Resources Availability And Teacher’s Productivity In Secondary School
[A CASE STUDY OF ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE]

CHAPTER ONE
INTRODUCTION
Background to the Study
    The role of resource availability in the attainment of educational goals and objectives in Nigerian secondary schools cannot be overemphasized. The students’ learning outcome, which is the measure of teachers’ productivity cannot be dissociated from the level of resources available for carrying out the teaching learning process.
    One major problem facing the educational system in Nigeria could be summarized as being a product of inadequacy in the availability of appropriate resources that is essential for instructional process (Asaolu, 2010).
    A synthetic report stressed the most potent weapon for overcoming the lapses of the Nigerian educational as “The creation of adequate physical facilities equipped w+ith all necessary books and teaching aids for the implementation of assigned educational tasks of appropriate levels” (Adekanye, 2011).
    The reveals the virility of educational resources as a potent force towards revitalizing the present weak state of the educational system through improved instruction.
    While placing some much emphasis on the importance of resources to the education system, it is equally necessary to highlight the impact it has on the instruction process in which the teacher is the most virile instrument in the conversion of these educational inputs to outputs of high quality and standard.
    The ultimate objective of education is to elicit certain responses from the students and how effective this is done is determined by the teacher’s performance and productivity, which is influenced by the resources available to them (Adedeji, 2011).
    The teachers are the most prominent human resource available to schools, therefore, it is important that the right resources in the context of quality and quantity should be made available to the teachers in order to enhance the process of conversion of educational input into good quality output (Aregebsola, 2011).
    The acid test for the productivity/performance of teachers in the school system is the attainment of set educational objectives as such, the level of teachers performance can only be assessed as been good if the students are able to perform at least as well as the objective requires, thus the emphasis is more on instructional result than instrumental performance (Bebefiani, 2012).
    Every Nigerian child deserves the opportunity to develop intellectual and working capabilities in order to be of benefit to himself and the society, this can be achieved only enough sound education. Which aids him in the process of cognitive, intellectual development and self actualization, but unfortunately, the system has not been very successful in helping students discoverer and explore their potentialities. This can be attributed to a faulty instructional process and is pointer to the inadequacy and often times irrelevance of available resources to educational process (Adeogun, 1919).
    It must therefore be stated that demand for education in Nigeria (with reference to Kwara State is very high in comparison with the meagre resources available and this has an adverse impact of the level of productivity of teachers both in publics and private secondary schools in Ilorin East Local Government in Kwara State (Abdullahi, 2009).
    The introduction for Fee education Scheme (in Government owned/public schools) by eth present civilian regime has been of more damage than help to the state of education in the state as government has exhibited a gross in capability in providing the necessary resource for secondary schools, therefore, there is need for alternative sources of providing educational need (Nwani, 2012). 
    The resources needs of teachers refer to facilities which aid them to conduct a more effective instructional delivery and such resources include physical, materials, financial materials and programmes.
    As stated by Adekanye (2011), students who attend school with adequate human and materials resources perform better than those who attend school with poor resources.
    Adesoya (2010) opined that schools where teachers loathe to work are schools that are ill equipped with necessary resources. This validates the fact that educational resources are necessary incentives or motivators for increasing teachers’ interest in their working this culminating in increasing productivity.
    Contrary to beliefs that the quality of a graduate is not by itself a function of cost and that quality cannot  be attainted, empirical findings have proved that the quality and quantity of resources used in instruction by teachers cannot be dissociated from the teachers’ eventual performance (Adesoya, 2011).