivity Questionnaire (TPQ). The instrument was validated by three experts, two from Educational Management and one from Measurement and Evaluation in College of Education, Michael Okpara University of Agriculture, Umudike. The reliability of the instruments MSSQ and TPQ was established through a trial testing for internal consistency and stability of the instrument. Cronbach Alpha Statistic was used to measure the internal consistency of the items. Reliability indices of 0.82 and 0.85 were obtained. The data collected through the administration of the instruments were analyzed using Pearson Product Moment Correlation (PPMC) to answer research questions and Linear Regression to test the hypotheses at 0.05 level of significance. Findings revealed that the provision of adequate physical facilities to a high extent determine productivity of teachers and that there was a significant relationship between adequate physical facilities and teachers productivity. A significant relationship existed between the provision of regular staff development and teachers’ productivity which showed regular staff development to a high extent determine teachers productivity in secondary schools. provision of information communication technology to a high extent determine teachers productivity and that there is significant relationship between provision of information communication technology and teachers productivity. Based on the findings, it was recommended that government, managers of education, Teachers and Students should ensure, provision of physical facilities, staff development, quality conditions of service, provision of information and communication technology, school health services and adequate funding in secondary schools as it positively determined teachers’ productivity.