Abstract

Part of the role of school administrators is to create conducive atmosphere for productive teaching and learning. The management of school resources plays major roles in school organisational climate, which in turn affects teachers’ job performance. In this descriptive survey research, the researcher made use of a 30-item, self-designed School Resource Management and Teachers’ Job Performance Questionnaire (SRMTJPQ) to get responses from about 350 teachers on holiday coaching Sandwich programme of the University of Lagos. The data collected from the participants were used to answer the four research questions and to test the four hypotheses. The research findings include that there is a significant relationship between capacity building for resource management and teachers’ job performance (p≤ 0.05; N=320; r-tab =0.316; r-cal. =0.634); there is a significant relationship between the monitoring of resource use and teachers’ job performance (p≤ 0.05; N=320; r-tab =0.316; r-cal. =0.691). There is a significant relationship between transparency in reporting in resource management and teachers’ job performance (p≤ 0.05; N=320; r-tab =0.316; r-cal. =0.645). There is significant relationship between incentive administration for the effective use of resources and teachers’ job performance (p≤ 0.05; N=320; r-tab =0.316; r-cal. =0.632). The researchers recommended among others that school administrators and managers should explore avenues to increase the capacity building of their personnel for resource management. The use of school resources must be monitored through proper record keeping and procedures for issue of resources; and records kept of resources should be reliable and readily available for inspection by interested stakeholders.