TABLE
OF CONTENTS
Title
page i
Certification ii
Dedication iii
Acknowledgement iv
Table
of Contents v
CHAPTER ONE: INTRODUCTION
Background
of the Study 1
Statement
of the Problem 8
Research
Questions 8
Hypotheses 9
Purpose
of the Study 9
Significance
of Study 10
Limitation
of Study 10
Definition
of Terms 11
CHAPTER TWO: LITERATURE REVIEW
The
Importance of Teachers 14
Concept
of Effectiveness 17
Theoretical
Framework on the Factors influencing Teachers’
Effectiveness 19
Factors
influencing Teachers’ effectiveness 21
CHAPTER THREE: RESEARCH METHODOLOGY
The
Research Design 50
Population
of the Study 50
Sample 50
Sampling
Technique 51
Instrumentation 51
Validity
of Instrument 52
Reliability
of the Instrument 52
Procedure
for Data Collection 53
Method
of Data Analysis 53
CHAPTER FOUR: RESULTS AND DISCUSSION
Introduction 54
Presentation
of Results 54
Discussion
of Results 59
CHAPTER
FIVE: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
Summary
62
Findings 64
Conclusion 64
Recommendations 65
References 68
Appendix
(Questionnaire) 72
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Teachers’ role in any educational system cannot be
over-emphasized. Teachers are the
executors and implementers of the educational policies and curriculum.
Hence whether there are
loopholes in the educational processes and outcome, teachers tend to receive
more blame for these shortcomings than any other agent connected with
educational activities.
Adesina (1987) recognized teachers as the heart of Nigeria’s
educational system at all levels. The
teachers continue to be the major determinants of quality of education, be it
at primary, secondary or tertiary level.
The revised National Policy on Education (1998) confirms that, “No
educational system can rise above the quality of its teachers”
Similarly, the National Curriculum Association conference
held in 1969 described the teacher as the “Keyman in the entire educational
programme”. The implication of the
foregoing for educational policy makers in particular and the society at large
is that, adequate attention should be paid to teachers’ welfare in all its
ramifications. This should be the case
as point out by Edem (1987):
The
curriculum however well developed and however properly interpreted, will come
for short of our hopes unless it is applied by teachers who are themselves the
product of its philosophy.
In a situation where teachers are left to their fate to
face the rigours of academic and in some cases administration work, there is
the high tendency that they would decline both in efficiency and
effectiveness. Worst still, inspite of
these rigours they are being poorly motivated in terms of salary
remunerations. According to Borton
(1981) “Education is not just for personal survival or to increase one’s income
or power over others, but it is for enriching one’s life for personal growth
beyond survival and income”. While
agreeing with his view, the question is will it also be justifiable for
teachers to use their meager income for the provision of school facilities,
materials and equipment needed for effective school work to progress? If the answer to this question is positive,
according to Byme (1981) there is a danger that the teacher will lose his
initial keenness in teaching for something better.
Moreover, the nature of teachers earns them the regards as
experts who know more than their students.
This may involve answering questions, correcting or validating the
students’ work or what they have said.
For the teacher to remain as an expert, there must be a continuous
in-service training programme for him and the urge to expand his breadth of
understanding.
In a situation where there is little or no in-service
training programmes and other opportunities for the teachers to widen their
knowledge, it is obvious that they will become incompetent. This is further buttressed by Wilbert (1978) when
he said that the teacher’s ability to remain well informed on new developments
in his ability to make creative and critical judgments concerning the main
trends in his field bear directly upon his competence as an expert. In other words, if teachers are behind time
and obsolete in their disciplines, their effectiveness becomes questionable.
Teachers’ performance can be said to be the ability of the
teacher to effectively and efficiently carry out the following duties:
·
Adequate
preparations for lesson
·
Teach
the number of periods allocated on the timetable, regularly and punctually;
·
Keep
the teaching records;
·
Sees
to the cleanliness of the classrooms and its environment;
·
Maintains
discipline among his students in and outside the class.
·
Check
and mark notes given to the students regularly.
·
Sets,
marks, records, class assignments, tests and examination scripts promptly.
·
Properly
invigilate both internal and external examinations.
·
Attends
staff, P.T.A. and other meetings regularly, punctually and partakes actively in
them.
·
Marks
the attendance register daily and takes note of the absentees.
·
Sees
to the welfare of every student in the class.
·
Prepares
the continuous assessment booklet and the class master’ sheet.
·
Carries
out other assignments given to him by the school authority.
