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

Appraisal of Literature Review
    The study of related literature on the impact of resources availability on teachers’ productivity in schools, has revealed the prevalent situation in Nigerian educational sector as regard resources, it availability in schools, utilization of available resources, improvement and expansion of teaching resources, resource in public and private schools, the problem of scarcity and relative variation in the allocation of resource to school and also goes further to point out the causes of these problems while offering suggestion on the way out of the continued problems of resource in the educational system.
    The literature studies clearly points out that resource is a major motivator of teachers in developing interest in their work and ensuring a successful delivery process, therefore resource should be considered as an incentive towards increased teachers’ performance and government and all other concerned parties should endeavour to meet appropriately all resources needs of teachers. We can also deduce that investment in training of teachers boosts their morals and make instructional process sound, therefore, there should be a great emphasis on in-service training for teachers, as a programme of staff development in characteristics of effective schools.
    Hadded et al (2013) proposed that empirical evidence suggest that expenditure in education contributes positively to labour productivity. It is obvious that the standard of education of the country is directed by the level of teachers’ productivity and as such, falling standard can be attributed to decline in teachers’ performance, which characterizes the decline in educational resources.
    Iwuna (2011) argues that “there is no fall in standard of education and students’ performance, rather the absence of adequate teaching aid, reading materials and well equipped library, good and conducive classroom and students accommodation, coupled with inadequate remuneration of teachers give the notion of fall on educational standard”. Also as a result of the failure of the UPE which was introduced in 1979 due to inadequacy of government funding, which also gave rise to increased private participation, it is obvious that private schools are better equipped with resources and the public schools which remained funded by government are in chaotic state of collapse due to allocation of meagre resources which can hardly sustain them.
    Nigerian secondary schools not only suffer form inadequacy of resources, but also mismanagement of resources available as stated by Gareth Williams (2012) that “users may claim that resources are inadequate, when the problem is that they are managed inefficiently”.
    Erithri (1992) also advocated that the only way out of the incessant financial crises is the formulation of a national council for education, which would formulate policies relating to financing education.
    The additional opinion in the Nigerian tribune of 15th May, 1988 also suggested that if educational resources are equitably provided in Nigerian school, if there is improvement in the standard of living of the average, complied now, the number of able people who will qualify as gifted children will eventually multiply. This conclusively indicated that social, economic and intellectual problems existing in the country are traceable to the inadequacy of educational resource and as such, the provision of educational resources can not be over looked neither should be treated as a child’s play.