IMPACT OF WELFARE ON PERFORMANCE OF BIOLOGY TEACHERS IN PUBLIC SENIOR SECONDARY SCHOOLS IN DAMATURU METROPOLIS YOBE STATE

ABSTRACT This study investigated the impact of welfare packages on the job performance of Biology teachers in public senior secondary schools within the Damaturu Metropolis of Yobe State. The research utilized a descriptive survey design. The target population comprised all senior secondary school Biology teachers and principals across public institutions in the metropolis. A sample size of 120 respondents was selected using a simple random sampling technique. Data collection was executed via a structured, four-point Likert scale questionnaire titled "Welfare and Biology Teacher Performance Questionnaire (WBTPQ)," which was validated by measurement and evaluation experts. The reliability of the instrument was established using Cronbach’s Alpha, yielding a coefficient of 0.81. Data were analyzed using frequency counts, percentages, and mean scores for the research questions, while the hypothesis was tested using Chi-Square ( χ² ) statistical analysis at a 0.05 level of significance. The findings revealed that financial welfare packages (such as regular salary payment and science allowances) significantly dictate the instructional commitment of Biology teachers. Furthermore, non-financial welfare components (including functional laboratories, medical supports, and opportunities for professional training) directly correlate with effective lesson preparation, timely syllabus coverage, and the execution of practical biology experiments. The study concluded that inadequate welfare drives teacher absenteeism and theoretical, rote-learning methodologies. Based on these findings, it is recommended that the Yobe State Ministry of Education prioritize the prompt payment of teachers' core entitlements, upgrade secondary school science laboratories, and institutionalize routine pedagogical training to elevate the quality of science education in Damaturu Metropolis.