EAST AFRICAN JOURNAL
OF EDUCATIONAL RESEARCH 
AND POUCY (EAJERP)
ISSN 1997-7255 Voi. 5, June 2011
A Publication o( Higher Eòucolion Research and Policy Network (HERPNET) 
Rampala International University Uganda
UNIVERSITY OF IBADAN LIBRARY
EAST AFRICAN JOURNAL 
OF EDUCATIONAL RESEARCH 
AND POLICY (EAJERP)
ISSN 1997-7255
Voi. 5, June 2011
UNIVERSITY OF IBADAN LIBRARY
Il EAJERP Voi. 5, June 201
© EAST AFRICAN JOURNAL OF EDUCATIONAL 
RESEARCH AND POLICY
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Published by -
Higher Education Research and 
Policy Network (HERPNET)
UNIVERSITY OF IBADAN LIBRARY
EAJERP Voi. 5, June 2011 IX
CONTENT
Adult Children of Alcoholics in Contemporary 
World -  Narrative Construction of Biography 
Przybysz-Zaremba, Margaret 1 -1 5
Environmental Strategies for Managing Higher Education 
Productivity in Nigeria 
Njoku, A.C. 1 7 -2 8
Appraisal of Higher Education Research in Nigeria: 
Any Focus on Economie Development?
Olawale, S. G. & Adeniyi, E. 0 .
2 9 -4 7
Ensuring Eouitv. Security and Peace through Higher 
Education Vis- A -V is Sustainable Development 
Okecha, R. E. & Idogho, P. O. 4 9 -6 2
University Academic Staff Perception on thè Mandate for 
Higher Education Research, For thè Achievement of 
MDGs: Implication for Counselling 
Nwadinobi, V. Nkiru 6 3 -7 2
Economie Growth And Higher Education Research In 
The 2151 Century: Prospects And Challenges For Nigeria 
Isah, E. A., Ayeni, A. 0 . & Erwat, A. Eseza 7 3 -8 8
School Media Library Specialista’ Involvement in 
Curriculum Development and Evaluation in Nigeria: 
Choices and Challenges 8 9 -1 1 0
Towolawi, K. Oluwakemi & Onuka, A.O. U.
Improving Teacher Productivity And Performance For 
Better Learning Outcomes In Nigeria Public Secondary 
Schools
Emunemu, B. 0 . & Isuku, E. J. 111-127
UNIVERSITY OF IBADAN LIBRARY
X EAJERP Voi 5, June 2011
Educational Reforms and Reform Evaluation in Nigeria: 
Missing Links 129-139
Owolabi, H. 0 .
The Emergence of Private Universities in Nigeria:
A Challenge to Public Universities?
Abari, A. 0 ., Mohammed, M. 0 . B. & Gbenu J. P. 141 -156
UNIVERSITY OF IBADAN LIBRARY
East African Journal of Educational Research and Policy - Voi. 5, June 2011
IMPROVING TEACHER PRODUCTIVITY AND PERFORMANCE 
FOR BETTER LEARNING OUTCOMES IN NIGERIA PUBLIC 
SECONDARY SCHOOLS
Benedict O. Emunemu & Eragbai Jerome Isuku
Department of Educational Management 
University of Ibadan
1 doriben7701(5)vahoo.com, 2ieromeisuku(a)vahoo.com
Abstract
The paper x-rays school productivity in relation to teachers' 
productivity in secondary schools. The productivity of teachers in 
schools has reportedly declined over thè years. This assertion is 
evident from thè visible poor performance of students in both internai 
and extemal examinations. It specifically assesses thè performance of 
students in two key subjects (English Language and Mathematics) in 
extemal examinations held in Nigeria. The papér is of thè view that 
most o f thè seemingly poor performance of our school System lies on 
thè deficiencies and ineffectiveness of our poorly trained and poorly 
motivated teachers. The reasons for this apparent low teacher 
productivity in schools are discussed as well as thè challenges and 
rote o f thè teacher for improved productivity in thè school. It further 
discusses thè factors militating against effective classroom 
management. The principles and strategies for effective classroom 
management are also discussed. The paper concludes that a 
concerted effort is needed to improve thè performance of teachers in 
public schools for thè benefit o f thè entire school System. It identifies 
an effective classroom management as key to increasing thè 
productivity of teachers and thè leaming outcome of students in 
schools. These include ensurìng a hygienic and congenial physical 
classroom structure; having a good mastery of thè subject matter; use 
of appropriate methods of instruction; and ensuring that teaching and 
leaming is done under organized, planned, and fortified environment 
with teaching/leaming instructional aids to stimulate students' sense of 
conception, perception and concentration to -facilitate systematic 
understanding and acquisition of knowledge in them.
