TEACHERS’ JOB DESCRIPTION AND CONDITIONS OF SERVICE AS DETERMINANTS OF STUDENTS’ ACADEMIC INDICATOR IN SECONDARY SCHOOLS IN SOUTH-EAST, NIGERIA

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ABSTRACT


The study investigated teachers’ job description and condition of service as determinants of academic indicator of students in public secondary schools in South East, Nigeria. The area of the study is South East, Nigeria. Correlational research design was used for the study. Six (6) research questions and six hypotheses guided the study. The population of the study comprised 4993 teachers from public secondary school South East, Zone. A sample size of 250 respondents comprising 65 male and 185 female Teachers in secondary schools in South East were drawn through the use of multi-stage sampling technique from a target population of 4,993. A 4-point rating scale questionnaire was developed with face and content validity ascertained by three experts from, Educational Administration and Planning and Measurement and Evaluation in the College of Education, Michael Okpara University of Agriculture Umudike. Reliability coefficients of 0.69 and 0.71 for the two instruments were obtained through Pearson’s Product Moment Coefficient (PPMC) method. The 250 copies of questionnaires were administered with the help of four Research Assistants. Research questions were answered using PPMC while the null hypotheses were tested using Linear Regression at 0.05 level of significance. The results of the findings revealed thatprompt payment of teachers’ salaries topositive high extent determined students’ academic indicators in secondary schools, that teachers’ promotion to a moderate extents determined students’ academic indicators in secondary schools, thatfringe benefits to a low extents determined students’ academic indicators in secondary schools, that counselling duties of teachers to a high extents determined students’ academic indicators in secondary schools and that administrative duties of teachers to a low extent determined students’ academic indicators in secondary schools. Teaching duties of teachers significantly determined students’ academic indicators in secondary schools.  Based on the findings, it was recommended that secondary school students should understand that teachers’ state of salary and promotion determined their academic indicators so as to accommodate their negative attitude sometimes since a hungry man is an angry man, students should study harder to accommodate teachers’ inabilities to cover their termly scheme of work for excellent academic indicators, teachers should engage in small scale enterprises that would not interfere with the primary profession so as to supplement their salary when not paid promptly to help improve and stabilize students’ academic indicators in schools, teachers should integrate counselling into their daily instruction to enhance students’ academic indicators, school principals should provide teachers with fringe benefits no matter how little in order to increase teachers’ productivity for higher academic indicators among students and among others. The ministry of education should always design development programmes for teachers’ job indicators. There should be formal policy guidelines for training of teachers. The government should understand the relationship between improved conditions of services and students’ academic indicators.








TABLE OF CONTENTS

 

Title Page                                                                                                                                i

Dedication                                                                                                                              ii

Declaration                                                                                                                              iii

Certification                                                                                                                            iv

Acknowledgments                                                                                                                  v

Table of Contents                                                                                                                   vii

List of Tables                                                                                                                          ix

List of Appendices                                                                                                                 x

Abstract                                                                                                                                  xi                                                                                                                                                                    

 

CHAPTER 1:  INTRODUCTION                                                                                    

 

1.1       Background to the Study                                                                                           1

1.2       Statement of the Problem                                                                                           12

1.3       Purpose of the Study                                                                                                  13

1.4       Research Questions                                                                                                     14

1.5       Hypotheses                                                                                                                 14

1.6       Significance of the Study                                                                                           15

1.7       Scope of the Study                                                                                                     17

 

CHAPTER 2:  REVIEW OF RELATED LITERATURE                                            

 

2.1       Conceptual Framework                                                                                               18

2.1.1    Concept of teachers                                                                                                    18

2.1.2    Teacher effectiveness                                                                                                  20       

2.1.3    Job description                                                                                                            26

2.1.4    Teachers job description                                                                                             26

2.1.5    Teachers productivity in secondary schools                                                               43

2.1.6    Teachers conditions of service                                                                                    44

2.1.7    School plant management                                                                                           49

2.1.8    Financial resources                                                                                                      52

2.1.9    Motivational factors                                                                                                    53

2.1.10  Measurement of teachers indicators in secondary schools                                         56

2.1.11  Organization of conference, seminars, workshops and academic indicators              57

2.1.12  Academic indicators of students                                                                                58

2.2      Theoretical Framework                                                                                                62

2.2.1        Fredrick Herzberg two factor theory (1956)                                                              62

2.2.2    Human related theory by mary pakerfollet(1930- 1990)                                            64       

2.3       Empirical Studies                                                                                                       66

