Relationship Between School Facilities Maintenance and Secondary School Teachers' Effectiveness in Mubi Education Zone, Adamawa State

Abstract

The study assessed the impact of maintaining school facilities on the teaching performance of secondary school instructors in the Mubi Education Zone, Adamawa State. The research targeted 1,248 teachers from public secondary schools in the Mubi Education Zone. The sample was 303 teachers using a proportionate sampling technique. The research used a descriptive survey design. The School Facilities Maintenance and Teachers' Effectiveness Questionnaire (SFMTEQ), with a 4-point modified Likert scale, was used as the instrument for data collection. The instrument received validation while its reliability was established through a Cronbach's alpha score of 0.82. Researchers applied means, standard deviations, grand means, and Pearson Product-Moment Correlation (PPMC) to analyze data for research question answers and hypotheses testing at the 0.05 significance level. The research found that schools maintained their facilities at an average level, which showed better maintenance of classrooms and furniture compared to laboratories and libraries and sanitation facilities and electrical systems. Teachers demonstrated high effectiveness in their work, particularly during lesson planning and instructional delivery and classroom management and professional commitment while their usage of teaching aids faced moderate restrictions. The study proved that all five hypotheses were wrong because they showed that school facilities maintenance had no effect on teachers' effectiveness in teaching and conducting practical sessions and managing classrooms and performing their overall job responsibilities. The research established that secondary school teachers achieve better results when school facilities undergo proper maintenance. The study recommends that schools implement maintenance schedules and secure sufficient funds to maintain their infrastructure, sanitation systems, provide teacher professional training, and involve the community in supporting school infrastructure development.