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112 Benedct O. Emunemu 8 Eragbai Jerome Isuku
Introduction
The teacher is undoubtedly thè most important factor for achieving a 
profitable.learning outcome in every school System. The future of any 
nation, to a very large extent, is contingent upon thè quality of its 
teachers. Therefore, those to be recruited as teachers should be 
people who have demonstrated some measure of competence in 
knowledge and skills as well as possess a healthy attitude for thè 
achievement of thè schooling objectives.
As thè population of school-age children grows, thè problem of 
increased demand for teachers (both qualified and not quajified) also 
persists, thus, making thè teaching profession thè largest employment 
in thè world (Babalola, 2011). Nevertheless, in spite of thè growing 
number of teachers in employment, school productivity seemed not to 
have satisfactorily improved as expected.
The cause of this unsàtisfactory state of affairs had been 
linked to many factors, among which is thè low level of teachers' 
productivity which in itself is due to lack of basic knowledge and skills 
that could improve teacher performance in their Service delivery. Thus, 
there seems to be a positive relationship between thè teachers' level 
of professional development and their performance in thè classrooms.
Unfortunately, however, thè productivity of teachers in schools 
has reportedly declined over thè years. This is evident from thè visible 
poor performance of students in both internai and extemal 
examinations. For instance, in 1999 about 757, 233 candidates sat for 
thè Senior School Certificate Examination (SSCE) in English 
Language, out of which 73,531 or 9.71% passed with thè grade of A l­
ce  while 22.59% (171,098) passed with thè grade P7-P8. A total of 
64.9% failed thè English Language examination for that year. In 
Mathematics, about 50.35% recorded failure. In thè year 2000, 2002, 
and 2003, failure in English Language was 64%, 42.6% and 33.8% 
respectively. UP- JJuL U »  U ^ - * -
This high failure ratè was also recorded in thè recent National 
Examinations Council's (NECO) results for both English Language 
and Mathematics as shown in Tables 1a and 1b.
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Improving Teacher Productivity and... 113
Table 1a: Analysis of Students’ Performance in English 
Language and Mathematics, 2001-2005 (NECO SSCE internai) 
with Passes from A1-E8
Year En g lish  Language Mathematics
Total Total % Total Total %
Sat Passed Passed Sat Passed Passed
2001 914.705 673,136 73.5 914,852 584,370 63.8
2002 1,034,488 960,019 92.8 1,034,428 938,010 90.6
2003 902,300 538,269 59.6 902,242 478,735 53.0
2004 897,397 537,466 59.8 897,432 508,425. 56.6
2005 576.500___ 497,666___ 50,7______ 876.430 - 557,079 _____63.5
Source: National Bureau of Statistics (NBS), 2007
In thè year 2003, 2004 and 2005, statistics showed that of thè 
902,300; 897, 397 and 876, 500 students who sat for thè senior 
National Examinations Council (NECO) examinations in English 
Language, 538,269, (59.6%) 537,466 (59.8%) and 497, 666 (56.7%) 
respectively passed thè examinations. Similarty in thè Mathematics 
examination for those years (2003, 2004 and 2005), about 902,242; 
897,432 and 876,430 respectively sat for thè examinations. The 
results showed that 478,335 (53.01%); 508,425 (56.6%) and 557,079, 
(63.5%) passed thè examinations (National Bureau of Statistics, 
2007).
