RELATIONSHIP BETWEEN SCHOOL SELF-EVALUATION AND TEACHERS QUALITY SERVICE DELIVERY FOR GLOBAL BEST PRACTICES IN SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA.

Abstract

This study investigated the relationship between school self-evaluation and teachers’ quality service delivery for global best practices in secondary schools in Cross River State, Nigeria, the study was guided by one research question while one hypothesis was formulated and tested at 0.05 level of significance, the correlational design was adopted for the study. The simple random sampling technique was adopted to get a sample size of 242 out of the population of 4,673. The instrument for data collection was researchers’ developed “School Self-evaluation and Teachers’ Quality Service Delivery Questionnaire” (SSETQSDQ). The reliability of the instrument yielded a coefficient of 0.83 using Cronbach alpha for estimation. Data collected were analyzed using Pearson Product Moment Correlation (PPMC). Results from the study indicated that there was a significant relationship between school self-evaluation and teachers’ quality service delivery. Based on the findings of the study, it was recommended that government should ensure the training and retraining of teachers to enable them actualize the goals and objectives of the school