EFFECT OF POOR LEARNING ENVIRONMENT ON TEACHERS’ PRODUCTIVITY IN MAIDUGURI METROPOLITAN COUNCIL, BORNO STATE, NIGERIA.

ABSTRACT The Impact of Learning Environment on Teachers' Productivity in Secondary Schools in Maiduguri Metropolis, Borno State. It is the learning environment which has potentially a significant impact on teacher productivity, that subsequently impacts student attainment. But, the learning environment in secondary schools in Maiduguri Metropolis, Borno State, in Nigeria has been affected by inadequate infrastructure, inadequate teaching aids and unfavourable socio-political environment, which resulted in low teacher productivity and student performance. The current study explores the influence of. on teachers' productivity within secondary schools in Maiduguri Metropolis, Borno State. The aim of the study is to find out the degree to which a dysfunctional learning environment contributes to teachers' production, how dysfunctional learning environment affects production of teachers, and how dysfunctional learning environment mediates teacher productivity in private and government secondary schools in Maiduguri Metropolis. The survey design was used in the study, and a simple random sample of 165 teachers from four secondary schools was chosen. The data wasanalysed using descriptive statistics and Pearson Product Moment Correlation Coefficient. The results of the research indicate that a negative learning environment adversely affects the productivity of teachers, and an inverse correlation exists between a negative learning environment and teacher's productivity. The learning environment is shown to be the most important factor in the development of teachers' productivity, and hence policymakers and education providers should focus investments in education infrastructure, ensure a sufficient supply of pedagogical tools for learning and teaching, and create a community of support around teachers in order to improve teacher productivity. That the research suggests teachers need to be appropriately compensated, encouraged, and placed in a school environment that is not heavily distracting or noisy.