The specification and implementation of teachers’ professional responsibilities are increasingly recognised as factors associated with student success. This study examined the relationship between the dimensions of teachers’ job descriptions, specifically planning, organising, lesson delivery, and classroom management, and students’ academic performance in public junior secondary schools in Lagos State, Nigeria. The study adopted a descriptive survey and correlational research design. The target population comprised 8,865 teachers in 327 public junior secondary schools across the state’s six Education Districts. A multi-stage sampling procedure was used. Of 563 questionnaires administered, 551 were valid for analysis, representing a 97.9% response rate. Data were collected using the Teachers’ Job Description Questionnaire (TJDQ), a 20-item instrument on a 4-point Likert scale, while students’ academic performance was measured using Basic Education Certificate Examination (BECE) results obtained through a Record Observation Format. The TJDQ achieved a Cronbach alpha reliability coefficient of 0.85. Data analysis involved descriptive statistics and Pearson Product-Moment Correlation at the .05 level of significance. The findings revealed a strong, positive, and statistically significant relationship between teachers’ job description and students’ academic performance $r=.711$, $N=551$, $p<.001$. Among the four dimensions, planning and lesson delivery had the highest mean scores $M=3.34$, followed closely by classroom management $M=3.33$ and organising $M=3.30$. The study concluded that clearer and more effective execution of prescribed instructional duties was associated with higher student achievement. Recommendations include the formal codification of teachers’ job descriptions by educational authorities and the provision of regular professional development focused on the core instructional dimensions.
The quality of school leadership and the precision with which teaching responsibilities are widely acknowledged as determinants of educational success. This research explored the interplay between principals' communication practices, teachers' understanding and execution of their professional roles, and the resulting academic achievement of students in public junior secondary schools across Lagos State, Nigeria. A descriptive survey and correlational research design was adopted for the study. The investigation involved a population of 327 principals and 8,865 teachers distributed among the six Education Districts in Lagos State. A multi-stage sampling procedure produced 563 participants, with 551 usable responses retained for final analysis, representing a 97.9% response rate. Measurement tools included a Principals' Communication Practices Questionnaire, a Teachers' Job Description Questionnaire, and a Record Observation Format capturing Basic Education Certificate Examination outcomes. The instruments demonstrated strong psychometric properties, with Cronbach alpha values of 0.87 and 0.85 respectively. Statistical analysis involved Pearson's correlation and multiple regression, with significance set at the 0.05 level. Findings revealed substantial positive associations between principals' communication practices and students' achievement scores (r = 0.682), between instructional role execution and learning results (r = 0.711), and between leadership communication and role performance (r = 0.624). The regression model was highly significant, with the predictor set accounting for 71.6% of the variability in academic outcomes (R = 0.846, R² = 0.716). It was concluded that when school heads communicate with clarity and consistency, and when teaching staff possess a precise understanding of their duties, student attainment improves markedly. Recommendation include the need for compulsory communication training for school administrators and the formalization of unambiguous job Description for classroom practitioners.
The increasing digitalisation of primary education has created new opportunities for instructional improvement while also exposing teachers to technology-related pressures that may weaken classroom control and pupils' learning outcomes. This study examined the relationships among teachers' technostress management, classroom control, and pupils' learning outcomes in Lagos State public primary schools, Nigeria. A correlational survey design was adopted. The study targeted 384 teachers, of whom 380 returned usable questionnaires, representing a response rate of 98.9%. Data were collected using the Teachers' Technostress Management Questionnaire (TTMQ), the Teachers' Classroom Control Questionnaire (TCCQ), and pupils' academic performance records. Descriptive statistics, Pearson product-moment correlation, and multiple regression analyses were employed. The findings revealed high levels of techno-overload management $(M = 3.72,\ SD = 0.84)$, techno-invasion management $(M = 3.65,\ SD = 0.79)$, techno-complexity management $(M = 3.81,\ SD = 0.76)$, overall technostress management $(M = 3.73,\ SD = 0.80)$, and classroom control $(M = 3.64,\ SD = 0.85)$. Technostress management showed a strong positive relationship with pupils' academic performance $(r = 0.853,\ p < 0.001)$ and classroom control $(r = 0.817,\ p < 0.001)$, while classroom control was also positively related to pupils' academic performance $(r = 0.731,\ p < 0.001)$. Multiple regression analysis indicated that technostress management and classroom control jointly explained $66.7%$ of the variance in pupils' academic performance $(R = 0.817,\ R^2 = 0.667,\ F(2,377) = 378.62,\ p < 0.001)$, with technostress management $(\beta = 0.462)$ making a slightly stronger contribution than classroom control $(\beta = 0.438)$. The study concludes that effective management of teachers' technostress is an essential professional capacity that enhances classroom control and contributes significantly to improved pupils' learning outcomes. It recommends continuous ICT capacity-building programmes, adequate technical support, streamlined digital reporting systems, manageable workloads, and integrated classroom-management training to maximise the educational benefits of technology in public primary schools.
