ABSTRACT
This study investigated teacher related
factor as a correlates of teachers’ job performance in Public Secondary Schools
in Education District V, in Lagos State. Four research questions were answered
and four hypotheses were tested in this study. The population for the research
was made up of all the public senior secondary schools in Lagos State Education
District IV, Lagos State. The research
design adopted was descriptive
survey designed to investigate into teacher related factors as a correlates of
teachers’ job performance. The
total number of 100 respondents selected from four secondary schools in Education
District V of Lagos State. A total of 100 copies of the questionnaire were distributed to the
respondents with the aid of two (2) trained research assistants. The personal
data in the study was analyzed with simple percentage while the assumption was
tested with inferential statistics of standard deviation. The study revealed that teacher's
qualifications are significantly related to job performance; there is a
significant relationship between teachers’ experience and job performance. The
study revealed that there is a significant relationship between teachers’
economic status and job performance; the study further revealed that there is a
significant relationship between teachers’ mode of instruction and job
performance. Based on the
findings from the study the following conclusions were drawn that the
study vividly showed that professional qualification of teachers is the major
variables affecting students’ performance in mathematics among the junior
secondary school in Education District V, Lagos State, Nigeria. Recommendations were made on the basis
of the findings of this study which include the following: A
professional body or association should be empowered to regulate entrance into
the teaching occupation and control ethical conducts of members. The body must
be autonomous and operate as such. The Teachers Registration Council Nigeria
(TRCN) should be empowered financially and legally to play this role. Society
and teachers should be reoriented to see teaching as prestigious job with high
social status. This implies that good condition of service must be put in place
for teachers and they should be properly remunerated. In-service training, collaboration,
workshops and ICT training should be encouraged by government for teachers.
These would enable neophyte teachers to become professionals as well as upgrade
the knowledge of existing professional teachers. Seminars and conferences
should be organized to reorient leaders and members of teachers unions at all
levels to stop discriminating against themselves. It is therefore imperative
that teachers at all levels put on a common front to professionalize teaching
in Nigeria.
Keywords: Teacher, Related Factors, Correlates, Job
Performance
TABLE
OF CONTENTS
PAGES
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER
ONE: INTRODUCTION
Background to the
Study 1
Statement
of the Problem 5
Objectives of the Study 6
Research Questions 6
Research Hypotheses 7
Significance of the Study 7
The Scope of the Study 7
Operational
Definition of Terms 8
CHAPTER TWO:
LITERATURE REVIEW
Introduction 9
Teacher
Related Factors 13
Teacher
Qualification and Job performance 15
Teachers
Experience and Job Performance 21
Teachers
Economic Status and Job Performance 23
Towards Enhancing the Status of Teachers 26
Teacher
Modeling Instruction and Job Performance 29
Gender
Differences in Teacher Job Performance 31
Summary
of the Literature Review 34
CHAPTER
THREE: REASERCH METHODOLOGY
Introduction 36
Research Design 36
Population of the study 36
Sample and sampling technique 37
Instrument for data collection 37
Validity of instrument 38
Method of Data collection 38
Method of Data Analyses 38
CHAPTER FOUR: PRESENTATION AND DATA ANALYSIS
Introduction 39
Analysis
of Data 39
Test
for Hypotheses 45
CHAPTER FIVE: SUMMARY,
CONSLUSION ANDRECOMMENDATIONS
Introduction
47
Summary
of the Study 47
Conclusion
48
Recommendations 48
Suggestions for Further Research 49
References 50
Appendix
53
CHAPTER ONE
INTRODUCTION
Background to the Study
Education
is very important human activity. It helps any society fashion and model
individuals to function well in their environment. According to Boit, Njoki and
Chang’ach (2012), the purpose of education is to equip the citizenry to reshape
their society and eliminate inequality. In particular, secondary education is
an important sector in national and individual development. It plays a vital
role in creating a country’s human resource base at a level higher than primary
education (Achoka & Odebero, 2007).
The
teacher is a key facilitator of knowledge and plays a vital role in nation
building. Teaching is a highly noble profession and teachers are positive
influence to the society. The teaching acts of a teacher are meant to instill
confidence in the youth so that not only while as students but also throughout
their lifetime they could acquire relevant knowledge whenever they need it. The
teacher’s job is therefore to show what to study, to challenge the students by
setting high standards and to criticize in order to spur to further
achievement, to help surmount blind spots and to evaluate each student’s
progress in terms of valid objectives. Therefore, teachers have to adopt
several strategies in their teaching in order to be effective in their jobs.
The
teacher is the pivot of any education system. In fact, teachers are the
strength of a nation. Teachers continue to retain their influence and it is
difficult to bypass them in the process of teaching learning. The importance of
teacher is recognized throughout the world (Panda & Mohanty, 2013). Good
teachers are essential for the effective functioning of education system and
for improving the quality of learning process.