Table 1b: Analysis of Students’ Performance in English 
Language and Mathematics, 2006-2010 (NECO SSCE internai) 
with Passes from A1-C6
Year E ng lish  Language Mathematics
Total Total % Total Total %
Sa i Passed Passed Sat Passed Passed
2006 901,135 442,333 49.1 897,791 434,809 48.4
2007 989,765 514,893 52.0 961,955 524,325 54.5
2008 1,108.826 837,541 75.5 1,092,215 776,745 71.1
2009 1,168,286 273,279 23.3 1,163,429 316,049 27.1
2010 1.116,195 245.890 22.0 1.113.177 285 146 25.6
Source: National Examinations Council (NECO), 2011
Results from Table 1b showed that 48.4% or less than half of thè total 
numbcr of students who sat for thè Mathematics examination in 2006 
passed at credit level. In 2007, thè percentage of students who had 
between A1-C6 in Mathematics gradually increased to 54.5% 
representing about 12.6% improvement in performance. The most
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114 Benedici O. Emunemu & Eragbai Jerome Isuku
successful period was in 2008 when there was an appreciable 
improvement in students’ performance in Mathematica with 71.1% 
pass (A1-C6) out of thè over 1 million candidates that sat for thè 
examination. However, a dismal failure was recorded in thè subject in 
2009 with only 27.1% passing at credit level between A1-C6. In thè 
succeeding year, 2010, thè failure rate further worsened. The total 
number of students who passed at credit level stood at 285,146 out of 
1,113,117 implying a success rate of only 25.6%.
In thè same vein, Table 1b showed that in 2006, only 38.1% of 
thè 901,135 candidates who sat for thè English Language examination 
passed at credit level between A1-C6. In 2008, thè performance 
equally improved with 75.5% pass at credit leyel between A1-C6. 
Nevertheless, as in thè Mathematics result for 2009 and 2010, thè 
percentage of students who had A1-C6 in English Language stood at 
23.3% and 22.0% respectively. All of these represent an unpleasant 
and unsatisfactory state of affairs in our school System. Although it will 
be an unfair conclusion to lay thè blame solely on thè standard and 
quality of our teaching personnel, nonetheless a generai claim that 
most of thè seemingly poor performance of our school System lies on 
thè deficiencies and ineffectiveness of our poorly trained and poorly 
motivated teachers. Teachers seem not to show serious commitment 
to their work due to obvious neglect by thè government and thè 
society at large. This action has therefore had negative consequences 
on school quality and school productivity.
In a study by Bolarinwa (1994), and cited in Ajayi (2004), it was 
discovered that about 63% of thè 510 public school teachers sampled 
had taken to alternative supportive jobs to survive. While 59.22% 
regretted being teachers, 78.82% felt that they would not be teachers 
again if given a fresh opportunity to make choice of career in life; and 
about 82.35% declared that they were not satisfied with thè teaching 
profession.
Concept of Productivity in Education
Productivity is a concept often misinterpreted with efficiency by many 
people. However, both concepts exhibit similarity, yet they are 
different economie concepts. In thè formai educational System, both 
concepts each refer to a different relationship between inputs and 
outputs. Inputs are thè resources used to produce education, such as 
per-student expenditures; student-teacher ratios; teacher education, 
experience, and salary; school facilities; and administrative factors, 
thè teachers’ time; buildings; leaming materials; equipment; students,
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Improving Yeacher Productivity and... 115
time, etc. While outputs are thè products of education such as thè 
number of students who are educated, their qualifications, their 
cognitive leaming, thè cultural, sporting and life skills they have 
obtained, thè welfare Services provided by thè schools, etc, 
(Marginson, 1991). It is important to note that output is distinct from 
objectives. While objectives encompass broad purpose of education 
Service, for example, vocational training, intellectual, physical growth 
of thè students, etc, output, on thè other hand refers to thè specific 
means by which these broad objectives are achieved. For instance, 
equality of opportunity or access to education is an objective, but 
achieving a target of 40% female access of thè available opportunity 
in that form of education is an output.
Thus, while efficiency is more concerned with thè internai cost 
of thè production process, productivity, in its own right, focuses more 
on output. Productivity can best be understood as output per unit of 
measured input. When comparing productivity, we hold input Constant 
while output is allowed to vary. For example, we can hold thè Service 
of a teacher Constant while expecting his output to increase, that is, 
we vary his or her output. Thus, productivity increases when thè same 
input leads to a greater output than before. Productivity can either be 
measured in money or physical terms. In classical term, productivity 
can be defined as physical output per unit of labour time (Kendrick, 
1985). Thus, when we talk of higher productivity, it enables us to 
evaluate thè number of products thè worker has produced with thè 
given input available to thè workers. School productivity invariably 
refers to thè results that a school System is achieving for a given level 
of inputs.
