Teacher Recruitment, Selection Processes, and School Performance in Secondary Schools in Ogun State

This study investigates the relationship between teacher recruitment and selection processes and school performance outcomes in public secondary schools in Ogun State, South West Nigeria. The quality and effectiveness of teaching personnel are fundamentally shaped by the rigour and transparency of recruitment and selection systems, yet these processes in many Nigerian states remain susceptible to politicisation and nepotism. The study employs a descriptive survey design, engaging 250 principals, vice principals, and senior teachers from schools in Abeokuta North, Sagamu, and Ijebu-Ode local government areas. Data were gathered using a recruitment process evaluation questionnaire and school performance records from the West African Senior School Certificate Examination. Descriptive statistics, correlation analysis, and thematic coding of qualitative responses were applied. The study is guided by the Human Resource Management Framework and the Teacher Quality Pipeline Model. It examines merit-based versus patronage-based selection, the role of subject area competency testing, and interview structures as quality assurance mechanisms. Findings are anticipated to show that schools with merit-driven teacher selection processes demonstrate better examination performance outcomes. The study also identifies systemic barriers to transparent recruitment including political interference and absence of standardised assessment tools. Recommendations address the Ogun State Teaching Service Commission and the Teachers Registration Council of Nigeria on establishing nationally benchmarked competency-based teacher selection standards. Keywords: teacher recruitment, selection processes, school performance, Ogun State, human resource management