American Journal of Economics 2012, 2(5): 87-95 DOI: 10.5923/j.economics.20120205.04 Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria T. O. Adeyemi 1, E. T. Adu 2,* 1 Deparmen of Educaional Foundaions and Managemen,Universiy of Ado Ekii, Nigeria 2 Deparmen of Curriculum Sudies, College of Educaion, Ikere Ekii, Nigeria, Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria Absrac This paper examined eachers qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria. As an expo faco and descripive research, he sudy populaion comprised all he 694 primary schools in he Sae. Ou of his, a sample of 520 primary schools was seleced hrough he simple random sampling echniques. The headeachers of he 520 primary schools were he respondens in he sudy. A cohor of 91,061 pupils who enered he schools in 2003 and graduaed in 2008 were purposively seleced for he sudy. Two insrumens were used o collec daa. These were an invenory and a quesionnaire. The daa colleced were analyzed using frequency couns, percenages, Pearson Produc Momen Correlaion analysis, Correlaion Marix, Regression Analysis of Variance and Muliple Regression. I was found ha eacher qualiy had significan relaionship wih he inernal efficiency of primary schools in he Sae. The bes predicor of inernal efficiency of he schools was eacher qualificaions. I was hen recommended ha he Sae governmen should inensify more effor in he raining of eachers in order o acquire higher qualificaions ha would enhance he inernal efficiency of primary schools in he Sae. Keywords Teacher, Qualiy, Inernal, Efficiency, Primary, Schools 1. Inroducion In he Nigerian school sysem, eacher qualiy could be examined in various ways. I could be examined in erms of eacher s qualificaion and eachers compeence[1]. I could also be examined in erms of eachers eaching experience[2]. I could as well be examined in erms of eacher s inegriy and eacher s job performance[3,4]. In his regard, he eaching force seems o be a major variable in deermining he qualiy of a school sysem. Teachers as one of he inpus ino he educaional process consiue an imporan aspec in pupils learning. Considering his poin,[5] argued ha he level of performance in any school is inimaely relaed o he qualiy of is eachers while he qualiy of any school sysem is a funcion of he aggregae qualiy of eachers who operae i. This conenion suppored[6] Mu llen s(1993) argumen ha he level of a eacher s subjec maer compeence is a prime predicor of pupils learning. He argued ha i is no only he qualificaions obained by a eacher ha could conribue o a eacher s qualiy bu acual achievemen in erms of subjec maer compeence. Researchers have also aribued he low achievemen of * Corresponding auhor: oade1957@yahoo.com (E. T. Adu) Published online a hp://journal.sapub.org/economics Copyrigh 2012 Scienific & Academic Publishing. All Righs Reserved pupils in schools o eachers inadequae knowledge of he subjec maer.[7] for insance, conduced a survey on eacher facor in he effecive eaching and learning of English as Second Language(ESL) in Kaduna Sae, Nigeria and found ha ou of he 95 eachers in his sample, 44(46.3%) were degree holders in English Language having qualificaions relevan o wha hey augh while 53.7% were non-degree holders or eachers specialized in oher subjecs eaching English Language in schools. The issue of geing compeen eachers has been a major problem o sudens learning oucomes. He however observed ha children of all apiude levels achieved more when augh by eachers who exhibied compeency in classroom managemen. The lengh of eaching experience of a eacher has been an imporan facor deermining how effecively he eaching-learning process in a school has been achieved. The imporance of experienced eachers in schools has been highlighed by many researchers[8,9]. Researchers have also given differen opinions abou eaching experience and pupils learning oucomes in schools[10,11]. Their argumens were based on he fac ha experience improves eaching skills while pupils learn beer a he hands of eachers who have augh hem coninuously over a period of years. Teachers inegriy seems o be anoher variable of eacher qualiy in he school sysem. Academic inegriy has been defined as he digniy which an individual exhibis in he pursui of academic knowledge[12,13]. Ohers have described i as he presige of oneself in his or her educaional