2.4       Summary of Literature Reviewed                                                                              72

                                                                                                                                      

CHAPTER 3: METHODOLOGY                                                                                     

 

3.1       Design of the Study                                                                                                    74

3.2       Area of the Study                                                                                                       74

3.3       Population of the Study                                                                                              75

3.4       Sample and Sampling Techniques                                                                              75

3.5       Instrument for Data Collection                                                                                   76

3.6       Validation of the Instrument                                                                                      77

3.7       Reliability of the Instrument                                                                                       77

3.8       Method of Data Collection                                                                                         78

3.9       Method of Data Analysis                                                                                           78

 

CHAPTER 4: RESULTS AND DISCUSSION                                                               

 

4.1       Results                                                                                                                        80

4.2       Summary of Major Findings                                                                                       91

4.3       Discussion of the Findings                                                                                         94

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS            

 

5.1       Summary                                                                                                                     101

5.2       Conclusion                                                                                                                  104

5.3       Recommendations                                                                                                      105

5.4       Educational Implications of the Findings                                                                   106

5.5       Limitations of the Study                                                                                             108

5.6       Suggestions for Further Studies                                                                                 109

 

References                                                                                                                     111          Appendices                                                                                                                   120

           

LIST OF TABLES                                                               PAGE

 

4.1:      Correlation matrix of prompt payment of teachers’ salaries’ and

          students’ academic indicators in secondary schools                              80

 

4.2:      Simple linear regression analysis for the prompt payment of

          teachers’ salaries and students’ academic indicators

          secondary schools                                                                                                       81

 

4.3:      Correlation matrix of teachers’ promotion and students’

          academic indicators in secondary schools                                             82

 

4.4:      Simple linear regression analysis for the teachers promotion and

            students’ academic indicators secondary schools                                               83

 

4.5:      Correlation matrix of fringe benefits and students’ academic

          indicators in secondary schools                                                  84

 

4.6:      Simple linear regression analysis for the fringe benefits of teachers

          and students’ academic indicators secondary schools                                        85

 

4.7:      Correlation matrix of counselling duties of teachers and

          students’ academic indicators in secondary schools                     86

 

4.8:      Simple linear regression analysis for the counselling role of teachers

          and students’ academic indicators secondary schools                                        87

 

4.9:      Correlation matrix of administrative duties of teachers and

            students’ academic   in secondary schools                                            88

 

4.10:    Simple linear regression analysis for the administrative role of

          teachers and students’ academic indicators secondary schools                        89

 

4.11:    Correlation matrix of teaching duties of teachers and students’

         academic indicators in secondary schools                                              90

 

4.12:    Simple linear regression analysis for the teaching duties of teachers

            and students’ academic indicators secondary schools                                        91

 

 

 

 

LIST OF APPENDICES

 

1:       Teachers job description and conditions of service for Students academic indicators questionnaire (TJDCSSAPQ)             120

 

2:       Students academic indicators questionnaire (SAPQ)               125

 

3:       Distribution of population in south-east                                                127

 

4:       Determination of reliability co-efficient of the instrument using test re-test method teachers condition of service and academic performance        128

 

5:       Reliability co-efficient of the instrument using test re-test method                  130

 

6:       Reliability test on teachers job description, condition of service and academic indicators                                             132

 

7:       Data analysis                                                                                         133

 

 





CHAPTER 1

INTRODUCTION

 

1.1     BACKGROUND TO THE STUDY

The success or failure of any educational system whether nursery, primary, secondary and tertiary institutions depends to a large extent on the effectiveness of the teachers. The teacher is the supreme factor in the education industry because everything (building, equipment, syllabus etc) can only be useful only if there are teachers who fully understand the nobility of the profession and its accompanying responsibilities and are commitment to their duties.  The teachers play important roles in moulding and shaping the attitude, habits, manners and above all, the character and personality of the students.  This might be why Aggarwal (2004) pointed out that teachers, who educate children, deserve more honour than parents.  Teachers are the light of the world that brightens and nurtures the vibrant lives of individuals with useful knowledge, practical skills and proper value orientations.  This is why the cardinal duty of the teacher is to help the students to learn, understand and achieve beyond the current educational status.  The career life of the teachers, when closely examined and analysed, shows a indicators of variety of roles essential to rational development of both the students and the society (Orseer 2006).

