ABSTRACT
This study examined organisational support
and teachers’ effectiveness in public secondary schools in Education District
VI, Lagos state. A number of related materials both of empirical and
theoretical importance were reviewed. Five research questions and five research
hypotheses were formulated to guide the study. The study adopted descriptive
survey research design and the population for this study comprised all the
teachers in public secondary schools in Education District VI, Lagos State.
Multi-stage (two stage) sampling procedure was used to select 315 participants
for the study. The researcher administered 315 copies of questionnaire with the
help of three trained research assistants, but 300 copies of the questionnaire
were returned and good for analysis. The instrument used to gather information
was questionnaire and the data were analyzed using percentage, frequency count
and Chi square statistical tools. Some of the findings of the study are: career
development, facilities, incentives packages, participation in decision making
and work design influence teacher effectiveness. Based on this the study
recommended among others: Development of National Strategy on the education
sector and empowering the federal and state ministries to play to central role
of coordinating all government and non government organisational support
services to the educational sector in Nigeria.
TABLE
OF CONTENTS
Pages
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
Background to the
Study 1
Statement
of the Problem 4
Purpose
of the Study 5
Research Question 5
Research
Hypotheses 5
Significance of the Study 6
Scope
and Delimitation of the Study 7
Operational
Definitions of Key Terms 7
CHAPTER TWO: REVIEW OF
RELATED LITERATURE
Introduction 9
Concept of Secondary Education in
Nigeria 9
Concept of Institutional Support 11
Concept of Teachers’ Effectiveness. 13
Career development and Teachers’
Effectiveness 16
Incentive packages and Teachers’ Effectiveness 19
Work design and Teachers’
Effectiveness 22
School Facilities and Teachers’
Effectiveness 26
Participation in Decision Making and
Teachers’ Effectiveness 29
Review of Empirical Studies 32
Theoretical Framework: Social
Exchange Theory 34
Summary of Literature Review 36
CHAPTER THREE: RESEARCH
METHODOLOGY
Introduction 38
Research
Design 38
Population
of the Study 38
Sample
and Sampling Techniques 39
Research
Instrument 39
Validity
of the Research Instrument 40
Reliability
of the Research Instrument 40
Method
of Data Collection 40
Method
of Data Analysis 40
CHAPTER FOUR: DATA
PRESENTATION, ANALYSIS AND
DISCUSSION
Introduction 41
Presentation
of Personal Data of Participants. 42
Answers
to Research Questions 43
Testing
of Research Hypotheses 48
Summary
of Findings 51
Discussion
of Findings 52
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
of the Study 56
Conclusion 57
Recommendations 58
Suggestions
for Further Research 59
Reference 60
Appendix 66
CHAPTER
ONE
INTRODUCTION
Background to the
Study
Organisations
either public or private are established to accomplish specific goals and
objectives. And for these goals and objectives to be achieved, the human
resource should be seen as one of the most crucial factors. For instance, in
school organizations, without the teachers (and the supporting staff) the
stated goals and objectives of education are as good as dead. Employees
in contemporary society are expressing a strong desire to pursue more than just
a job and these employees look out for the Organisational support that will be
provided by the school organization.
Organisational support has proved beyond reasonable doubt that
this is an important phenomenon in organisational behaviour because it leads to
positive results such as employees’ effectiveness in the workplace (Baranik,
Rolling & Eby, 2010). Like the roots of a tree that support the whole tree,
Organisational support caters for all the employees in the organisation in
terms of resources and personal needs. Many authors (Ferris, Brown &
Heller, 2009; Zagenczyk, Scott, Gibney, Murrell & Thatcher, 2010; Baranik,
Rolling & Eby, 2010) have tried to define Organisational support in various
ways. Organisational support refers to the extent to which the organisation
values their contributions and cares about their wellbeing (Arshadi, 2011).
Bilgin and Demirer (2012) assert that Organisational support is about rewarding
and meeting the socio-emotional needs of employees.