88 T. O. Adey emi e al.: Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria endeavours[14,15]. As such, how a eacher conducs himself or herself effecively in a school sysem is a funcion of his or her inegriy[16,17]. In he same vein, eachers job performance is anoher variable ha could deermine eacher qualiy in a school sysem. I refers o he acions of he eacher in performing cerain jobs or duies in he school. I is he oaliy of he inpu of he eacher owards he aainmen of educaional objecives[18,19]. I is he ac of acco m- plishing a given ask in a school organizaion. I could be measured hrough he level of eachers compeency in subjec maer, lesson noe preparaion, conen covered, level of coverage of scheme of work, lesson presenaion, monioring of pupils work, effecive supervision, effecive monioring and he disciplinary abiliy of he eacher[20]. Nowihsanding he aforemenioned variables of eachers qualiy, how eachers have been performing heir job effecively in relaion o he inernal efficiency of he school sysem has been a maer of concern o sakeholders in educaion[21-23]. The erm efficiency refers o he relaionship beween he inpus and he oupus of a sysem[24]. The inpus ino he sysem include he pupils, eachers, furniure, equipmen and faciliies as well as finance and ime while he oupu comprises he pupils who graduae a he end of he sysem[25]. The concep of inernal efficiency is of special ineres o educaional planners[26]. This conenion agreed wih he view poin of[27] who repored ha he more inernally efficien he educaional sysems is, he less fund i would require o fulfill is objecives. Supporing his argumen,[23] reieraed ha he oupu produced from a given quaniy of inpus could be increased or kep a he same level even when inpu level is reduced. This implies ha inernal efficiency is a process of uilizing minimum inpus o maximize oupu. As such, he inernal efficiency of a school sysem is he relaionship of oupus (graduaes) o is inpus (resources). This argumen suppored he view poin of[28] who repored ha inernal efficiency is he exen of he school sysem o minimize inpu and increase oupu. The increase in he rae of expendiure on educaion by governmen and oher sakeholders as refleced in he uni cos indicaes ha more money is expended on each suden overime. In his regard,[29] argued ha in order o deermine he inernal efficiency of he school sysem, one has o deermine he inpus such as eaching and non-eaching saff, funds, equipmen, physical faciliies and oher faciliies in relaion o he oupu produced wih such educaional inpus. Researchers have idenified he suden flow model in he school sysem as consising of he promoion rae, repeiion rae and dropou rae[30,31]. They argued ha promoion rae is he rae a which pupils are promoed from one class o anoher in a cohor in a given year while repeiion rae is he rae a which pupils repea classes in a cohor of pupils in a school sysem. Dropou rae, on he oher hand, is he number of pupils who lef he school sysem a a paricular ime due o reasons such as wihdrawal, ransfer, incapabiliy and so on. In he cohor, repeiion and dropou consiue wasage in he sysem. In an ideal siuaion, pupils should normally spend 6 years in Nigerian primary schools. A siuaion whereby pupils spen exra years above he normal 6 years consiues wasage in he sysem[1]. Alhough eachers were posed o primary schools in Ekii Sae, Nigeria on he basis of he governmen approved 1 1 /2 eachers per class of 25 pupils[32], he facor of he urban and rural locaion of he schools ends o make cerain schools o have a larger number of eachers a he expense of oher schools. As such, here seems o be insances of schools having a larger number of eachers of a cerain caegory on he basis of he governmen approved quoa of 1 1 /2 eachers per class of 25 pupils while oher schools seem o have less of such caegory of eachers. 2. Purpose of he Sudy This is a shor phase indicaing he purpose of he sudy. In view of he foregoing, he purpose of his sudy was o examine he flow rae of pupils in primary schools in Ekii Sae, Nigeria in order o deermine he inernal efficiency of he schools. I was also o idenify eacher qualiy variables in he schools. Since eacher variables are many, eacher variables in his sudy were resriced o eachers qualificaions, eachers compeence, eachers eaching experience, eachers inegriy and eachers job performance. 