Abstract

This study investigated the implications of teachers’ petty trading and job dedication on teachers’ job satisfaction and students’ academic performance in public secondary schools in Cross River State. The study was guided by four research objectives. A descriptive survey research design was employed, with a population of 5,853 teachers and 162,020 students across public secondary schools in Cross River State. Using multistage and stratified random sampling techniques, 400 teachers and 1,200 students were selected as the study sample. Data were collected using structured questionnaires for teachers and students’ academic records from the past three academic sessions. The research instruments were validated by experts, and a pilot study yielded a reliability coefficient of 0.82, indicating strong internal consistency. Data were analyzed using descriptive statistics and inferential statistics at a 0.05 level of significance. Findings revealed that teachers moderately to highly engage in petty trading to supplement their income. Engagement in petty trading was found to negatively affect job dedication, as teachers allocate less time and attention to classroom activities. There was a positive and significant relationship between job dedication and job satisfaction, indicating that more dedicated teachers experience higher levels of professional fulfillment. Furthermore, teachers’ petty trading was found to negatively impact students’ academic performance, primarily due to reduced instructional time and engagement. Regression analysis confirmed that petty trading is a negative predictor of students’ academic performance, while job dedication is a positive predictor. The study concluded that while petty trading helps teachers cope with financial challenges, it can compromise job dedication and students’ learning outcomes. Recommendations include improving teachers’ salary and welfare packages, creating a supportive and conducive working environment, promoting recognition and motivational programs, and encouraging teachers to balance income-generating activities with professional responsibilities. This study provides empirical insights for policymakers, school administrators, and teachers seeking to enhance educational quality and student performance in public secondary schools.