According to Olaleye (2014), Organisational
support refers to the part of economic environment of industry and business. It
consists of authorities and organisations whose decisions and active support in
form of laws, regulation, financial and non-financial help brings a lot of
changes in the functioning of any business. The organisations could be
government owned, statutory, semi autonomous or autonomous. It is the
government or government supported organisations authorized to take up certain
activities - financing, marketing, project preparation and employees’ training
in order to promote industrial activities in the state.
According to Rhoades and Eisenberger (2012), employees perceive
that the institution supports them if resources are provided voluntarily rather
than after pressure from trade unions and government regulations on health and
safety. Similarly, Chiang and Hsieh (2012) assert that perceived Organisational
support is the belief that the employer cares about the needs of employees. It
involves mentorship activities such as employee counselling, providing
workshops for employees, developing the employees in terms of academic
advancement, making sure the teachers have adequate resources in the classroom,
employee protection, coaching employees, ensuring friendship among employees
and role modelling (Baranik, Roling & Eby, 2010).
However, research by Cloete (2011) shows that, owing to
difficulties with policy issues of equity, efficiency, democratic
participation, development and massification of higher education against
declining resources, teachers and other employees tend to feel that their needs
are not sufficiently catered for. This has recently resulted in numerous
strikes by teachers at various organisations of higher learning in most
countries in the world.
Given that higher education is now acknowledged as a major driver
of the information-knowledge system (Cloete, 2011), educational organisations
are urged to support teachers and other employees by creating career
opportunities through various professional development initiatives and
providing time for such activities (Amin, 2013). As Bilgin and Demirer (2012)
reported, the components of perceived Organisational support include training,
adequate instructional facilities, autonomy, job security, job safety,
recognition, pay, promotion, fairness, and work conditions. Organisational
support (organisational support) has proved beyond reasonable doubt that this
is an important phenomenon in organisational behaviour because it leads to
positive results in the workplace. The ever-increasing importance of Organisational
support to teachers cannot be over-emphasised. In particular, Organisational
support has been used to enhance teachers’ effectiveness.
Teachers’ effectiveness are teachers’ actions that are relevant to
the goals and objectives of school organization. Similarly, Ali
and Ahmed (2009) sees teachers’ effectiveness as a teacher’s behavior demonstrated
or something done by the teacher for achievement of the school goals and
objectives and it is assessed through operational performance outcome and the
quality of services rendered by teachers in and out of classroom. Therefore, it
can be concluded that teaching effectiveness is an output that is obtained due
to the efforts of the school teachers.
School managers can influence cohorts and performance of teachers
indirectly through creating an environment in which teachers can work
effectively; developing a suitable philosophy that helps teachers shape their
commitment towards school organizational goals, and articulating strategy (Alkhaliel, 2013). Blanchard and Witts
(2009) argue that when school organisations fail to take the time to actively
recognize and reward good performance, the desire for the job weakens with
every unrecognized triumph.
Teachers’ effectiveness feedback motivates the employees’ desire
to do well. Agarwal (2008) asserts that when teachers are involved in making
decisions and participate in the execution of transformations that affect them,
they implement transformations faster with higher performance compared to
teachers who are only informed of the transformation. Similarly, Across (2005)
contends that teachers do not perform well in conditions where autonomy is not
guaranteed, particularly when teachers have gained adequate skills for working
independently.
Statement of the Problem
Teachers
are the key drivers of the prosperity and success of any educational
institution and attainment of educational goals and objectives. When teachers are employed, they
will have a set of needs, wishes and previous experiences
which make up for total job expectations. Educational institution’s reactions
and responses to these needs will produce negative or positive attitude among
personnel toward their job.
In view of the current poor state of Nigerian education, this
study sought to identify the Organisational supports that influence teaching
effectiveness. In doing this an attempt was made to establish relationships
between selected Organisational supports and secondary school teachers’
effectiveness.
The choice of these Organisational supports is based on the fact
that Nigerian secondary education is threatened with adverse economic
conditions and unhealthy intellectual environment, that the fundamental
effectiveness of the organisations to produce competent, skilled and employable
graduates is in doubt. The thrust of this study is to ensure that secondary
education in Nigeria is restructured to be able to meet the challenges posed by
the demands of the 21st century and beyond and to be able to fulfill its
mandate of producing skilled manpower for national development.