3. Saemen of he Problem This phase idenified he problem of he sudy. The problem of funding he educaional sysem in Ekii Sae, Nigeria has been a maer of concern o sakeholders in educaion[22,33]. The problem of pupils repeaing a class for 1 or 2 years ends o consiue wasage in he sysem. This is in view of he fac ha he space which could have been occupied by a new pupil would have o be reained for a repeaer hereby siphoning more funds from governmen in erms of he coninued eaching of he repeaer in he same class for more han one year. Many reasons perhaps could be responsible for his developmen. Prominen among hese reasons was perhaps he qualiy of eachers in he school sysem. The problem of his sudy herefore was o deermine wha influence eacher qualiy had on inernal efficiency of primary schools in Eki i Sae, Nigeria? 4. Research Quesions In addressing he problem of his sudy, he following research quesions were raised: 1. Wha are he promoion rae, repeiion rae and dropou rae in primary schools in Ekii Sae, Nigeria beween 2003 and 2008? 2. Are primary schools in Ekii Sae Nigeria inernally efficien? 3. Is here any significan relaionship beween eacher
American Journal of Economics 2012, 2(5): 87-95 89 qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria? 4. Which of he variables of eacher qualiy could bes predic inernal efficiency of primary schools in Eki i Sae, Nigeria. 5. Mehod This shows he procedure used in he sudy. I included he research design, sudy populaion, sample and research insrumens. This sudy adoped he ex-pos faco and he descripive research design of he survey ype. I was ex-pos faco research as i was an afer fac or afer even research[34]. I was also a descripive research in he sense ha i was a form of planned collecion of daa from a large populaion for he purpose of analyzing he relaionships beween variables[35]. The sudy populaion comprised all he 694 primary schools in Ekii Sae, Nigeria. Ou of his populaion, a sample of 520 primary schools was aken and seleced hrough he simple random sampling echniques. Ou of all he 8,740 eachers including headeachers in he schools, 2,450 eachers including headeachers were seleced for he sudy. The mehod of selecion was by sraified random sampling echnique. A cohor of 91,061 pupils who enered he 520 sampled schools in 2003 and graduaed in 2008 were purposively seleced for he sudy. This was o enable he researcher o examine he flow rae of he pupils hrough he six-year school sysem in erms of he promoion rae, repeiion rae and drop ou rae. Two insrumens were used o collec daa for he sudy. These were an invenory and a quesionnaire. The invenory iled primary schools eacher daa and pupils flow rae invenory (PSTDPFRI) consised of wo pars A and B. Par A was demographic. I elicied informaion on he name of he school, is locaion, year founded, ype of school and number of classes. Par B required informaion on he number of eachers by qualificaion, saus and eaching experience. I also requesed daa on a cohor of pupils who enered he schools in primary 1 in 2003 and graduaed in primary 6 in 2008. He hen required daa on he number of promoees, number of repeaers and he number of dropou in each of he years. The quesionnaire iled eachers compeence, dedicaion o duy, inegriy and job performance quesionnaire (TCDDIJPQ) also consised of wo pars A and B. Par A elicied demographic informaion abou each school such as he name of he school, is locaion, year founded and number of classes. Par B requesed informaion abou eachers compeence, eachers dedicaion o duy, eachers inegriy and eachers job performance. The conen validiy of he insrumens was deermined by expers in Tess and Measuremen who marched each iem of he insrumens wih he research quesions in order o deermine wheher he insrumens acually measured wha hey were suppose o measure. Their observaions were used o effec necessary correcions on he insrumen. Only he quesionnaire was exposed o a es of reliabiliy. Reliabiliy es was no conduced on he invenory because he daa colleced hrough he invenory were already in he schools. In conducing he reliabiliy for he quesionnaire, he es re-es reliabiliy echnique was used. In doing his, he quesionnaires were adminisered o 50 respondens ouside he sudy area. Afer a period of wo weeks, he quesionnaires were re- adminisered o he same respondens. The daa colleced on he wo ess were collaed and analyzed using he Pearson s Produc Momen Correlaion analysis. A correlaion coefficien of 0.85 was obained indicaing ha he insrumens were reliable and consisen for he sudy. The insrumens were adminisered by he researcher and research assisans. Afer a period of 2 weeks, he compleed insrumens were rerieved from he respondens. All he respondens duly compleed he insrumens indicaing 100% response rae. The daa colleced were analyzed using frequency couns, percenages, Pearson Produc Momen correlaion analysis, Correlaion Marix, Regression Analysis of Variance and Muliple Regression. All he null-hypoheses formulaed for he sudy were esed for significance a 0.05 alpha level. 