Published Article

Abstract Studies on classroom variables, most especially in Nigerian primary schools, are seriously lacking. With particular focus on selected teachers in Uyo local government area, this ex-post facto research examined classroom variables and its influence on teachers’ job performance. A total of 300 participants were randomly selected from 49 public primary schools in Uyo local government area and a questionnaires titled ‘Classroom Variables and Teachers’ Job Performance’ (CVTJP) with reliability co-efficient of 0.76, 0.70 and 0.82 obtained through Cronbach’s Alpha Statistic was used for the instrument of the study. Mean, Standard Deviation was used in answering the research questions while Analysis of Variance (ANOVA) was adopted in testing the hypotheses at 0.05 level of significance. The study revealed significant influence classroom variables on teachers’ job performance. The study concludes that present day classrooms should be restructured in contents, styles, design, shape, layout and sizes. This will enable teachers to start working in environment that soothes them, use facilities that feel good to them and teach the right population of pupils in class. By this, teaching performance and learning effectiveness will improve. KEYWORDS: Teaching style, classroom climate and job performance.