DOI: 10.36347/sjahss.2018.v06i07.012

Pages: 1431-1436

School physical environment has significant bearing on teaching and learning. Poor physical environment makes it more difficult for teachers to deliver adequate knowledge to students. This research examined teachers' satisfaction with physical working environment as an imperative for effective service delivery in secondary schools in Akwa Ibom State, Nigeria. Survey design was utilized in conducting the study. One research question and one hypothesis were evolved for the study. A sample of 533 respondents, derived from a population of 5,339 teachers, was involved in the study. Two researchers’ developed instruments titled “Physical Working Environment Assessment Questionnaire” and “Teachers’ Service Delivery Questionnaire” duly validated by experts in Educational Administration and Planning with reliability index of 0.88 and 0.85 respectively were used to elicit relevant data for the study. Data gathered were analyzed using frequency counts, simple percentages and Pearson Product Moment Correlation Analysis. The hypothesis was tested at .05 level of significance. Findings indicated that majority of the teachers were not satisfied with 11 out of 14 aspects of their schools’ physical working environment. The facilities were library books, office accommodation, office chairs and tables, teaching aids, shelves for book storage, office space, toilet facilities, electrical facilities, classroom space, science laboratories and computer facilities. The findings also showed that there was a strong relationship between school physical environment and teachers’ service delivery. The study recommended that adequate facilities such as laboratories, library books, tables and chairs should be made available for teachers' use in order to enhance their service delivery.