According to Babalola (2009), thè generai belief is that 
productivity can be increased by increasing thè labour supply, 
increasing thè hour worked and increasing wages. However, greater 
productivity does not come from spending more or from working 
harder, but smarter (Ashenden, 1990). The bottom line therefore is 
that productivity is concerned mainly with thè maximization of output. 
The question therefore relates to how many students have we been 
able to influence positively as teachers? The greater thè number, thè 
greater our productivity in absolute terms. In this way therefore, we 
define productivity in terms of thè goal satisfaction which is measured 
by thè relationship between Services rendered to our 
consumers/clients (students) and thè broad objectives of thè 
educatior al System (Tegle, 1988; Commonwealth Tertiary Education 
Commission, 1986; in Marginson 1991). Although these concepts and
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116 Benedici O. Emunemu & Eragbai Jerome Isuku
definitions are not exhaustive, thè focus of productivity in education is 
centred mainly on thè output of thè teachers in terms of their ability to 
increase thè learning achievement of students through an effective 
classroom interaction and management.
Reasons for Low Teacher Productivity in Schools
Generally, thè research exploring teacher motivational issues in 
Nigeria shows that teachers are poorly motivated and are dissatisfied 
with their living and working conditions. The key reasons for this are 
as follows:
• Low wages when compared with other professionals
• Low status in thè society
• Lack of career advancement opportunities
• High student-teacher ratio
• Poor work environment
• Inadequate fringe benefits
• Irregular payment of teachers’ salaries
According to thè literature, these conditions are responsible for low 
teacher morale and productivity and thè difficulty in attracting and 
retaining quality personnel into thè teaching profession. This has not 
always been thè case. A broad consensus is that, prior to 
independence, teaching was considered by almost all sections of 
society as a highly respected profession. Teachers played key 
leadership roles in locai communities and acted as role models. 
However, after Independence, when thè demand for educated labour 
grew rapidly, many teachers left thè profession to take up jobs 
elsewhere in thè public and private sector. According to Obanya 
(1999), this marked thè beginning of thè teacher motivation crisis in 
Nigeria, as thè public began to look down on those teachers who 
remained in thè classroom as second-string public servants. The 
growing tendency for school leavers to opt for teaching only if they are 
unable to..find other more lucrative public or private sector employment 
further compounded this problem of lowered professional status 
(Lawal, 2000). According to(Ò ^O w usu (The Punch Newspapers, 
2004), who once led thè accreditation team of thè National 
Commission for Colleges of Education, remarked that thè teaching 
profession in Nigeria had been relegated to thè background and that 
teachi ig is not accorded thè respect it deserves.
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Improving Teacher Productivity and... 117
A major finding in a study by Kazeem (1999) is that teachers 
and other school workers tend to remain contented and reasonably 
motivated as long as salaries are paid on time and they are promoted 
regularly. Much earlier, Eton (1984) also identified thè payment of 
salaries, allowances and promotion as thè key factors that shape 
teacher attitudes towards their work. Similarly, Amadi (1983), also 
concluded that thè irregular payment of salaries is one of thè major 
problems facing thè teaching profession in Nigeria. According to 
Mbanefoh (1982), practicing teachers are particularly concerned about 
thè late payment of salaries and thè non-payment of fringe benefits 
rather than other non-monetary incentives. School principals often 
complained about teachers not willing to work because of delays in 
payment of their salaries (Ayeni, 2005). Ubom (2002), found that in 
Nigeria, prompt payment of salaries induced greater commitment to 
teaching.
According to Adelabu (2005), another major source of teacher 
dissatisfaction in Nigeria arises from disparities between thè teaching 
profession and other professions, such as nursing, with respect to thè 
time and mode of payment of salaries, fringe benefits, promotion 
prospects and working conditions. However, no consensus exists on 
thè extent to which financial inducements are thè really criticai 
motivators. Research has shown that monetary reward in itself has not 
improved' teachers’ low esteem and their productivity. Youlonfoun 
(1992), argues that, although good salaries and their prompt payment 
are important motivating factors, there is evidence that other factors 
can undermine commitment to teaching. It was therefore not a 
surprise when Akinwumi (2000) and Ejiogu (1990) found that what thè 
typical low income earning teacher yearns for is a sizeable salary 
increase, and they conclude that thè payment of a living wage would 
significantly enhance their commitment and performance.
