Abstract

The study sought to determine how primary school teachers perceive the impact of their conditions of service on primary school pupils’ achievement, as well as whether any significant gender and qualification-group differences existed in the teachers’ perception. It made use of 240 practicing primary school teachers (110 males and 130 females) in 40 randomly selected primary schools in Ibadan who responded to a four-point likert-type 10-item questionnaire. Data analysis involved the use of frequency, percentages and chi-square statistics. The results indicated that a greater proportion of teachers share the view that poor working conditions are responsible for the woeful achievement of pupils at that level of education; while significant gender and qualification-group differences existed in the teachers’ perception. These results underscore the need for improved working conditions of practising primary school teachers in Ibadan.