An Input-Output Analysis of Public and Private Secondary Schools in Lagos, Nigeria
Dr. Abari Ayodeji Olasunkanmi, Dr. Mrs Odunayo Olufunmilayo Mabel

Abstract
This study undertook an administrative and managerial input-output analysis of public and private secondary schools in Lagos State from 2006 to 2010. Teachers, students, infrastructural facilities, curriculum were used as input variables while the students’ academic performance in the JSSCE and SSSCE were the output variables. The study made use of 4,000 teachers and 400 principals as sample chosen through stratified random sampling technique from 200 public and 200 private Junior and Senior secondary schools in Lagos State. Two research questions and two hypotheses were raised in the study. The data were gathered through the use of validated and reliable instruments for teachers and principals titled Secondary Education Development Questionnaire for Teachers (SEDQT) and Secondary Education Development Questionnaire for Principals (SEDQP) respectively. While the reliability coefficient for SEDQT was found to be 0.89 that of SEDQP was 0.90. Analysis of data reveals that a significant difference existed in the means of infrastructural facilities between the public and private secondary schools. However, there is no significant mean difference in JSSCE and SSSCE results between the public and private secondary schools. The study concludes that the mix in the differentials of input between the public and private secondary schools prompted the variations in academic and moral output of the products. These findings provide vivid evidence for recommendations such as improving quality of input through training and re-training of public and private secondary schools teaching staff and adopting quality assurance measures towards increasing the internal efficiency of the schools.

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