WORKPLACE NEPOTISM AND TEACHERS’ PRODUCTIVITY IN ABEOKUTA SOUTH LOCAL GOVERNMENT AREA PUBLIC SECONDARY SCHOOLS: IMPLICATIONS FOR COUNSELLING AND SCHOOL ADMINISTRATION

Abstract

This study assessed the influence of nepotism on teachers’ productivity as perceived by teachers in Abeokuta South Local Government Area of Ogun State. The study adopted a descriptive survey research design. A multi-stage sampling technique was used to select 10 out of the 40 public secondary schools in the Local Government Area. The sample size of the study (n = 217) was determined using the Krejcie and Morgan sample size determination table, while proportionate sampling technique was employed to ensure adequate representation of respondents across the selected schools. Data were collected using a structured questionnaire. Findings revealed a generally low prevalence of nepotism among teachers and a high extent of teachers’ productivity in the selected schools. The study further revealed that nepotism did not significantly influence teachers’ productivity (R = 0.034; R² = 0.001; Adj. R² = -0.004; F(1,215) = 0.243; p > 0.05), indicating that nepotism accounted for only a negligible proportion of the variance in teachers’ productivity among the respondents studied. The findings suggest that teachers within the selected schools may still operate within a relatively merit-driven and professionally supportive work environment capable of sustaining productivity. The counselling and administrative implications of the findings are that school counsellors and educational administrators should continue to promote equality, impartiality, healthy workplace relationships, staff motivation, and conflict resolution strategies capable of strengthening teachers’ morale and productivity within the school system. The study recommended that merit-based evaluation systems should not be compromised in schools in order to sustain fairness, professionalism, and high productivity among teachers. Furthermore, recommendations were proffered on how counsellors and school administrators can sustain a healthy workplace environment capable of enhancing teachers’ productivity.