AN INVESTIGATION INTO THE IMPACT OF ENVIRONMENTAL FACTORS ON TEACHERS' WORK EFFICIENCY AND STUDENTS' ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN FCT, ABUJA

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Education serves as a vital instrument for driving national development and progress. National unity is frequently seen as a cornerstone of any nation, playing a vital and irreplaceable role. The National Policy on Education underscores the importance of education in promoting societal transformation, supporting development, and ensuring sustainability. Therefore, for any country to undergo meaningful transformation, the education of its populace must be prioritized. This is because education acts as a driving force for societal advancement, helping to instill a sense of identity and belonging among learners in their communities. Based on this understanding, it becomes clear that access to education must be extended to everyone, as quality education is a fundamental right of every individual (Emmet & Eur, 2021). Several elements within the school setting—such as classrooms, libraries, and vocational workshops—can influence teachers’ effectiveness. As a result, it is crucial to properly evaluate and manage the school environment to enhance teacher performance, especially in subjects like social studies. The challenge of poor job performance among educators has drawn serious concern from government officials, parents, and other key stakeholders in the educational sector. The success of the educational system relies not only on teachers fulfilling their professional roles but also on the proper functioning of the school environment (Asao, 2021). The learning environment—which includes the preparation of instructional materials, administrative organization, teaching staff, and students—significantly impacts the teaching and learning experience. Teachers’ effectiveness can be shaped by variables such as their specific positioning within the school, classroom layout, and the availability of teaching aids and resources. There is a common belief that a well-structured educational setting contributes to effective learning outcomes and promotes constructive social, political, and economic development. A well-organized classroom setup enhances teacher productivity. A positive and encouraging atmosphere also plays a vital role in determining teachers' job performance. Overcrowded classrooms pose a challenge for students, making it difficult to stay focused during lessons and reducing the time available for meaningful learning. This situation adversely affects teacher performance, particularly in urban schools within Bahawalpur district. Various external factors can either support or hinder a teacher's ability to perform effectively. Conditions such as heavy workloads, long working hours, lack of teaching materials, absence of libraries, poor infrastructure, and insufficient staff negatively affect the productivity of female teachers. Other external challenges include gender-based discrimination, inequality, security concerns, and the burden of commuting to distant work locations. Within an academic setting, student-teacher interaction flourishes in a school culture that values academic success and cultivates enthusiasm for learning. Such a culture not only expects but also rewards academic excellence. Creating an environment where students are genuinely motivated to learn for knowledge’s sake contributes to improved academic performance. The school is a unique social institution that plays a central role in educating, training, and shaping the holistic development of children, who are considered vital to a nation’s future. This development is supported through effective teaching practices, adequate infrastructure, and a nurturing psychological environment (Raccoon Gang, 2018). To improve students' development during the socialization process, it is essential to offer them a conducive setting and suitable role models. Thus, a clean, calm, and welcoming environment is seen as vital for establishing effective learning conditions (Gilavand, 2016). Moreover, it is crucial for educators to focus on creating an optimal learning atmosphere. Comfort levels in schools are influenced by factors such as temperature, lighting, and noise control (Murugan & Rajoo, 2017). Students’ learning outcomes can be improved through appropriate classroom placement, efficient classroom design, and access to necessary learning materials and teaching tools. According to Duruji et al. (2019), a conducive learning environment significantly contributes to desired academic outcomes by enhancing teaching and learning processes. Therefore, this study seeks to explore how environmental factors impact teachers’ job performance and students’ academic achievement in public secondary schools within FCT, Abuja. 