Teacher Variables and School Effectiveness in Ekiti State, Nigeria
Adu Ebenezer Taiwo, Ade-Ajayi James

Abstract
This research investigated teacher variables and school effectiveness in Ekiti state, Nigeria. The researchers employed ex-post-facto and descriptive research designs of survey type. It was an expo-facto because there was no manipulation of variables but a study of independent factors as they influenced or affected effectiveness issues in schools and among teachers in Ekiti State. Two sets of measuring instruments were constructed. These are teachers Self-Report Inventory (TSRI) and Teaching Effectiveness Questionnaire (students’ version) (TEQ). It was found that majority of secondary school teachers in Ekiti State were professionally qualified. The ratio of teacher to students was also within acceptable range, but their teachings were not effective. Majority of qualified teachers were teaching in urban/city schools. There were significant differences in the effectiveness of (i) urban and rural teachers (ii) male and female teachers (iii) arts, science and Business education teachers. It was therefore recommended that some variables like sex, experiences, qualifications and locations should be considered before posting teachers by the concerned bodies and Teachers in the rural areas should be motivated.

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