Teachers’ Welfare and Students’ Academic Achievement in Public Senior Secondary Schools in North Central States, Nigeria

Abstract

This study investigated the relationship between teachers’ welfare and students’ academic achievement in public senior secondary schools across the North Central States of Nigeria. The study specifically examined how teachers’ remuneration and promotion relate to students’ performance. A correlational research design was adopted, with a sample of 2,516 respondents comprising principals and teachers selected through a simple random sampling technique. Data were collected using a structured questionnaire titled Questionnaire on School Managerial Role Performance, Teachers’ Welfare and Students’ Academic
Achievement (QSMRPTWSAA), and analyzed using mean, standard deviation, and Pearson Product Moment Correlation (PPMC). Findings revealed a significant positive relationship between teachers’ remuneration and students’ academic achievement (r = 0.67, p < 0.05), and between teachers’ promotion and students’ academic achievement (r = 0.58, p < 0.05). These results indicate that improved welfare conditions enhance teacher motivation, job satisfaction, and instructional effectiveness, which in turn
contribute to better learning outcomes. The study concludes that adequate remuneration and regular promotion are vital for improving teacher performance and achieving sustainable educational quality. It recommends periodic review of teachers’ welfare policies, timely promotions, and consistent implementation of incentive schemes to strengthen motivation and raise students’ academic achievement in Nigeria’s secondary schools.