Quality Assurance Procedures and Teachers’ Job Performance in Secondary Schools in Bayelsa State, Nigeria

Abstract

The study aimed to assess public secondary school teachers' quality assurance systems in Bayelsa State. To direct the research, four research questions in all—along with matching null hypotheses—were constructed. The study followed a correlational research approach. The study included two hundred twenty-two vice principals in addition to the principals. Using a sample size of 666 for the questionnaire, Quality Assurance Procedures for Teacher Job Performance in Secondary Schools (QAPTJPS) compile 666 principals from secondary schools in Bayelsa State as the research population. Two experts accredited by the pertinent body validated it. The test-retest process was used to get an 80.2 dependability coefficient for the instrument. We addressed the study questions using the mean and standard deviation The Statistical Package for the Social Sciences (SPSS) carried null hypothesis testing and data analysis with a significance threshold of 0.05. Evaluation of Bayelsa State's secondary school teachers revealed a statistically significant correlation. In Bayelsa State's public secondary schools, instructional monitoring has a positive relationship with instructors' performance. Making use of comments has very significant results. The study shows that teachers' degree of agency over classroom supplies determines their efficacy in public secondary education. Consequently, secondary school administrators have to regularly evaluate the efficiency of the teaching resources.