INSTITUTIONAL ETHICAL MANAGEMENT AND TEACHING STAFF PRODUCTIVITY IN PUBLIC SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study investigated the influence of institutional ethical management on teaching staff productivity in public secondary schools in Anambra State, Nigeria. The main objective was to ascertain the extent to which components of ethical management—ethical decision-making, integrity, and accountability—impact the productivity of teaching staff. Three research questions were formulated to guide the investigation. The study adopted a descriptive survey design and utilized a structured questionnaire as the primary instrument for data collection. From a total population of 8,250 teaching staff in public secondary schools, a sample of 382 respondents was selected using the Taro Yamane formula to ensure a representative and manageable study group.The data obtained were analysed using percentages and weighted mean techniques. The findings revealed that ethical decisionmaking has a low effect on teaching staff productivity, while upholding integrity has only a weak impact. However, ensuring accountability was found to be a strong predictor and influencer of teaching staff productivity. These findings suggest that although ethical management principles are vital to school leadership, not all ethical dimensions exert the same level of influence on staff performance. Among the three components, accountability demonstrated the most significant impact on improving teacher efficiency, responsibility, and overall productivity.The study concluded that while ethical principles play an essential role in effective institutional management, their influence on productivity varies in strength and application. It was recommended among other things, that the Anambra State Government and school administrators should prioritize the implementation of robust accountability systems and institutionalize integrity-building programs to create an ethically sound and performancedriven educational environment. Enhancing ethical leadership training and fostering a culture of transparency and accountability are also necessary steps to improve teaching outcomes and advance educational quality in the state’s public school system.