LEARNING ENVIRONMENT AND SUPERVISION AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN BAYELSA STATE, NIGERIA

This study investigated learning environment and supervision as correlates of teachers’ job performance in public secondary schools in Bayelsa State, Nigeria. A correlational survey research design was employed to guide the study, which was structured around three research questions and three corresponding null hypotheses. The study population comprised all 4,015 teachers in 208 public secondary schools across the eight Local Government Areas of Bayelsa State. A sample of 390 teachers was selected using a proportionate stratified random sampling technique. Data were collected using a structured and validated instrument titled "Learning Environment and Supervision as Correlates of Teachers’ Job Performance Questionnaire (LESCTJPQ)." The reliability of the instrument was determined using the Cronbach Alpha method, yielding an overall reliability coefficient of 0.88. Descriptive statistics were used to analyze demographic data, while Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the hypotheses at 0.05 level of significance. The findings revealed significant and positive relationships between classroom infrastructure, learning materials, administrative monitoring, quality feedback, and teachers’ job performance. The study concluded that the learning environment and supervision jointly and significantly contribute to enhancing teachers' effectiveness in the classroom. It is recommended that school administrators and policymakers prioritize the provision of conducive learning environments and consistent supervisory support to improve teacher performance and educational outcomes.