Over-Schooling and Secondary School Teachers’ Job Performance in Nigeria.

Abstract

The study was carried out to determine the impact of over-schooling on teachers’ job performance at the secondary school level in Uyo Senatorial District. To guide the study, two specific objectives and two null hypotheses were formulated. The population for the study consisted of Public Secondary School Principals and Teachers in Uyo Senatorial District of Akwa Ibom State, totaling 2520. The sample of the study was 252 respondents (84 principals and 168 teachers). While all the 84 public secondary school principals in the Senatorial District were involved in the study, the simple random sampling technique was used in drawing two teachers (1 male, 1 female) from each of the schools. Data collection was carried out with a structured questionnaire, “Over-schooling and Teachers’ Job Performance” (OTJP). The data collected were analysed using the independent t-test. The first hypothesis was upheld while hypothesis two was rejected signifying no significant difference in the mean responses of principals and teachers on the participation of teachers with higher degrees in school activities at the secondary school level. Based on the findings, it was concluded that over-schooled teachers at the secondary school level in Akwa Ibom State were committed to teaching despite the low returns to their education; and that they were less interested in school activities other than teaching. It was recommended, among others, that teachers with higher degrees at the secondary school level should be motivated to put in their best in the system.

Keywords: over-schooling, teachers’ job performance, higher degrees, low returns, secondary school,     Nigeria.