1.2 Statement of the Problem The problem of declining academic performance in public secondary schools has become a major concern for numerous stakeholders, including parents, teachers, government agencies, and other key actors in the educational sector. This issue has undermined the stability and effectiveness of the Nigerian educational system. Over the years, there has been an observable decline in teachers’ job performance in public secondary schools, demonstrated by an increasing number of teachers neglecting their duties or approaching their roles with a nonchalant attitude. The poor performance of both teachers and students may be traced back to inadequate teaching and learning conditions or an unsupportive school environment.Some teachers and students endure long commutes to school, and in many cases, the rugged terrain of specific areas within the study location drives up transportation costs. As a result, some teachers only report to work on certain days of the week or month (Aliyu, 2021). Additionally, the unfavorable geographical positioning of some schools—close to markets, industrial centers, cinemas, or highways—subjects students and teachers to frequent noise disruptions, hindering the teaching and learning process. Numerous schools are situated in isolated regions with poor transport and communication infrastructure. Teachers’ instructional effectiveness can be influenced by the geographical features of their school placements (Ramli, 2021). Even though the government and various educational stakeholders have made efforts to improve school environments by building accessible roads, renovating dilapidated buildings, and offering incentives to teachers in rural areas, challenges related to job performance still persist. Therefore, this study seeks to investigate how environmental factors affect both teacher effectiveness and student academic performance in public secondary schools within FCT, Abuja. 1.3 Objectives of the Study The general aim of this research is to evaluate how environmental factors influence teachers’ job performance and students’ academic achievement in public secondary schools in FCT, Abuja. The specific objectives are: i. To examine how the school environment affects students’ academic performance. ii. To evaluate the impact of the classroom environment on students’ academic performance. iii. To determine how access to resources influences students’ academic achievement. iv. To investigate how school leadership and administrative support affect teachers’ job performance. v. To assess how the availability of resources and institutional support affects teachers’ job performance. vi. To explore how the classroom environment impacts teachers’ job performance. 1.4 Research Questions The study will address the following questions: i. How does the school environment affect students’ academic performance? ii. In what ways does the classroom environment influence students’ academic performance? iii. How does access to teaching and learning resources impact students’ academic performance? iv. How do school leadership and administrative support affect teachers’ job performance? v. How do available resources and institutional support influence teachers’ work performance? vi. How does the classroom setting affect teachers’ job performance? 1.5 Research Hypotheses The study is guided by the following null hypotheses: H₀₁: The school environment does not significantly affect students’ academic performance. H₀₂: School leadership and support do not significantly influence teachers’ job performance. 1.6 Significance of the Study The results of this study will provide policymakers with vital insights to shape policies on quality assurance and management in secondary schools. The goal is to continuously enhance academic outcomes by prioritizing the needs of students and teachers, while considering the interests of all stakeholders. The findings will also benefit school administrators by encouraging proactive leadership, adaptability to environmental changes, clear vision-setting, the establishment of shared values, and ethical conduct across all levels. Additionally, it will promote teamwork and cohesion in school operations. Furthermore, the study will contribute to improved academic excellence and enrich student development. It is also expected to spark interest among future researchers, pointing to new areas for further investigation within the subject. 1.7 Scope of the Study This research focuses on examining how environmental factors affect both teacher performance and student academic success in public secondary schools located in FCT, Abuja. Specifically, it aims to investigate how school environment, classroom setting, resource availability, and institutional leadership influence both teaching effectiveness and learning outcomes. 1.8 Limitations of the Study While conducting this research, several challenges were encountered. These included time constraints, financial limitations, language barriers, and issues with respondent cooperation. Another notable limitation was researcher bias, which may have influenced the selection of participants, data collection process, and interpretation of results. Such biases could have affected the objectivity of the findings and the final conclusions. Additionally, the results of this study are based on the sample population within the study area and may not be applicable for comparison with data from other local governments, states, or countries. 1.9 Definition of Terms Environment: The physical and social conditions in which a person, animal, or plant operates or lives. Teacher: An individual whose job is to educate students, particularly within a school setting. Job: A regular and paid position of employment. Student: A person actively engaged in studying, typically in a school or higher institution. Academic Performance: A measure of how well a student achieves across different areas of learning or academic subjects.