A teacher is one who guides others in gaining knowledge, skills and abilities that are necessary for possible adjustments in the society for future development.  The teacher facilitates the acquisition of desirable knowledge and skill and inculcates societal acceptable attitudes into the learners for present and future development (Madumere, 2013).  This may explain why teachers (facilitators) are regarded as the most influential people in the lives of the children and society at large.  A teacher is a trained person employed to facilitate learning in classroom situation in order to achieve set educational goals.  A good teacher does more than teaching by contributing to the general academic, research development, emotional as well as economic and cultural development of learners.  Teaching involves facilitating, articulating and engineering the minds and attitudes of learners for socio-economic development and national building. Hence, the importance of the teacher cannot be overemphasis.

The importance of the teacher in formal education cannot be over emphasized.  Education is given through teaching and learning and the teacher is central in the teaching-learning situation.  The teacher centrality in the process is such that according to Ukeje in Eze (2015) without them, teaching and learning would not succeed.  Strategies and resources that are used in teaching-learning constitute the input that aid and complement teachers’ effort.  Every machine or tool whether a teaching machine, a computer, a robot or a stimulated scenario – used for teaching only aids the teacher.  In other words without the teacher there cannot be effective formal education (Olori, Adesanya & Adu, 2014).  It is the knowledge the teacher has that he imparts to the learners. Thus, the National policy on education (2013) posited that no education system can rise above the quality of its teachers.  Darling, Hammond and Ball (as cited in Eze, 2015) revealed that the teachers’ disciplinary and pedagogical training determine the outcome of every teaching learning situation.  Ukeje (as cited in Eze, 2015) describe a teacher as a person who has gotten the teaching aptitude and who has undergone a period of professional training.  He further asserted that a teacher is neither the fellow who manifests interest in teaching without the intellectual skill to see to it through nor a fellow who is an intellectual giant without the necessary communicative skills.  This implies that a teacher is a man or woman who combines love of knowledge with ability to impregnate others with his/her knowledge.  Aggarwal (2004) describes a teacher as a helper or guide. Similarly, Bulus (2001) argued that a teacher is the representative of society, a judge, resource person, helper, ego support group leader and parent representative.  Chioma and Zubairu (2003) asserted that the teacher negotiates meaning of objects, an event, idea or concept with the learner.  He/she is a facilitator of learning and a vital in any educational system.  Adesina in Eze (2015) defined a teacher as the professional man or woman who has been specially trained to teach at a particular level of education. Aggarwal (2004) reported that instead of defining who a teacher is indicated the significance of each letter by creating an acronym out of the word “teacher”.  According to him, each letter of the word teacher signifies some traits or values to be possessed by him/her as follow: T – Tact, tolerance, truth; E – Efficiency, enthusiasm; A – Adaptability, affection, alertness; C – Character, Clarity, Constructiveness, Creativity; H – Hardworking, humility, honesty, humour, human relation; E – Eagerness, efficiency, emotional; R – Rationality, relationship, resourcefulness.

From the above acronym, it is clear that the teacher is expected not only to impart knowledge and skills but also to: foster adjustment of children, understanding children’s basic cognitive and social problem, match curriculum offerings to levels of mental development, translate curricular specification into relevance and provide smooth transition from home to school and from one level of education to another (Eze, Achuonye & Uzoechina, 2015). The teachers in question here are English teachers in secondary schools in South East. The rationales for choosing English teachers are related to indicators of students in English language since it is one of the core subjects and it is the official language of our nation. Eze (2015) revealed that teachers conditions of service exhibit a negative relationship to students’ academic indicators in secondary schools in Benue state. In Abia state, English teachers appear not to be satisfied with their teaching conditions which however seem to affect students’ indicators. Also, English teachers seem not to be motivated with the type of job description presented to them by government due to carefree type of teachers’ conditions of service.

