Effects of Irregular Payment of Teachers’ Salaries and Provision of Fringe Benefits on Implementation of Curriculum in Public Senior Secondary Schools in North-Central, Nigeria

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Audi Abubakar Ahmed

Abstract

This study assessed the effects of irregular payment of teachers’ salaries and provision of fringe benefits on the implementation of curriculum in public senior secondary schools. The study was carried out to ascertain whether irregular payment of salaries and the provision of fringe benefits for teachers influence the effective implementation of curriculum. Descriptive survey design was used for the study. The population of the study comprised 37,916 teachers in public senior secondary schools in North–Central Nigeria.  Simple stratified and systematic random sampling were used in a multi-stage procedure to select 380 teachers as respondents. A modified four-point Likert-type rating scale questionnaire was used to gather data and the data were analysed using both descriptive and inferential statistics to answer research questions and test the hypotheses respectively. Some of the findings revealed that irregular payment of salaries and irregular provision of fringe benefits for teachers influenced effective implementation of curriculum negatively in public senior secondary schools in North-central, Nigeria. It was therefore recommended that the government should ensure regular payment of salaries as at when due; owing teachers’ salaries should be stopped. The government should also intensify its efforts in providing fringe benefits for teachers and other welfare packages that will encourage them to create a sense of commitment and dedication leading to improved performance.

Keywords: Payment of Salaries, Fringe Benefits, Curriculum, Public Senior Secondary Schools

Article Details

Audi Abubakar Ahmed. (2024). Effects of Irregular Payment of Teachers’ Salaries and Provision of Fringe Benefits on Implementation of Curriculum in Public Senior Secondary Schools in North-Central, Nigeria. African Journal of Humanities and Contemporary Education Research, 14(1), 65-77. https://doi.org/10.62154/t2na6223
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Audi Abubakar Ahmed, Nasarawa State University, Keffi – Nigeria.

Department of Educational Foundations,

Nasarawa State University, Keffi – Nigeria.