Next to pay is thè social status of teachers which has been 
identified as an important factor impacting teacher morale and 
motivation (Baike 2002, Francis 1998, and Obanya 1999). Where 
teachers feel society is dismissive of thè profession, their commitment 
is undermined. Promoting teachers eri masse, without basing it on an 
evaluative mechanism linked to job performance, has also been found 
to de-motivate many teachers in Nigeria (Yisa, 1975; Obilade, 1989; 
Sanusi, 1998).
School leadership and management style are also important 
factors, which can either motivate or lower teacher morale and 
commitment. Nwankwo (1984), found that teachers feel highly
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118 Benedict O. Emunemu & Eragbai Jerome Isuku
motivated when they are consulted about decisions regarding their 
work. Unfortunately, too high a proportion of school managers 
(principals and head teachers) are highhanded and autocratic in their 
dealings with teachers (Ayeni, 2005). The attitude of inspectors 
towards teachers in supervising their work is another important work- 
related motivational factor. Bamisaiye (1998), found that unfair 
administrative and supervisory practices tend to undermine teacher 
morale.
The work environment is also an important determining factor 
in teacher motivation. The teacher's working environment in Nigeria 
has been described as thè most impoverished of all sectors of thè 
labour force (NPEC, Nigeria 1998) Facilities in most schools are 
dilapidated and inadequate, (Sanusi, 1998; Adelabu, 2003). Kazeem 
(1999), recommended that greater attention should be given to 
improving work-related conditions of teachers to improve thè quality of 
education. In particular, there should be improvements in thè supply of 
teaching and learning materials and generai classroom environment to 
improve student learning. Kazeem (1999) and Akinwumi (2000) found 
that private school teachers appear more motivated than teachers in 
public schools. Regular payment of salaries and much lower pupil- 
teacher ratios are key reasons for this. Muheeb (2004) found that thè 
conditions for teaching are more conducive in private secondary 
schools in Lagos State especially because thè maximum class size is 
only 30 in private schools compared to well over 80 in public schools.
Unarguably, this state of disequilibrium will certainly affect thè 
level of productivity and consequently, thè learning outcome in 
schools. This paper attempts to provide some probable strategies for 
improving teachers' productivity through an effective classroom 
interaction and management. The paper therefore disqusses thè 
concepts • of productivity (school productivity) as it relates to thè 
teacher, thè role of thè teacher and some visible challenges facing thè 
teachers and how these challenges could be improved upon to 
guarantee an effective and efficient Service delivery among teachers, 
especially in our public secondary schools.
Challenges and Role of thè Teacher for improved Productivity in 
thè School
The challenges facing thè effectiveness of teachers in thè reai 
classroom situation today are enormous. The teacher's productive 
capacity has been compounded by thè problems of inadequate 
teaching skills/techniques, harsh environment for effective learning,
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Improving Teacher Productivity and... 119
poor socio-economie background statuses of students, particularly in 
public schools, and lack of motivation, among many other supposed 
factors. The prevalent conditions of most classrooms in Nigeria's 
public schools are highly offensive and therefore run counter- 
productive for a meaningful and effective teaching and learning to take 
place. The situation in thè classrooms is so appalling that many of thè 
school children and their teachers have to share their classrooms 
(often without doors and Windows) with goats, reptiles and birds 
(Moronkola, Adegbile and Moses, 2004).
In spite of these challenges, there is great expectation from thè 
parents and thè society at large, which has further imposed greater 
responsibility on thè teacher who is perceived as thè pillar upon which 
thè success of thè school rests. The role of thè teacher Is explicitly 
presented in thè National Policy on Education (NPE) document 
(Federai Republic of Nigeria, 2004). The teacher, as an 
implementation agent, is expected to play his/her role in thè 
achievement of thè policy objectives. According to thè policy 
document, thè major pursuit of government towards thè classroom 
teacher in Nigerian schools includes:
1. To produce highly motivated, conscientious and efficient 
classroom teachers for all levels of our education System.
2. To encourage further spirit of enquiry and creativity in 
teachers.
3. To help teachers fit into thè social life of thè community and 
society at large and to enhance their commitment to 
national objectives.
4. To provide (competent) teachers with intellectual and 
professional background adequate for their assignment 
and to make them adaptable to any changing situation not 
only in thè life of their country, but in thè whole world.
5. To enhance teachers' commitment to thè teaching 
profession.
