Principals’ Perception of Educational Inputs and Students’ Academic Performance in Junior Secondary Schools in Delta State of Nigeria

Abstract

This study investigated principals’ perception of the relationship between educational inputs and academic performance of students in public junior secondary schools (JSS) in the Central Senatorial District of Delta State, Nigeria. The population was all the 173 public JSS and their principals from which a sample of twenty schools was selected through stratified random sampling. Four research questions were raised from which four null hypotheses were formulated and tested. The data collected through a questionnaire were analyzed using the Pearson Product Moment Correlation. Results revealed significant positive relationships between job satisfaction of teachers and adequate provision of infrastructural facilities and students’ academic achievements. Also, teachers’ qualification and parental influence, though not significantly related to students’ academic performance in this study, were perceived by the principals as being important educational inputs for quality output. Recommendations for better productivity were made among which was the meaningful motivation of teachers.

Key Words: Inputs School Students Academic Performance