This shows that the success of any school system depends on the teacher’s quality, devotion to duty and his/her effectiveness.  He/she is therefore a guide rather than a task master.  He/she inspires and stimulated learners bearing in mind that the learner differ in intelligence, aptitudes, interest, temperament, social background, upbringing and so on. Based on the fore-going, teachers’ job descriptions can be defined as documented duties and responsibilities teachers are expected to perform in the course of teaching and learning activities. Robins (2011) defined teacher job description as lay down roles, tasks and duties secondary schools teachers are expected to practice.  Yuting (2016) defined teachers’ job description as template of duties and responsibilities classroom teachers are expected to follow in other to be effective. He further opined that teachers’ job description entails all the role a teacher is expected to perform as a classroom teacher. Uba-Mbibi (2013) mentioned some of the duties to include: imparting knowledge to the students and helping them to acquire certain skills, attitude and creates desirable changes in the behaviour of the students. Teachers teach one or two national curriculum subjects to students. It is also the duties of the teachers to observe, support and record the progress of their class. The teachers also plan lessons in line with national objectives with the aim of ensuring a healthy culture of learning. Secondary school teachers must also keep up to date with developments in their subject area, new resources, methods and national objectives.  It’s against this backdrop that Snowdun (2005) asserts that an additional requirement for teachers in this regard is their ability to back their teaching with concrete illustrations, relevant examples and the ability to localize what seems foreign to the learners. The teacher must have the ability to have good knowledge of biological, social, psychological and cognitive development of students, issues related to group dynamics and interaction between learners as well as teachers and learners. The teacher should also have good measure of teaching skills to be able to explore a variety of methods, strategies and techniques and networking with other professionals, parents and careers both informally and formally (Ezea, 2006).

However, other duties of the teacher are: Adopting and working towards the implementation of the school development plan of the particular school they are giving service in and to teach and educate students according to guidelines provided by the national curriculum frame work under the overall guidance of competent education authority. To teach and educate students according to the educational needs, abilities and attainment potential of individual students entrusted to his/ her care by the head of school or head of unit. Assigning work, correcting and marking work carried out by the students; assessing, recoding and reporting on the development, progress, attainment and behaviour of one’s students; participating in arrangements within an agreed national framework for the appraisal of students indicators; others include promoting the general progress and well-being of individual students, groups of students or class entrusted to him/her; providing guidance and advice to students on educational and social matters and on their further education and future careers; maintaining food order and discipline amongst students under one’s care and safe guarding their health and safety at all times; participating in staff, group or other meetings related to the school curriculum or pastoral care arrangement for the better organization and administration of the school (FRN 2009).

 

In addition, the teacher participates in school assemblies, registering and monitoring the attendance of students under one’s care; sharing in any possible and reasonable way in the effective management, organization, order and discipline of the school (Eze, et al, 2015).  However, the above teacher’s job/duty description, if properly carried out and implemented will definitely enhance his/her effectiveness in teaching and learning process and so improves the academic indicators of students. Also, Okeke (2004) described teachers’ job description as responsibilities teachers carry out in other to achieve educational goals. Yuting (2016) described teachers’ job description as the day to day duties teachers of secondary schools demonstrate in order to actualize the objectives of education. He further streamlines broad components of teachers’ job description to include teaching duties, administrative duties, counselling duties and professional duties. For the purpose of the study, three indices of these teachers job description will be briefly discussed.

Administrative duties of teachers can be defined as those functions exhibited by the teachers in the course of organizing and managing the students. Oluchukwu (2014) described administrative duties of teachers as those responsibilities of teachers that is geared towards coordinating and management of students. The author further revealed that administrative role of teachers entails, attending management meeting, accepting management positions such as games teacher, agric teacher and among others. Orseer (2006) revealed that administrative duties of teachers to a large extent influence academic indicators of students. Another important role of teachers is teaching duties.

Teaching duty in this contest can be described as the duties teachers carry out that is directed to teaching and learning activities. Udoh, Akpan and Gang (2001) described teaching duty of teachers as all the activities teachers perform in order to have effective and efficient teaching and learning. Uba-Mbibi (2013) enumerated some of these teaching roles to include preparation of lesson note, presentation of lesson, presentation of summative and formative roles, adequate use of teaching aids, the use of variety of teaching aids and ensuring discipline among the students. Uborm (2002) opined that teaching duty of teachers enhance academic indicators of students to a high extent. Counselling is another vital duty of teachers

Counselling duty entails taking cognizance care of the students in areas they find difficult or stressful. Counselling involves relationship between two persons in which one of them (counselor) attempts to assist the other (counselee or client) in organizing himself as to attain a particular form of happiness, adjusting to a life situation or self-actualization (Ukaeji, 2003). There are numerous counseling duties expected of teachers to perform. Odoemelam (2009) opined that counseling duties are those fundamental duties and services performed by the teacher in order to achieve excellent indicators of students. Nwachukwu (2003) highlighted the roles of counseling to include; organizes orientation for new students, referral services, placement roles, record keeping, appraisal services, the role of liaison officer, organize carrier programme, and administer psychological text.  

