Educational Policy Implementation and Secondary School Teachers’ Job Delivery in Southern Senatorial District of Cross River State Nigeria

Abstract

The study investigated educational policy implementation and secondary school teachers’ job delivery in Southern Senatorial District of Cross River State, Nigeria. The Correlational research design was adopted for the study. The population of the study consisted of all the 2053 teachers in all the 95 secondary schools in Southern Senatorial District of Cross River State. Simple random sampling was used to select 24 schools, while Taro Yamane sampling was used to select 335 teachers as sample for the study. The instrument used for data collection was two researcher- designed questionnaires tagged “Educational Policy and Teachers’ job delivery Questionnaire (EPTJDQ) and Teachers’ Job Delivery Questionnaire. The face and content validity of the instrument was established using two experts from Faculty of Education, University of Calabar. The reliability of the instrument was ascertained using cronbach alpha method, with a reliability coefficient of 0.76 and 0.79 deemed to be reliable for the study. Mean and standard deviation was used to answer the research questions, while Pearson Product Moment Correlation Coefficient (PPMC) was used to test all the null hypothesis at 0.05 level of significance. Findings of the study revealed that orientation policy and promotion policy all had significant and positive relationship with secondary school teachers’ job delivery in Southern Senatorial District of Cross River State. The study therefore recommended among others that Nigerian government should work hand in hand with experts in the formulation and analysis of educational policies to reassess past and current factors that constrain effective education policy implementation especially as it affects teachers’ promotion.