For the purpose of this study, the
researcher investigates the influence of Organisational support (in terms of
career development, facilities, incentives packages, participation in decision
making and work design) on teachers’ effectiveness in public
secondary schools in Education District VI of Lagos state.
Purpose of the Study
The
major purpose of this study was to examine organisational support and teachers’
effectiveness in public secondary schools in Education District VI, Lagos state.
Specifically, the study aimed:
1.
To examine the influence of career
development on teachers’ effectiveness.
2.
To investigate the extent to which
incentive packages influence teachers’ effectiveness.
3.
To examine the influence work design on
teachers’ effectiveness.
4.
To determine the extent to which
facilities influence teachers’ effectiveness.
5.
To ascertain if participation in decision
making influence teachers’ effectiveness.
Research Question
The following research questions are
raised to guide the study:
1.
What is the influence of career
development on teachers’ effectiveness?
2.
To what extent do incentive packages
influence teachers’ effectiveness?
3.
How does work design influences teachers’
effectiveness?
4.
What is the extent of influence of
facilities on teachers’ effectiveness?
5.
What is the influence of participation in
decision making on teachers’ effectiveness?
Research Hypotheses
The
following hypotheses were formulated to guide the study:
1. there
is no significant influence of career development on teachers’ effectiveness?
2. there
is no significant influence of incentive packages on teachers’ effectiveness.
3. Work
design does not significantly influence teacher’s effectiveness.
4. there
is no significant influence of facilities on teacher’s effectiveness.
5. there
is no significant influence of participation in decision making on teachers’
effectiveness.
Significance
of the Study
The
findings of this study contribute to the general knowledge on Organisational
support and teachers’ effectiveness in public secondary schools. The findings
also contributed to information that can be used in organizing seminars and
workshop on the improvement of Organisational support components which will
help to improve medium of instruction for all subjects and, also help in the
long run of effective school system.
Information
from the study will improve appreciation by policy makers where it will help in
formulation of Human Resource Policies based on Organisational support
programmes in relation to human capital development for education and
performance management. The study serves as a source of information to policy
makers as secondary education are envisioned to play a key role in the
realization of educational goals and objectives. The findings of the study shed
light on how secondary education could enhanced performance through empowering
their human resource, having proper strategies and enabling structures,
transformational leadership and creating an enabling work environment.
The
findings of the study have also extended knowledge and opened new frontiers in
the field of education. It will also add to the increasing body of theoretical
knowledge in Educational Management. The findings will enhance replication of
similar studies in different context and thus fostering comparative studies.
The study has also provided a basis of future research.
Scope and Delimitation of the Study
The
scope of the study focused mainly on organisational support and teachers’
effectiveness. It covers all the teachers of public secondary schools in Education
District VI of Lagos state. The study focused on the following variables: career
development, facilities, incentives packages, participation in decision making
and work design.
Operational Definitions of Key Terms
The
operational definitions of terms of the study are:
Career development: This is a training that takes place in the school for
class teachers in order for the teachers to be acquinted with up to date
teaching methods. Usually, a professional trainer serves as the course
instructor using hands-on training often supported by formal classroom
training.
Decision-making:
It is taken in this work to mean behaviour that is exhibited in selecting the
best course of action among several alternatives by the school manager by
carrying along the school teachers.
Facilities: These
are print and
non-print items that are designed to impart information into students in the educational
process. Instructional materials include items such as kits, textbooks,
magazines, newspapers, pictures, recordings, slides, transparencies, videos,
video discs, workbooks, and electronic media including but not limited to
music, movies, radio, software, CD-ROMs, and online services.
Incentives
packages: It is the
benefit that arises or given to teachers from performing a task, rendering a
service or discharging a responsibility.
Teacher’s effectiveness:
This is a school work related activity expected of a teacher on how well the
activity was carried out in a secondary school. This is a variety of different
aspects of teaching such as; subject mastery, effective communication, lesson
preparation and presentation.
Work
Design: This is a
new and innovative method of work arrangement. This method lets 2 or 3 people
share a 40-hour working week (full-time) between them. For instance one of them
works 8 a.m.-12 noon and the other works 1p.m. -5 p.m. or each person works on
specific day's full time.
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