Effects of Agricultural Science Teacher’s Job Related Factors on Secondary School Student’s Academic Performance in Kebbi State, Nigeria

This study investigated the effects of agricultural science teachers’ job-related factors on students’ academic performance in senior secondary schools in Kebbi State, Nigeria. Factors considered for study were classified into external (motivation, age, teaching methods, principals’ leadership skills, etc.) and internal (teachers’ attitude, farm as punishment, job satisfaction, area of specialization, etc.) respectively. Multistage sampling was used to collect the data for the study. Three (3) educational zones were randomly selected from the six existing educational zones in Kebbi State. Twenty (20) schools were randomly selected from each of the zones to obtain a total of sixty (60) schools. Two teachers were randomly selected from each of the selected secondary schools to obtain a total of one hundred and twenty (120) respondents. The principal and vice principal of each schools were also considered in the selection for data collection. The data for the study were collected using questionnaires developed by the researcher. The data collected were used as proxy for student academic performance against the teacher’s job-related factors across the educational zones. Multiple Regression and Spearman Rho Correlation were used to test the relationship between the selected variables and students’ performance in SSCE at p < 0.01 - 0.09 interval level. The study found that, students’ external factors (age 0.031**, principals’ leadership skills 0.042**, number of class taught per day 0.064*, number of students per class 0.090* and teachers’ monthly salary 0.021**) are significantly influenced students' academic performance more than the internal factors (area of specialization 0.065* and agricultural science teachers’ qualification 0.000***).