Undoubtedly, thè teacher is thè hub of any educational System and a 
major determinant of its success. Thus Ukeje (1996) in Ajayi (2004) 
stated that:
Without an adequate number of inspiring well-informed 
teachers fully prepared to meet thè responsibilities in our 
schools, we cannot have good education; and without good 
education, we cannot hope for long to meet successfully thè 
challenges of a changing world.
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120 Benedict O. Emunemu & Eragbai Jerome Isuku
This has informed thè need for adequate training and 
empowerment of thè teacher with up-to-date knowledge, skills and 
methodologies in order to cope with thè dynamics of thè 21sl century 
education market with a hope to raising their productivity.
The Table below describes thè expectations and characteristics of thè 
Nigerian teacher as presented by Babalola (2011 ).
Table 1: Characteristics of a Professional Teacher in Nigeria
S/No. A Ideal Reality as perceived by 
Professional Indicators thè author
Teacher is:
1. Conscientious Careful, Owing to economie and 
thorough, historical reasons, a 
meticulous, Nigerian teacher is 
painstaking, seemingly unmotivated, 
reliable, lackadaisical, anecdotal 
diligent, hard- and lethargic about 
working, professional ethics
assiduous
2. Creative or Originai, Based on thè bureaucratic 
criticai imaginative, mode of training and 
inspired, practice, a Nigerian teacher 
inventive, is mostly traditional, 
resourceful, uninspired and 
ingenious, unimaginative. The teacher 
innovative is expected to lead children 
to identify and solve 
problems and learn how to 
create knowledqe
3. Community Contextual, Partly as a result of thè 
related related and theory-based training, a 
appropriate typical Nigerian teacher is 
mostly" unconnected with 
thè neiqhbourhood
4. Competent Knowledgeable, Amateur in pedagogy
well-informed,
skilled,
experienced,
expert,
proficient in
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Improving Teacher Productivity and... 121
courses in
education,
teaching
subjects,
generai studies
and teaching
practice.
5. Committed Dedicated, Partly because of thè 
loyal, devoted, admission process that 
steadfast, allows education to be a 
unswerving, dumping ground for 
faithful “cheaters", there are 
practicing teachers who are 
uninterested, unattached 
and .apathetic to thè 
teaching profession.
Source: Adopted from Babalola, J.B. (2011). Teacher 
Professionalism in a Time of Global Changes
Factors Militating against Effective Classroom Management
Several problems manifest in thè typical classroom situation in 
Nigerian schools which have thè capability to constrain a smooth 
teaching and learning process, and ultimately school productivity. 
These factors are student-based, teacher-induced and of course 
school-generated problems. Successful classroom management may 
be difficult where some of these problems occur in thè classroom. 
These problems include among others:
• Students’ absenteeism
• Disobedience and generai disrespect for constituted 
authority
• Fighting (verbal and physical)
• Noise making by students
• . Noise from markets and garages located near schools
• Gas/smoke pollutions from thè immediate environment
• Drug misuse/abuse
• Sleeping in thè classroom
• Untidiness of thè classroom environment
• Dilapidated buildings, lacking mental stimulating facilities 
that are characterized with low or no seating arrangement
• Failure to do assignment/homework
U
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122 Benedici O. Emunemu 8 Eragbai Jerome Isuku
• Lack of concentration by thè learner (day dreaming/mind- 
drifting)
• Poverty of thè parents which has made education and 
learning impossibile for children especially disabled children 
in thè rural areas.
• Lack of cordial relationship between thè teachers and thè 
students
• Poor mastery of thè subject taught or subject matter
• Lackadaisical attitude of teachers
• Poor or absence of both internai and external supervision 
of schools
• Use of inappropriate methods of instruction & instructional 
materials
• Inability to identify students' individuai differences in terms 
of their interests, abilities and weaknesses
• Inability of teachers to stamp their authority in thè 
classroom
• Inability to communicate effectively with thè students
• Inadequate planning and preparation of lesson plans and 
lesson notes
• Overcrowded classrooms with a very high student-teacher 
ratio
• Poor school administration
• Harsh school environment, among others (Arogundade, 
2009).
There is a long list of militating factors against thè effective 
performance of thè classroom teacher in a school situation. The need 
for thè teacher to anticipate and circumvent these recurrent classroom 
problems is essential if his/her productivity is to.be increased. Thus, 
for an enhanced productivity, a conscious teacher must have thè 
prerequisite skills to effectively manage thè classroom for a greater 
learning outcome.
