Article Details

The study examined the effect of wellbeing programmes on teachers’ productivity in public secondary schools in Rivers State. Three research questions and corresponding hypotheses were formulated to guide the study. The design adopted for the study was correlation design to describe the relationship between the dependent and independent variables of the study. The population of the study was 6, 859 teachers in all the public senior secondary schools in the State while 378 teachers were sampled for the study through stratified random sampling method. Questionnaires titled “Wellbeing Programmes Questionnaire” IWPQ) and “Teachers Productivity Questionnaire” (TPQ) were the instrument used for data gathering after they were face and content validated by two experts in Measurement and Evaluation at the University of Port Harcourt. The reliability of the questionnaires was estimated as 0.88 and 0.82 respectively using Cronbach alpha statistics. Out of the 378 copies of questionnaire administered to the respondents, there were 347 copies representing 91.8% which were returned and used for data analysis. The research questions raised were answered using simple and multiple regression while the hypotheses were tested using t-test associated with simple regression and One-Way Analysis of Variance (ANOVA) at 0.05 level of significance. The findings of the study indicated that mental wellbeing programmes had a high and positive effect on teachers’ productivity while physical and social wellbeing programmes had low and moderate effects respectively but were all significant. It was recommended that adequate physical exercise facilities should be provided around the school premises to boot the practice of physical exercises which will add up to teachers’ productivity in the school.