6. Resuls This secion focuses on daa analysis and he inerpreaion of daa colleced for he sudy Quesion 1 : Wha are he promoion rae, repeiion rae and dropou rae i n pri mary schools in Ekii Sae, Nigeria beween 2003 and 2008? In compuing he promoion rae, repeiion rae and drop ou rae of pupils in primary schools in Ekii Sae, Nigeria beween 2003 and 2008, daa on he number of promoees, number of repeaers and number of drop ou were colleced from he responses of he respondens o he invenory. The cohor of 91,061 pupils in primary 1 in 2003 who graduaed in primary 6 in 2008 from he sampled schools was used. The daa colleced were analyzed using frequency coun and percenages. The findings are presened in able 1.1. As indicaed in able 1.1, he number of promoees in primary schools in Ekii Sae, Nigeria was found o be high in each of he years. Alhough, he cohor of 91,061 pupils sared primary 1 in he sampled schools in 2003, he number of pupils reduced in 2004 o 89,901 as a resul of repeiion and drop ou. For insance, he number of repeaers reduced from 3, 450 in primary 1 in 2003 o 1,421 in primary 6 in 2008. The number of drop ou was a a flucuaing rend in each of he years from primary 1 in 2003 o primary 6 in 2008. The years 2009 o 2011 accouned for he number of repeaers and drop ou who were ye o leave he school sysem. In compuing he promoion rae, repeiion rae and drop ou rae among pupils in he schools, he following formulas[36] were used:
90 T. O. Adey emi e al.: Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria Table 1.1. Number of Promoees, Repeaers and Dropou in Primary School in Ekii Sae, Nigeria Primary 1 Primary 2 Primary 3 Primary 4 Primary5 Primary 6 2003 2004 2005 2006 2007 2008 2009 2010 2011 To al Cohor 91,061 89,901 87,945 86,251 84,790 82,935 8,535 487 70 No of promoees 86,451 85,156 83,643 82,645 81,116 78,040 6,685 269 50 No of Repea ers 3,450 2,789 2,608 2,145 1,774 1,421 245 25 - No of dropou 1,160 1,956 1,694 461 1,855 3,474 1,605 193 20 Graduaes 70,926 6443 224 50 Table 1.2. Promoion: Repeiion and Dropou Rae in Primary School in Ekii Sae, Nigeria Primary 1 Primary 2 Primary 3 Primary 4 Primary5 Primary 6 2003 2004 2005 2006 2007 2008 2009 2010 2011 Toal Cohor 91,061 89,901 87,945 86,251 84,790 82,935 8,535 487 70 No of promoees 94.9 98.5 98.2 98.8 98.1 96.2 8.6 4.0 18.6 No of Repea ers 3.80 3.10 2.96 2.49 2.09 1.71 2.87 5.10 - No of dropou 1.27 2.18 1.93 0.53 2.19 4.19 18.80 39.63 28.57 Graduaes 85.52 75.49 45.99 71.43 Fi gure 1. Cohor Analysis showing he flow rae of sudens in primary school Ondo Sae, Nigeria
American Journal of Economics 2012, 2(5): 87-95 91 1. Promoi on rae + 1 Pg + 1 100 Pg = * E 1 g P +1 g+1 = number of sudens promoed o he nex class g+1 in year +1 E g = oal number of sudens ha are enrolled in he former class g in previous year. 2. Repeiion rae + 1 R g + 1 100 Rg = * E 1 g R +1 g = number of repeaers in he new academic year + 1in a given class g, ha is, he following year. E g = number of sudens enrolled in he former academic Year in he same class session g 3. Dropou rae + 1 + 1 Eg g [ Pg + Rg ] 100 Dg = * E 1 g D g = number of sudens dropping ou of class g in year. acual inpu - oupu 4. Wasage raio ideal inpu -oupu * Acual inpu Acual inpu -oupu= Acual oupu * Ideal inpu Ideal inpu - oupu= Ideal oupu Using he formulas, he promoion rae, repeiion rae and drop ou rae for he cohor of 91,061 pupils of sampled primary schools in he Sae were compued. Table 1.2 shows he findings. In able 1.2, he promoion rae shows a flucuaing rend from primary 1 in 2003 o primary 6 in 2008. The rae increased from 94.9% in primary 1 in 2003 o 98.5% in primary 2 in 2004. The promoion rae reduced o 98.2% in primary 3 in 2005 and increased o 98.8% in primary 4 in 2006. I hen reduced o 98.1% in primary 5 in 2007 and furher reduced sharply o 96.2% in primary 6 in 2008. The repeiion rae reduced hrough ou he 6years of schooling from 3.80% in primary 1 in 2003 o 1.71% in primary 6 in 2008. The dropou rae was a a flucuaing rend hroughou he schooling period from 2003 o 2008. I was 1.27% in primary 1 in 2003 and 2.18% in primary 2 in 2004. I was also 1.93% in primary 3 in 2005 while in 2006 i was 0.53% in primary 4. The drop ou rae however increased o 2.19% in primary 5 in 2007 as well as 4.19% in primary 6 in 2008. In he overall analysis, he able shows ha he promoion rae was high hroughou he schooling period while he repeiion and dropou raes were a a low level. Quesion 2: Are primary schools in Ekii Sae Nigeria inernally efficien? In answering his quesion, daa on he number of promoees, number of repeaers and drop ou in he cohor of 91,061 pupils of sampled primary schools in Ekii Sae Nigeria were colleced from he responses of he respondens o he invenory. The daa were analyzed in a cohor showing he number of promoees, number of repeaers and drop ou on yearly basis from primary 1 in 2003 o primary 6 in 2008. The findings are presened in figure 1. In compuing he cohor of pupils in he sampled primary schools, he following noaions indicaed in figure 2 were used in analyzing he pupils flow rae in figure 1. i.=promoion rae ii.=repeiion rae iii. =Dropou rae The resuls are as follows: No of dropou = 13,427 Toal oupu = 77,643 Toal inpu PRY 1 = 91,061 + 3, 450 + 69 + 10 = 94,590 PRY 2 = 86,451 + 5,301 + 59 + 25 = 91,836 PRY 3 = 82,575 + 7,319 + 64 + 34 = 89,992 PRY 4 = 78,863 + 9,089 + 125 + 54 = 88,131 PRY 5 = 75,612 + 9,789 + 343 + 70 = 85,814 PRY 6 = 72, 987 + 8,138 + 417 + 70 = 81,612 Toal inpu = 531,975 Inpu 531, 975 Acual inpu oupu = = = 6.85 Oupu 77, 643 Ideal inpu oupu = 6 / 1 = 6 Where 6 is he acual number of years o be spen by a pupil in he schools. acual inpu oupu 6.85 Wasage raio = = = 1.14 Ideal inpu oupu 6 Wasage raio= 1.14 In inerpreing he wasage raio, i means ha one successful compleer of primary school in Ekii Sae, Nigeria on he average spen 6.85 pupil-years as agains he ideal (opimum) pupil years of 6 years. A perfec siuaion will give a wasage raio of 1 which is no possible in realiy. As such, he nearer he wasage raio is o 1, he more efficien is he sysem and vice- versa[1,4]. Thus, in order o deermine he inernal efficiency, oherwise known as he coefficien of efficiency, he reciprocal of he wasage raio was deermined. As such, he coefficien of efficiency is equal o 1 divided by he wasage raio and muliply by 100[4]. This was represened as follows: 1 100 Coefficien of Efficiency = * wasage raio 1 In his regard, he coefficien of efficiency in respec of his sudy was compued as follows: 1 100 Coefficien of Efficiency = * 1.14 1
92 T. O. Adey emi e al.: Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria The coefficien of efficiency = 87.7% The finding indicaes ha primary schools in Ekii Sae, Nigeria are 87.7% inernally efficien. This high coefficien of efficiency shows ha primary schools in he Sae are inernally efficien. Quesion 3: Is here any significan rel aionship beween eacher qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria? Ta ble 3. Correlaion beween Teacher Qualiy and Inernal Efficiency of Primary Schools in Ekii Sae, Nigeria Schools N Mean SD Df r-cal culae d r-able Teacher Qualiy 520 89.64 24.82 In ernal Efficiency 520 51.12 21.85 1038 0.472 0.195 p< 0.05 In answering his quesion, daa on eacher qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria were colleced from he responses of he respondens o he invenory. The daa colleced were analyzed using frequency couns and percenages while he hypohesis was esed using he Pearson Produc Momen Correlaion echnique. The findings are presened in able 3. As indicaed in able 3, he r-calculaed (0.472) was greaer han he r-able (0.195) a 0.05 alpha level. Hence, he null-hypohesis was rejeced. This shows ha here was a significan relaionship beween eacher qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria. This was refleced in he mean value (89.64) for eacher qualiy as agains he mean value (51.12) for inernal efficiency of he schools. The significan relaionship found in his sudy beween eacher qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria sugges ha he higher he eacher qualiy he higher he inernal efficiency of he schools. This finding was in consonan wih