High teacher-student ratio,
inadequate facilities, equipment and materials could affect teachers’
effectiveness, and also could reduce the performance level expected of an
average learner. Thus, the students will
directly feel the inconveniences experienced by the teachers. In a situation of unconducive school climate,
teachers may find it difficult to function effectively. The school climate entails the sum total of
the values and attitudes held by those in the school. These include the interpersonal relationships
existing between the principal and teachers, between the teachers – students
and other people within the environment as well as everything the school
reflects.
According to Ajetunmobi (2001)
“there is a direct relationship between the environment and the intellectual
development of the child inspite of the hereditary germ plasma”.
For instance, in a situation
where there is a good school environment physical and materially, a child will
perform well. On the other hand, a
school whose tone is poor and prevent experiential learning by the child, whose
physical plants are inadequate and some times very old and not in good
condition, whose leadership is uninspiring, whose curriculum is too unwieldy,
too narrow or shallow to provide efficiency of use and where pedagogical
considerations are non-existent may produce a child with low academic
achievement.
Furthermore, the truancy of
many students nowadays, may influence teachers’ effectiveness. Many students taking advantage of the fact
that most schools are overpopulated and that absentees are seldom noticed,
disappear from school during the mid-day.
Yet, others who were intentionally absent come-up with varying excuses
the next day. In addition, some students
deliberately miss continuous assessment test, leave their homework undone or
refused to attend lesson, even when present in school, but prefer moving from
one class to another or stay in some corners in the school.
Teachers’ experience is another
teacher quality variable that may also influence student-learning and is
indirectly related to issues of certification.
A teacher with long years in teaching would draw home his point with
various examples drawn from his wealth of experience and this makes the
students to understand him better. In
other words, a teacher could be motivated through his experience to achieve a
high level of teaching competence. He is
able to achieve the educational goal by using appropriate teaching method and
contexts.
Statement
of the Problem
There have been series of comments about the falling
standard of education in Nigeria. From all indications every commentator on the
issue points accusing fingers at the teachers.
With a view to providing quality education in Edo
State and Nigeria
in general, this research work will examine some factors which could influence
teachers’ effectiveness in our society with a view to proffer solutions to
effective teaching in Edo
State.
Research
Questions
To solve the problem of teachers’ ineffectiveness, the following
questions are going to be answered:
1.
What
are the factors influencing teachers’ effectiveness in public schools in Edo State?
2.
Do
the factors influencing teachers’ effectiveness vary by gender?
3.
Do
the factors influencing teachers’ effectiveness vary by age of principal?
Hypotheses
Ho1: There is no significant difference between factors influencing
male teachers and female teachers’ effectiveness in public schools.
Ho2: There is no significant difference in factors influencing
teachers’ effectiveness in large and small schools.
Ho3: There is no significant difference in the factors influencing
teachers’ effectiveness in age of the principal.
Purpose
of the Study
The purpose of this study is to
examine the various factors influencing teachers’ effectiveness such as gender,
school size, age and to offer suitable suggestions for the enhancement of
effective teaching performance.
Significance
of Study
Educational policy makers like the Edo State Ministry of
Education, Teaching Service Board (TSB), Post Primary Education Board (PPEB) of
Edo State, School Administrators, Teachers, Parents, Philanthropic Organization
and the students as well, will benefit from the findings of this study. This is because the various problems that
prevent teachers from performing their duties effectively will be exposed. Moreover, appropriate recommendations will
consequently lead to positive results in terms of the output of our schools
with regards to quality of students produced.
Thus, the standard of education will be improved. This will create an egalitarian society,
economic growth and national development, which is the objective of the
National Policy on Education.
Limitation
of Study
This study is limited to a survey carried out in the
eighteen (18) Local Government Areas of Edo State government owned public
secondary schools.
Definition
of Terms
Factors: These
are things that help to produce results, which could be positive or negative.
Effectiveness:
Capacity to produce desired results with a minimum expenditure of energy, time,
money or materials.
Educational Programmes: Entails
all teaching-learning process going on within or outside the school
supervision.
Motivation: Making teaching appealing and interesting to teachers’ by
stimulating the active interest of the teachers.
In-service Training:
Training going on or continuing while still in service.
Teacher-Student Ratio: This implies the total number of students in class to a
teacher.
Teaching Experience: Is the knowledge, skill acquired or gained over the years as
a result of teaching.
Professional Qualification: Special education and training required to be possessed or acquired
by a person to work in a given job situation.
School Environment: Is the overall structure and surrounding where teaching and learning
programmes operates within or outside educational system or institutions.
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