Teachers
develop performance style characteristics to their ways of relating to the
world, perceptually as well as cognitively. A person is therefore, likely to
act in a way that maximizes the use of his aptitudes. Similarly, teacher’s
positive attitude towards teaching and higher aspiration level determines his
positive perception of the environments.
An
effective teacher development design should have an exhaustive measure of aptitude,
subject mastery, teaching methodology, etc so as to foster necessary skills and
attitudes amongst prospective teachers.
There
are many factors that influence the teachers’ job performance such as aptitude,
attitude, subject mastery, teaching methodology, personal characteristics, the
classroom environment, general mental
ability, personality, relations with students, preparation and planning,
effectiveness in presenting subject matters, relations with other staff, self
improvement, relations with parents and community, poise, intellect, teaching
techniques, interactions with students, teaching competence demonstrated, motivational
skills, fairness in grading and teachers’ attitude toward the students etc (Swartz,
1990)
Esan
(2011) evaluated teachers' performance on four categories of teaching behavior,
namely, intellect, teachers’ personality, teaching techniques and interaction
with students. Riaz (2011) measured teachers’ performance on such factors
teaching competence demonstrated, motivational skills, teachers’ attitude
toward students and fairness in grading.
Aptitude
is used to refer to a potential rather than an attainment. Special abilities,
such as mathematical or sporting powers, are often referred to as aptitudes.
Akiri
and Ugborugbo (2011) found out that there was a significant relationship
between teachers’ educational qualification and job performance. Esan (2011) observed that teacher related
factors on job performance are years of experience, educational qualification,
skills, economic factors, subject mastery, teachers quality, teachers classroom
management, development and training.
Etsy’s (2011) study in Ghana reported that
the teacher factors that significantly contributed to low job performance were
incidences of lateness to school and absenteeism.
Swartz,
White and Patterson (2011) judged the teachers’ performance on five teaching
functions which are instructional presentations, instructional monitoring, instructional
feedback, management of instructional time and management of students’
behavior.
Ferris,
Bergin and Wayne (2012) identified teachers' job performance on seven
performance dimensions. These were preparation and planning, effectiveness in
presenting subject matter, poise, relations with students, self-improvement,
relations with other staff and relations with parents & community.
Job
performance is one of the most important dependent variables and has been
studies for a long decade. Job performance involves pattern of behaviours that
are directly involved in producing services for the organization. Job
performance is something done by employee.
It must be directed towards organizational goals that are relevant to
the job or role (Campbell, 2000).
Performance
of teachers mainly depends on the teacher characteristics such as knowledge
base, sense of responsibility, and inquisitiveness; the student characteristics
such as opportunity to learn, and academic work; the teaching factors such as
lesson structure, and communication; the learning aspects such as involvement
and success; and the classroom phenomena such as environment and climate, and
organization and management. If the teachers take care of these factors, their
performance can be enhanced to the optimum level (Rao & Kumar, 2004). Yet
proxies implemented by Lagos state to determine teacher quality have been
woefully inadequate. Teacher entrance and exit examination scores, years of
experience, advanced degrees, and teaching credentials are not related to ratings
of teacher’s performance.
Leigh
and Mead (2005) clearly bring about the fact that the quality of teaching has
come down gradually world over and also demonstrate that the skills of teachers
have come down due to outdated preparation on the part of the teacher and
stagnant compensation schemes by the management of the educational institution.
Teaching
profession is facing problems related to teachers’ job performance.
Since
independence the government has constantly directed large proportions of its
budget to education and training in order to enhance the relevance and quality
of the skills of the labour force. The quality of teachers has been a matter of
concern by the government; the progress towards achievement in education has
not been measured entirely in quantitative terms but also expressed in terms of
the quality of the education founded (Esan, 2010).
David
(2011) perceived teaching as the teachers’ performance, the pupils’
performances and the effective classroom discipline. He went further by saying that, teaching is
influenced by the teachers’ judicious application of psychological strategies
in making the students wish to learn. In
the same vein, Smith Sarason and Sarason (2011) perceived learning as a change
in behavior or in potential behavior that occurs as a result of
experience. In learning/teaching
situation, the materials to be transformed is the child, and the people
involved in the transformation are academically qualified personnel, qualified
teachers are also made heads of department of schools to oversee the work of
his subordinate teachers at work. By so
doing, this makes teachers to be more effective in the discharge of their
duties.
Teaching
effectiveness is an area of research which involves the relationship between
the characteristics of teachers, teaching acts and their effects on the
learning outcome in classroom teaching.
The
attitude of the teacher toward teaching is an important variable. The primary attribute
of a good teacher is the ability to create a warm, friendly atmosphere in the
classroom environment. He/she must teach with conviction. He must negate any
barrier to effective teaching.