he findings made by[37] who found significan relaionship beween eacher qualiy and inernal efficiency of primary schools in Kenya. Quesion 4: Which of he variables of eacher qualiy could bes predic inernal efficiency of primary schools in Ekii Sae, Nigeria? In addressing his problem, he quesion was ransformed o he following hypohesis. Ho: None of he eacher qualiy could bes predic inernal efficiency of primary schools in Ekii Sae, Nigeria In esing his hypohesis, he muliple regression analysis was compued. The eacher qualiy variables examined in his sudy namely eachers qualificaions, eachers compeence, eachers eaching experience, eachers inegriy and eachers performance were he independen or predicor variables while inernal efficiency was he dependen or crierion variable. Since one of he firs seps in compuing a muliple regression equaion wih several variables is o calculae a correlaion marix for all he variables[38], correlaion analysis was compued while a correlaion marix was derived showing he coefficien of correlaion for each pair of variables. The findings are presened in able 4.1. Table 4.1 shows he relaionship beween each pair of variables examined in he sudy. Table 4.1. Correla ion Ma rix be ween Teacher Qualiy Variables and Inernal Efficiency of Primary Schools in Ekii Sae, Nigeria Variables In ernal Efficiency 1 In ernal Efficiency 1.00 Teachers Qualificaions Teachers Compe ence Teachers Teaching Experience Teachers Inegriy Teachers Performance 2 Teachers Qualificaions 0.542 1.00 3 Teachers Compe ence 0.476 0.421 1.00 4 Teachers Teaching Experience 0.527 0.574 0.547 1.00 5 Teachers Inegriy 0.241 0.354 0.346 0.342 1.00 6 Teachers Performance 0.451 0.565 0.546 0.543 0.254 1.00 P<0.05 Table 4.2 Regression Analysis of Variance Df Sum of Squares Mean Square F Sign.F Regression 1 7.5472 2.1471 146.172 0.0002 Residual 518 4.8578 0.00684 Table 4.3. Muliple Regression Analysis of Predicor variables wih he Crierion Variable Predicive variables B SE B Bea T Signif. T Teachers Qualifica ion 0.54273 0.07451 0.52744 1.527432 0.0000 Teachers Compeence 0.47542 0.02143 0.39528 1.41276 0.0000 Teachers Teaching Experience 0.52724 0.13146 0.51487 1.35782 0.0000 Teachers Inegriy 0.23584 0.01345 0.22565-0.94571 0.0003 Teachers Job Performance 0.45394 0.17582 0.43673 1.47311 0.0003 (Consan) 3.21541 0.05247 1.01874 0.0001
American Journal of Economics 2012, 2(5): 87-95 93 The eacher qualiy variables show significan relaionship wih each oher and wih he inernal efficiency of primary schools in Ekii Sae, Nigeria. The value of r shows he correlaion coefficien beween each pair of variables. The finding shows ha each pair of variables was significan a 0.05 alpha level. However, since he correlaion analysis deermines only he relaionship beween each pair of variables, i could no show he relaionship among all he variables pu ogeher. Hence, he muliple regression analysis was compued so as o deermine he inerrcorrelaion among he variables pu ogeher. In compuing he muliple regression, i is perinen o firs deermine he regression analysis of variance. As such, he sum of square, he mean square, he F Raio and he significan F were compued. The findings are shown in able 4.2. As indicaed in able 4.2, he F raio= 146.172 while he Significan F = 0.0002. In order o deermine which of he predicor variables could bes predic he values of he crierion variable, all he variables were pu ino he regression model. The finding s are indicaed in able 4.3. Table 4.3 shows he oupu of he regression model. The findings also revealed he following oupu: Muliple R =0.74572 R Square =0.64784 Adjused R Square =0.63563 Sandard Error =0.05472 Y= 3.21541+ 0.54273 (Teacher Qualificaion) + 0.52724 (Teachers Teaching Experience) + 0.47542 (Teachers Compeence) + 0.45394 (Teachers Job Performance) + 0.23584 (Teachers Inegriy). Considering he findings in able 4.3, all he predicor variables ener he regression equaion. The significan were less han 0.05 for all he variables. This indicaes a significan relaionship beween he predicor variables of eacher qualiy and he crierion variable ha is, he inernal efficiency of primary schools in Ekii Sae, Nigeria. The bes predicor of inernal efficiency of he schools was eachers qualificaions which conribued 54.27% o he regression equaion. This was followed by eachers eaching experience which conribued 52.72% o he regression equaion. This