INFLUENCE OF ENVIRONMENTAL FACTORS ON TEACHERS’ JOB PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN THE FEDERAL CAPITAL TERRITORY, ABUJA

CHAPTER ONE INTRODUCTION 1.1 Background of the Study For any meaningful societal revolution to occur, the education of citizens must be prioritized. This is because education not only stimulates development but also instills a sense of identity, inclusion, and community among learners. Therefore, based on these observations, it is evident that access to quality education should be a universal right afforded to every individual (Emmet & Eur, 2021). Several components within the school setting—such as classrooms, libraries, and technical laboratories—can influence how effectively teachers perform their duties. Thus, it is vital to assess and manage the school environment thoroughly to enhance teacher productivity, particularly in subjects like social studies. Concerns about the declining job performance of teachers have been widely acknowledged by government authorities, parents, and other key stakeholders in the education sector. The quality of education depends not only on the dedication of teachers to their professional roles but also on how well the school environment supports teaching and learning activities (Asao, 2021). The school environment, which encompasses instructional material preparation, school administration, teaching staff, and learners, is a vital element of the teaching-learning process. Factors such as the location of teachers within the school compound, classroom layout, and the availability of teaching aids and learning resources can significantly influence how well teachers carry out their responsibilities. There is a general belief that a well-structured and supportive school setting can deliver the desired educational outcomes, thus promoting overall social, political, and economic development. A well-organized classroom not only encourages better teaching outcomes but also contributes positively to teachers’ job satisfaction. A calm and supportive atmosphere plays a major role in shaping teacher performance. Overcrowded classrooms, on the other hand, often hinder students from concentrating on lessons and reduce the time available for effective instruction. This issue particularly affects schools located in the urban areas of Bahawalpur district. Various external conditions—such as overwhelming workloads, long working hours, scarcity of teaching materials, absence of libraries, poor infrastructure, and teacher shortages—can negatively affect the job performance of female teachers. Other compounding factors include gender inequality, workplace threats, and the need to work far from home. In a functional school environment, both students and teachers thrive when immersed in a culture that values academic excellence and encourages a genuine love for learning. Such an environment not only sets high expectations but also rewards educational accomplishments. When learners develop intrinsic motivation for learning, their academic outcomes generally improve. The school acts as a unique social institution where children are educated, trained, and holistically developed—ultimately becoming valuable contributors to society. This transformation is made possible through the use of effective teaching methods, adequate infrastructure, and a psychologically supportive learning environment (Raccoon Gang, 2018). For students to fully benefit from the socialization process, it is essential that they are exposed to enabling conditions and positive role models. Thus, maintaining clean, safe, and welcoming school environments is fundamental to establishing an effective learning setting (Gilavand, 2016). Educators must therefore focus on building and sustaining environments that are conducive to learning. The comfort of both students and teachers can be influenced by factors like temperature, lighting, and noise control (Murugan & Rajoo, 2017). The positioning of students within school premises, the layout and design of their classrooms, and the availability of instructional materials all play significant roles in maximizing learning outcomes. According to Duruji et al. (2019), schools that provide a conducive learning atmosphere can achieve better academic results by supporting effective teaching and learning processes. Consequently, this study investigates the impact of environmental factors on teachers’ job performance and students’ academic achievement in public secondary schools in the Federal Capital Territory (FCT), Abuja. 1.2 Statement of the Problem The persistent issue of low academic achievement in public secondary schools has become a matter of serious concern for various stakeholders—including parents, teachers, government agencies, and other educational actors. This challenge has continued to erode the structural integrity of Nigeria’s educational system. Over time, there has been a visible decline in teachers’ performance in public schools. A significant number of teachers fail to fulfill their duties, while others exhibit a careless or uncommitted attitude toward their responsibilities. This decline in both teacher and student performance may, in large part, be attributed to poor learning conditions and a generally unsupportive educational environment. In many cases, both students and teachers are forced to travel long distances to reach their schools. Moreover, the geographical terrain in some parts of the study area contributes to high transportation costs. As a result, many teachers only manage to attend school a few days each week or month (Aliyu, 2021). Additionally, some schools are situated in disruptive locations—such as near markets, factories, cinemas, or busy highways—where constant noise from the surrounding environment interferes with the learning process. Several schools are also located in remote areas lacking basic transportation and communication infrastructure. The physical setting of the school, therefore, can significantly impact how effectively teachers deliver their lessons (Ramli, 2021). Despite the efforts of the government and other educational stakeholders in the region—such as building access roads, renovating dilapidated school structures, and offering special incentives to teachers in rural areas—the problem of poor job performance has yet to be resolved. Hence, this study seeks to investigate the influence of environmental factors on teachers’ job performance and students’ academic achievement in public secondary schools within the Federal Capital Territory (FCT), Abuja. 1.3 Objective of the study The broad objective of the study is to Investigate into the Influence of Environmental Factors on Teachers’ Job Performance and Students’ Academic Achievement in Public Secondary Schools in the Federal Capital Territory, Abuja. The specific objectives is as follows: i. To find out how school environment influence students academic performance. ii. To examine how classroom environment influence students academic performance iii. To assess how access to resources influence students academic performance iv. To investigate how school leadership and support influence teachers job. v. To determine how available resources and support influence teachers job. vi. To examine how classroom environment influence teachers job. 1.4 Research Questions The following questions have been prepared for the study: i. How does school environment influence students academic performance? ii. How does classroom environment influence students academic performance? iii. How does access to resources influence students academic performance? iv. Hoe does school leadership and support influence teachers job? v. How does available resources and support influence teachers job? vi. How does classroom environment influence teachers job? 1.5 Research hypotheses The following hypotheses have been formulated for the study: H01: School environment does not influence students academic performance. H02: School leadership and support does not influence teachers job. 1.6 Significance of the study The study findings will give the government policy makers insight in forming policy issues on quality assurance and management of secondary schools. This is aimed at continuously improving academic performance over the long term by focusing on customers (students and teachers) while addressing all stakeholders needs. The research findings will also assist the secondary school leadership to be proactive and lead by example, understand and respond to changes in the external environment, establish a clear institution‟s vision of the future, establish shared values and ethical role models at all levels, build and eliminate fear, inspire, encourage and recognize people‟s contribution. This will help to bring about a culture of teamwork in the secondary schools in all the facets of operations. Consequently, the study findings will help in bringing about the excellence in academic performance as well as value addition to the students. The study also will stimulate interest of future researchers to undertake further investigations in this field by identifying areas for further study. 1.7 Scope Of the Study The study focuses on the influence of environmental factors on teachers job and students academic performance in public secondary schools, FCT Abuja. Hence, the study will find out how school environment influence students academic performance, examine how classroom environment influence students academic performance, assess how access to resources influence students academic performance, investigate how school leadership and support influence teachers job, determine how available resources and support influence teachers job and examine how classroom environment influence teachers job. 1.8 Limitation of the study In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other local governments, states, and other countries in the world. 1.9 Definition of terms Environment: the surroundings or conditions in which a person, animal, or plant lives or operates. Teacher: a person who teaches, especially in a school. Job: a paid position of regular employment. Student: a person who is studying at a university or other place of higher education. Academic performance: the measurement of student achievement across various academic subjects