INFLUENCE OF SCHOOL RESOURCE MANAGEMENT ON TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA

Abstract

This study examined the influence of school resource management on teacher performance in public secondary schools in Oyo State, Nigeria. Inadequate resource allocation undermined teacher effectiveness and contributed to poor student outcomes in examinations. The research investigated four resource management practices and they are: allocation of instructional materials, financial management, infrastructure maintenance, and professional development resources, using a quantitative descriptive survey design. Data were gathered from 906 teachers across 97 schools, selected through two-stage random sampling, using a resource management survey and a teacher performance questionnaire. Multiple regression analyses revealed that these practices collectively explained 69% of the variance in teacher performance (R² = 0.690, p < 0.001), with professional development resources as the strongest predictor (? = 0.33, p < 0.001). Allocation of instructional materials (? = 0.26, p < 0.001) and financial management (? = 0.20, p = 0.001) significantly enhanced performance, while infrastructure maintenance showed a weaker, non-significant effect (? = 0.11, p = 0.12). Teacher performance strongly predicted student academic achievement (? = 0.41, p < 0.001, R² = 0.68) and highlighted its role in improving examination results. These findings emphasised the need for effective resource management to support teachers. Recommendations included prioritising professional development funding, ensuring equitable material allocation, and strengthening financial oversight through transparent budgeting. The study provided evidence to guide policy reforms that addressed Oyo State’s educational challenges and supported Nigeria’s universal basic education goals.