RECRUITMENT FACTORS AND TEACHING TASK PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA

<doi>10.24250/jpe/1/2026/TEA/BOE/</doi>

Abstract

This study examines recruitment factors and teaching task
performance among teachers in public secondary schools
in Oyo State, Nigeria. Concerns over ineffective teaching,
including poor mastery of subject matter, inadequate
instructional material use, and insufficient lesson note
preparation, necessitated the study. Despite previous
research on motivation and facility availability, the issue
persists. This study explores recruitment factors, such as
personnel needs and recruitment processes, as
determinants of teaching task performance. A descriptive
survey research design with a mixed-method approach was
adopted. The study population included 15,498 teachers
and principals, with a sample size of 1,355 respondents
selected using a proportionate sampling technique. Data
were collected using validated self-developed instruments,
the Recruitment Factors Questionnaire (RFQ) and
and 0.91. Descriptive and inferential statistical tools,
including frequency counts, mean, standard deviation, and
Pearson Product Moment Correlation (PPMC), were used
for data analysis. Findings revealed generally high
teaching task performance (weighted mean = 2.81).
Recruitment factors such as specialization and
qualification were frequently considered, while gender,
experience, and additional skills were inconsistently
applied. A significant relationship was found between
personnel needs and teaching task performance (r = 0.38, P < 0.05) and between recruitment processes and teaching
task performance (r = 0.34, P < 0.05). The study concludes
that structured recruitment enhances teaching effectiveness
and recommends a merit-based recruitment process to
improve instructional quality in secondary schools.