Study of Teacher Satisfaction with the Continuous Assessment Policy Implementation in Primary Schools in Plateau State

Continuous assessment is the primary tool for evaluating primary school pupils' learning progress in Nigeria, and understanding how teachers perceive and implement this policy determines its effectiveness as both a learning support and accountability mechanism. This study examined teacher satisfaction with the implementation of the continuous assessment policy in primary schools in Jos North and Mangu Local Government Areas, Plateau State, North Central Nigeria. A descriptive survey design was used, with structured questionnaires administered to 180 primary school teachers. The instrument assessed teachers' understanding of policy requirements, satisfaction with workload implications, perceived accuracy of CA in reflecting pupil learning, and resource adequacy for CA implementation. Results showed that only 38.9 percent of teachers were fully satisfied with CA workload distribution, citing excessive paperwork as the primary concern. Policy understanding was adequate in 62.2 percent, but accurate record maintenance was reported by only 44.4 percent of respondents. Most teachers (73.3 percent) indicated that large class sizes made meaningful individual pupil assessment impractical. Schools with fewer than 40 pupils per class showed significantly higher teacher satisfaction scores (p < 0.05). The study concludes that while the CA policy is broadly accepted in principle, its practical implementation is severely constrained by class size, record-keeping demands, and limited support materials. Recommendations include class size reduction targets, standardised record-keeping templates, and in-service training on practical continuous assessment administration. Keywords: continuous assessment, teacher satisfaction, primary school, Plateau State, assessment policy