AI AND CURRICULUM DELIVERY: A NEW ERA FOR CCMAS IMPLEMENTATION IN NIGERIAN UNIVERSITIES

The job performance of public secondary school teachers in Ibadan Metropolis, Oyo State, is pivotal to the overall quality of education delivery and student outcomes. This study examines the extent to which classroom management, lesson planning, and the use of instructional materials, contribute to teachers’ job performance. A descriptive survey design was employed, with a multistage sampling procedure selecting 884 participants, comprising 832 teachers and 52 principals across 11 local government areas in Ibadan Metropolis. Data collection focused on teachers’ engagement in classroom management practices, preparation of lesson notes, and utilization of teaching aids. Results from principals’ and teachers’ perspectives revealed that most teachers effectively involve students in setting classroom rules, demonstrate skillful management of misbehaviour, and maintain a balance between discipline and instruction. Additionally, a majority of teachers design purposeful lesson plans, utilize the internet for additional resources, and frequently employ visual aids to enhance learning. However, the use of innovative teaching methods, such as field trips and audio-visuals, was less prevalent. Statistical analyses indicated a high level of job performance among public secondary school teachers, with a weighted mean of 3.1503. This study recommends targeted interventions to address identified gaps and further enhance educational quality in Ibadan Metropolis