Teacher Effectiveness, Efficiency and Learning Productivity in Public and Private Secondary Schools in Calabar Education Zone, Cross River State, Nigeria

The study sought to ascertain the inherent link between effective and efficient teaching and its impact on learning productivity among public and private secondary school students in Calabar education zone. Some authority postulations on the meaning of efficient and effective teaching were clearly substantiated. Two null hypotheses gave direction to the study. A descriptive survey design was adopted. Sample of 720 students were selected from 25 public and 25 private secondary schools, through a multi-stage sampling technique. Simple percentages and independent t-test statistics were used to test the hypothesis at 0.05 level of significance. The findings revealed that teachers in private schools differ significantly in their efficiency and effectiveness in areas of teaching and students discipline from their counterpart in public schools. Also, private school students had a higher percentage of excellent (A1 – B3) passes in Mathematics and English Language in 2016/2017, 2017/2018 and 2018/2019 academic sessions than public school students. Based on the findings it was recommended among others that there should be public-private partnership in education to bridge the gap between private and public secondary schools in the zone and the state at large.