CHAPTER ONE

INTRODUCTION

Background to the Study

            The role of resource availability in the attainment of educational goals and objectives in Nigerian secondary schools cannot be overemphasized. The students’ learning outcome, which is the measure of teachers’ productivity cannot be dissociated from the level of resources available for carrying out the teaching-learning process.

            One major problem facing the educational system in Nigeria could be summarized as being a product of inadequacy in the availability of appropriate resources that is essential for instructional process (Asaolu, 2010).

            A synthetic report stressed the most potent weapon for overcoming the lapses of the Nigerian educational as “The creation of adequate physical facilities equipped w+ith all necessary books and teaching aids for the implementation of assigned educational tasks of appropriate levels” (Adekanye, 2011).

            The reveals the virility of educational resources as a potent force towards revitalizing the present weak state of the educational system through improved instruction.

            While placing some much emphasis on the importance of resources to the education system, it is equally necessary to highlight the impact it has on the instruction process in which the teacher is the most virile instrument in the conversion of these educational inputs to outputs of high quality and standard.

            The ultimate objective of education is to elicit certain responses from the students and how effective this is done is determined by the teacher’s performance and productivity, which is influenced by the resources available to them (Adedeji, 2011).

            The teachers are the most prominent human resource available to schools, therefore, it is important that the right resources in the context of quality and quantity should be made available to the teachers in order to enhance the process of conversion of educational input into good quality output (Aregebsola, 2011).

            The acid test for the productivity/performance of teachers in the school system is the attainment of set educational objectives as such, the level of teachers performance can only be assessed as been good if the students are able to perform at least as well as the objective requires, thus the emphasis is more on instructional result than instrumental performance (Bebefiani, 2012).

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