Abstract
The study sought to determine the extent of peer-relationship and school interaction and its influence on teachers’ teaching performance, ascertain the level of teachers’ teaching performance, and determine whether a significant relationship exists between peer-relationship and school interaction and teachers’ teaching performance. Results show that peer relationships and school interaction were observed to a “high extent” among teachers; 51% of the teachers achieved “very satisfactory” teaching performance, while 49% obtained an “outstanding” teaching performance. It was also found that peer relationships and school interaction denote negligible correlation to teachers’ teaching performance. It was recommended that the school principal should intensify peer and social relationships among teachers through group dynamic activities during the conduct of Gender and Development in order to strengthen camaraderie and solidarity. Teachers are also encouraged to improve teaching performance through attendance at seminars and conferences, as well as graduate and post-graduate education.
