Spatial-temporal utilisation of school facilities and teachers' performance in Kwara State, Nigeria
Résumé
The persistent mismatch between their availability and utilisation of educational facilities continues to undermine teaching and learning outcomes in Nigeria.This study examined the relationship between spatial-temporal utilisation of school facilities and teachers job performance in public senior secondary schools in Kwara State, Nigeria.A descriptive survey research design was employed targeting 133 schools in Kwara Central from which 98 were randomly selected.Data were collected using the Physical Resource Checklist (PRC) and the Teachers Job Performance Evaluation Questionnaire (TJPEQ; reliability = .72)and analysed with descriptive statistics and Pearson Product-Moment Correlation (PPMC).Findings revealed that while classrooms (101%) and libraries (135%) were generally adequate, laboratories (70%) remained insufficient.Classrooms were over-utilized with Time Utilization Rate of (106.7%) while laboratories (72%) and libraries (79.8%) were only moderately used.Space Utilisation Rate analysis showed near-capacity (98.97%), underused laboratories (72%) and severely overstretched libraries (200.6%).A weak but significant positive relationship was found between spatial-temporal utilisation and teachers' performance (r = .211,< .05).The study concluded that the challenge in Kwara State is not the availability of resources but their uneven distribution and insufficient use which constrains teacher effectiveness.It was therefore recommended that policymakers prioritise needs-based allocation, spatial-temporal planning should be strengthened, government should invest in critical infrastructure expansion and capacity for effective resource use should be built.
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