was also followed by eacher compeence which conribued 47.54% o he regression equaion. Oher predicor variables ha conribued significanly o he regression equaion included eachers job performance (45.39%) and eachers inegriy (23.58%). The R 2 of 0.64784 found in his sudy shows ha 64.78% of variaions in inernal efficiency are accouned for by he variaions in eacher qualiy variables. The oal balance of 35.22% migh have been accouned for by he variaions in variables ha were no examined in his sudy. The adjused R 2 of 0.63563 aemps o correc he R 2 in order o closely reflec he goodness of fi. I ends o show how well he daa fi ino he regression model. If he daa fis ino he model very well, he adjused R 2 will have a value of 1 bu if i does no fi ino he model, he value will be 0. As such, he value of he adjused R 2 is beween 0 and 1[39]. Alhough i aemps o correc he opimisic bias of he sample R 2, he adjused R 2 does no necessarily increase as more variables are added o an equaion. The adjused R 2 0.63563 is hus he preferred measure of goodness of fi because i is no subjec o he bias of he unadjused R 2. 7. Discussion This secion focuses on he discussion of resul inline wih previous findings. The foregoing shows he analysis of daa colleced for his sudy. I was found ha he promoion rae was high in each of he years of sudy, 2003 o 2008 while he repeiion rae reduced sharply in primary 1 in 2003 o primary 6 in 2008. The number of drop ou rae was a a flucuaing rend in each of he years. This finding agreed wih he findings made by Ayodele,[40] who found increasing promoion rae and decreasing repeiion and drop ou rae in primary schools in Ondo Sae, Nigeria. The findings of his sudy reveal ha primary schools in Ekii Sae are inernally efficien. Alhough he wasage raio was 1.14 for he cohor 2003 o 2008, he coefficien of efficiency was 87.7%. This finding was consisen wih he findings made by[1,33] who found ha many primary schools in souh wes Nigeria were inernally efficien. The significan relaionship found in his sudy beween eacher qualiy and inernal efficiency of primary schools in Ekii Sae, Nigeria sugges ha he higher he eacher qualiy he higher he inernal efficiency of he schools. This finding was in consonan wih he findings made by[37] who found significan relaionship beween eacher qualiy and inernal efficiency of primary schools in Kenya. The finding of his sudy which isolaed eachers qualificaion as he bes predicor of inernal efficiency of primary schools in Ekii Sae, Nigeria sugges ha he higher he qualificaion of eachers he higher would be he inernal efficiency of he schools. This finding was consisen wih he findings made by[23] who repored significan relaionship beween eacher qualificaion and he inernal efficiency of schools. 8. Conclusions This secion gives a conclusion of he sudy inline wih he findings. Considering he finding of his sudy, i was concluded ha eacher qualiy is a criical variable in he inernal efficiency of primary schools in Ekii Sae, Nigeria. I was concluded ha he higher he level of he variables of eacher qualiy he higher would be he level of he inernal efficiency of he schools. The findings of he sudy have herefore led he researcher o conclude ha eacher qualiy is a funcion of inernal efficiency of primary schools in he Sae. The fac ha he findings of he sudy isolaed eacher qualificaions as he bes predicor of inernal efficiency of
94 T. O. Adey emi e al.: Teachers Qualiy and Inernal Efficiency in Primary Schools in Ekii Sae, Nigeria he schools shows ha eachers are he prime facor and he hub of he educaional sysem in he Sae. 9. Recommendaion This secion gives suggesions for improvemen based on he findings. Based on he findings of his sudy, i was recommended ha Ekii Sae governmen of Nigeria should inensify more effor in he raining of eachers in order o acquire higher qualificaions ha would enhance he inernal efficiency of primary schools in he Sae. Governmen should also inensify increase effor in saff developmen by sending eachers for furher raining in order o acquire advanced knowledge and skills ha would make hem perform beer on he job in a bid o improve he inernal efficiency of primary schools in he Sae. REFERENCES [1] Akinwumiju A. (1995); Educaional planning Saisics and models. Ibadan. Cener for Exernal Sudies. 108-116. [2] Adeyemi, T. O. (2007). 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