JOURNAL OF LIAONING TECHNICAL UNIVERSITY

DYNAMICS OF TEACHERS’ INSTRUCTIONAL WORKLOAD AND ITS IMPLICATION ON STUDENTS’ ACADEMIC PERFORMANCE IN EKITI STATE

Mercy Adesola DARAMOLA (Ph.D), Ibukun Omolara AKINWUMI (PhD), Samuel Oluwaseyi OLOFIN (Ph.D)*, Oladele Dennis OMODARA (Ph.D), Funke Aina FALEMU, Amoke Monisola KENNI (Ph.D)

Abstract

This study investigates the dynamics of teachers' instructional workload and its implications for student academic performance in Ekiti State. A correlational research design was employed to explore the impact of the independent variable (teacher's workload) on the dependent variable (students' academic performance). The study's population comprises all teachers in secondary schools across three Senatorial districts in Ekiti State. A sample of 150 teachers, drawn from 25 public senior secondary schools in these districts, participated in the study. Data was collected using a self-structured questionnaire, and the instrument's validity was confirmed by Test and Measurement experts. The study utilized Pearson Product Moment Correlation (PPMC) to test hypotheses at a significance level of 0.05. The findings indicate that there is no significant relationship between teachers' implementation of workload policy and students' academic performance in secondary schools (p > 0.05). However, a significant positive correlation exists between the level of compliance with teachers' instructional workload policy and students' academic performance (p < 0.05). Based on these findings, recommendations are made for educational policymakers, school administrators, and teachers to enhance the relationship between workload policies and student academic performance in secondary schools.

Keywords: Dynamics, Teacher, Instruction, Workload, Academic Performance