Relationship between Equity and Goal Achievement in Public Senior Secondary Schools in South-West, Nigeria

Abstract

This study looked at the relationship between goal achievement and equity in public senior secondary schools in South-West, Nigeria. The study's sample consisted of 1,488 participants. Questionnaire was employed for data collection: the Equity and Goal Achievement Questionnaire (EGAQ). The reliability of the instrument was determined using test-retest method of statistics, resulting in reliability coefficients of 0.83 to measure the independent and dependent variables, and Pearson Product Moment Correlation (PPMC) was the statistical approach used to evaluate the results. Three research hypotheses were formulated and tested at 0.05 alpha level. The findings showed that distributive equity is a significant predictor of goal achievement in public senior secondary schools (r (1,448) = 0.360; p < 0.05); procedural equity and goal achievement had a moderately strong positive relationship (r (1,448) = 0.675; p < 0.05); and interpersonal equity and goal achievement among public senior secondary school teachers had a significant positive relationship (r (1448) = 0.604, p < 0.05). In conclusion, it was suggested, among other things, that school leaders should understand how important equity is to achieving the goals. The study will contribute to the development of new knowledge and ideas.