ABSTRACT
This study examines the relationship between instructional facilities and teachers' job performance in public senior secondary schools in Ovia-North East Local Government Area of Edo State. The study employs a quantitative research design, utilizing a structured questionnaire to collect data from 57 respondents. Descriptive statistics, correlation analysis, and hypothesis testing were conducted using SPSS 25. The findings reveal that teachers demonstrate strong job performance, particularly in lesson planning , communication skills , and timely feedback. However, the availability of instructional facilities remains moderate, with limited access to modern teaching technologies such as projectors and computers.
Correlation analysis indicates a statistically significant positive relationship between instructional facilities and teachers' job performance, suggesting that improvements in school infrastructure can enhance teaching effectiveness. The study also identifies key measures for improvement, including increased government funding, regular maintenance of facilities , and partnerships with private organizations. The findings align with existing literature, emphasizing the role of instructional resources in enhancing student engagement and academic performance.
The study concludes that adequate instructional facilities are crucial for improving teachers' job performance and recommends increased investment in educational infrastructure, professional development for teachers, and strategic public-private collaborations. These interventions will create an enabling environment for effective teaching and learning, ultimately improving educational outcomes in public senior secondary schools.