Classroom Management for Improving Teachers’ (School) 
Productivity
According to Arogundade (2009), classroom management refers to 
some forms of arrangement and co-ordination that takes place in thè 
classroom. It is a method or technique which thè teacher adopts to 
ensure that every learner utilizes available resources with thè sole aim
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Improving Teacher Productivity and... 123
of achieving thè goals of thè school System towards learning (Telia, 
Ajayi and Olowoye, 1990; in Arogundade, 2009). More succinctly and 
explicitly put, Adewole and Tuoyo (1994) defined classroom 
management as thè process whereby human and material resources 
are organized, students motivated and inspired and a conducive 
learning environment created to accomplish educational objectives.
Thus, judging from thè various definitions, we can conclude 
that classroom management is thè effective and efficient utilization of 
students and other learning resources available to thè teacher to 
achieve an optimum level of thè teaching and learning objectives. The 
major aims of classroom management among other reasons are to:
1. realize thè school objectives
2. prevent wastages
3. enable students to achieve thè highest level of their 
- potentials
4. ensure optimum utilization of resources in thè classroom
5. avoid time wasting
6. coordinate classroom activities
7. guide against unseen administrative problems (Atanda, 
2009 & Arogundade, 2009).
Principles of Effective Classroom Management
Having identified thè objectives and need for classroom management 
by thè teacher, thè following principles were suggested by Atanda 
(2009) who advocated that for teachers to have an effective learning 
outcome in thè classroom, they should:
• Exhibit self-discipline
• Establish rapport with students
• Devote enough time to pian class work
• Have thè interest of students in mind
• Treat all students equally and with respect
• Have positive expectations of thè students
• Be consistent in dealing with students and situations
• Locate source of good behaviour, misbehaviour and use 
appropriate punishment or reward wisely.
Strategies for Effective Classroom Management
In view of thè envisaged and inherent problems that militate against 
effective teaching and learning process in thè classroom, thè following 
strategies may be adopted by thè teacher to improve productivity:
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124 Benedici O. Emunemu 8 Eragbai Jerome Isuku
1. Ensure a hygienic and congenial physical classroom 
strutture. For example, desks and tables should be 
properly arranged and thè class made neat to enable free 
flow of information between thè teacher and thè students.
2. Have a good knowledge of thè learners. The teacher 
should be able to know thè strengths and weaknesses of 
thè students. This will help thè teacher on how best to 
assist such students and devise methods to apply in 
helping them or otherwise.
3. Have a good mastery of thè subject matter. The teacher 
should know far more than thè students in his/her subject 
area. This will enable thè teacher to be in total control of 
thè teaching-learning process.
4. Use appropriate and relevant learning materials according 
to thè level of thè students’ mental development.
5. Use appropriate methods of instruction. The method used 
, by thè teacher should be one which stimulates learning, for
example, that which can arouse thè attive involvement of 
thè learners (students).
6. Provide appropriate and meaningful instructional materials
7. Ensure a proper management of employed instructional 
materials during thè teaching-learning process.
8. Ensure thè existence and observance of classroom rules 
and regulations.
9. Solve problems whenever necessary.
10. Ensure that teaching and learning is done under organized, 
planned, and fortified environment with teaching/learning 
instructional aids to stimulate students' sense of 
conception, perception and concentration to facilitate 
systematic understanding and acquisition of knowledge in 
them.
Conclusion
The role of thè classroom teacher as a catalyst for educational and 
subsequently national development cannot be over-emphasized. 
Nevertheless, thè observed low productivity amo’ng teachers in public 
schools calls for a serious concern. A concerted effort is therefore 
needed to improve thè performance of teachers in public schools for 
thè benefit of thè entire school System. One important means of 
achieving an increased productivity of teachers and have an increased 
learning outcome of students in schools is through an effettive
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Improving Teacher Productivity and... 125
classroorn management. The classroom is thè school theatre where 
thè students are diagnosed and treated through thè instrumentality of 
teaching. In order that we might have a rewarding learning 
outcome/quality in our schools, an appropriate environment for 
effective classroom management needs to be considered. Different 
classroom management strategies for improved teacher productivity in 
schools have been suggested. An adoption and extension of these 
strategies will go a long way in improving thè productivity of teachers 
in schools and subsequently thè achievement of thè schooling 
objectives.
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