The
present study will be significant because it would provide a base to improve
the teaching and learning process. If we control the factors that influence
teachers’ performance at secondary school level such as the teachers’
qualification, experience, economic status and mode of instruction; the quality
of education and teaching learning process as a whole would become more
effective and also improve the teachers’ job performance at all levels.
Statement of the Problem
No
educational institution can be better than the quality of the teaching staff.
One of the goals of teacher education is the production of highly motivated,
conscientious and effective teachers for all levels of the educational system.
However,
the present day teacher probably lacks proper professional training which might
impact negatively on his/her job. When the Universal Basic Education (UBE) was
introduced, teacher trainees and auxiliary teachers were selected indiscriminately
from among market women, housewives, petty traders and frustrated job seekers.
As a result, many unsuitable individuals with no basic aptitude, interest or
calling for teaching, were found in teaching and teacher training institutions.
Therefore, one should not expect such non-motivated individuals to become
better teachers even if given the best training. The teacher training colleges
therefore produced ill-trained and ill-equipped teachers who were pushed into
the schools to teach.
Poor
academic performance of students in Nigeria has been linked to poor teachers’
performance in terms of accomplishing the teaching task, negative attitude to
work and poor teaching habits (Ofoegbu, 2004). Other factors that may contribute
to teachers’ job performance include; relationship between the students and the
teacher; teachers’ teaching experience and qualifications. The prevailing
conditions would definitely show a negative or positive influence on the
instructional quality in public schools, which may translate to either good or
poor academic performance, attitude and values of secondary school students.
The
observation has prompted the researcher to examine the relationship between teacher
factors which include the teacher's qualifications, teachers’ experience, teachers’ economic status, and teacher's mode of instruction as
correlates to job performance in Secondary Schools in Education District V,
Lagos state.
Objectives
of the Study
The objective of this study is to
investigate teacher related factor as a correlates of teachers’ job performance
in Public Secondary Schools in Education District V, in Lagos State.
This study sets to achieve the
following objectives:
1. To investigate the correlation
between teachers’ qualifications and job performance.
2. To investigate the effect of
teachers’ experience and job performance
3. To investigate the relationship
between teachers’ economic status and job performance.
4. To investigate the effect of
teachers’ mode of instruction and job performance.
Research
Questions
The following questions are answered
in this study:
1. Do
teachers’ qualifications have effect on job performance in Education District
V, Lagos State?
2. What
is the relationship between teachers' experience and job performance?
3. If
there is any relationship between teachers’ economic status and job
performance?
4. How
does teacher's mode of instruction affect job performance?
Research
Hypotheses
The following hypotheses are
postulated and tested at 0.05 level of significance.
1. Teacher's
qualifications does not significantly relate to job performance.
2. There
is no significant relationship between teachers’ experience and job
performance.
3. There
is no significant relationship between teachers’ economic status and job
performance.
4. There
is significant relationship between teachers’ mode of instruction and job
performance.
Significance
of the Study
This study will be of significant importance
to a number of people.
Firstly, it will be of significant
benefit to teachers by enumerating carefully, the factors that contribute to
their job performance, while discharging their duties. The study will enable
teachers to seek means of being more goals oriented in the discharge of their
duties.
It will be of great importance to the
student whose purpose of study will help address the confronting problems of
low academic performance. The study will also make students to focus more
attention on their academics.
It will be of tremendous benefits to
parents who have by no means contributed their own quota to neither the
advancement of our educational system nor have added to the fallen standard of
our educational system
Finally, it will be of great
importance to all stakeholders and policy makers who have been relentlessly
working to ensure that our educational system would not crumble in the end.
The Scope of the Study
This is an attempt to find teacher related factor as a
correlates of teachers’ job performance. The variable scope for this study will include the Teacher's qualifications, teachers’
experience, teachers’ economic status, and teacher's mode of instruction. The
study covers 100 teachers from five Public Secondary Schools in
Education District V, Lagos State.
Operational Definition of Terms
The researcher has tried to define common terms that
are to be found in the essay because an in depth knowledge of the meaning of
some important terms will be necessary.
1. Teacher Factors: The sum of all the
several things that influence the teacher in the performance of his teaching to
the learners.
2.
Performance
:It is the expected outcome of learning activity that can be assessed or
evaluated through tests, exams etc where in this study, it is the outcome or
result of the learning process during the classroom encounter
3.
Teacher:
A teacher is a person who imparts knowledge aimed at bringing desired results
in learners’ attitude in terms of cognitive, affective and psychomotor domain.
However in this study, the teacher is the harbinger of knowledge who transmits
information to the students to increase their knowledge of subject matter.
4.
Job
Performance:
is the quantity and quality of work expected from each employee. It is
the overall expected value from employee’s behaviour carried out over the
course of set period of time.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment