MILLENNIUM DEVELOPMENT GOALS (MDGs) IMPLEMENTATION AND TEACHERS’ JOB PERFORMANCE IN SOUTH-WEST PRIMARY SCHOOLS, NIGERIA

Abstract

This study investigated Millennium Development Goals (MDGs) implementation and teachers’ job performance in South-West Geopolitical zone primary schools in Nigeria. The research design for the study was a descriptive survey. Using stratified random sampling technique, 600 head-teachers and teachers were drawn. Two research instruments titled: “Millennium Development Goals Questionnaire” (MDGQ) and “Teachers’ Job Performance Questionnaire” (TJPQ) were used to elicit relevant information from the participants. The instruments were validated by six experts in educational measurement and evaluation. Also, test-retest method was employed to determine the instrument reliability, which yielded coefficient values of .75 and .87 for the MDGQ and TJPQ respectively. Research questions were answered using frequency count, percentage and rank ordering while Pearson product-moment correlation statistic was used to test the formulated hypothesis at the .05 level of significance. Findings of the study show that a significant relationship existed between Millennium Development Goals implementation and teachers’ job performance. It was recommended among others that the government should ensure that teachers attend annual capacity building programs to enhance their competency. Non-Governmental Organizations (NGOs) should collaborate with the Federal Government in MDG implementation in order to effectively actualize free and compulsory education at primary level Nigeria.