However, relating this to secondary schools in South East, teachers seem to pay attention only to teaching role. Here teachers of secondary schools in South East appear not to be effective with counselling and administrative role. This affects the indicators of students. From the perspective of teachers in the zone teachers seem to be reluctant with their duties because of poor condition of service. Since the teacher is a valuable specialist his work should be so organized and assisted as to avoid waste of his time and energy hence conducive working conditions for effective teaching and learning. 

Teachers’ condition of service can be described as all the situations that will facilitate the teachers’ interest in delivering his/her services. Shamange (2004) posited that teachers condition of service are those vital benefits and motivations teachers enjoy in the course of serving the government as a professional teacher. Ajayi (2001) identified some indices of condition service for quality teaching and learning to include: adequate building facilities, regular promotion of qualified teachers, regular payment of teachers’ salaries, infringe benefits, teachers’ indicators bonus and incentives, teachers’ motivation and welfare packages. In order to understand the need for teachers condition of service Ajayi and Oluchukwu (2008) reported its importance to include maintaining standard of teaching and learning, ensuring teachers satisfaction for optimal indicators and ensuring favourable school organizational climate which enhances students’ indicators. In this study, three important teachers service condition that seem to promote students’ academic indicators will be discussed and they are fringe benefits, regular promotion of qualified teachers and regular payment of teachers salary.

Fringe benefits in this context simply mean gain teachers enjoy outside payment of salary and promotion. Shamange (2004) described fringe benefit as an additional gain or motivation teachers gain in the course of rendering the services of teaching. Uzoagulu (2011) described it as satisfaction teachers enjoy or gain from government as professional teachers. He further outlined some of these benefits to include official car, salary advance, house loan or teachers’ quarters, medical attention financial assistance for study and travel allowances. In his own view, Zombwe (2008) revealed that teachers fringe benefits brings out the best indicators from teachers and which in turn promotes effective teaching and as result yields excellent indicators of students. Payment of teachers’ salary is another important teacher’s condition of service that needs to be considered

In this study payment of salary can be described as the monetary value of teachers’ job input. Nakpodia (2010) described teachers’ salary as the financial benefits teachers receive at the end of every month from the government. Olawole (2009) revealed that teachers salaries in Nigeria are paid according to the level of qualification the teacher submitted and also the years such teacher have successfully passed the appraisal evaluation of teachers. Yuting (2016) revealed that payment of teachers’ salary influences both teachers’ job indicators and academic indicators of students.

Promotion of staff is another essential teachers’ condition of service that motivates staff to work effectively to achieve educational goals. Promotion has to do with lifting a staff from one grade point of salary to another grade according to his/her service year. Wokocha (2003) described promotion of teachers as regular routine of assessing indicators of qualified teachers in order to upgrade them to another salary grade level and designation.

Commenting on teachers condition of service that exist in secondary schools in South East, teachers salary are not paid as at when due. Some States appear to be struggling to complete the arrears of teachers’ salary. Some appear to be paying one month salary in three months. Fringe benefits of teachers seem not to be invoke in secondary schools in South East. Moreso, promotion of teachers seem to be based on the political interest of the leaders. These however appear to drastically affect teachers indicators which in turn have a negative relationship with students’ academic indicators. Based on the foregoing, teachers are the hub of the educational system in the world and Nigeria in particular.  They are in the fore front of the battle for national development. Therefore, the secondary school teachers’ conditions of service should be improved so that the academic indicators of students will be enhanced.

Education constitutes the major engine for sustainable human development as well as the fulcrum around which every activity revolves.  Nigeria like so many other developing countries of the world has invested so much in education because it is believed that education is for national growth and development.  Again, education is said to be a public good.  In most countries, it is also seen as a social service as well as a production investment.  To invest in education, huge sum of money is required.  This is because fund is the capital resource that is needed for the procurement of teaching materials, erection of structures, payment of teaching and non-teaching staff, maintenance of school equipments and school buildings, etc.  Without the availability of the above items mentioned, the goals and objectives of education will not be reached (Osanyi & Ekpo 2007).

The education system in Nigeria comprises of three levels which include the primary education, secondary education and tertiary education.  For the purpose of this study, emphasis will be laid on the secondary education system.  In Nigeria many scholars have defined secondary school education in different ways.  According to Federal Republic of Nigeria FRN (2015) which is the most current document in education, secondary education is a form of education children receive after primary education and before the tertiary education.  So this level is an acknowledged bridge between primary and tertiary levels of education.  According, F.R.N. (2013), the two broad aims of this level of education are: preparation for useful living within the society and preparation for higher education.  Secondary education therefore builds on the basic literacy, numeracy and functional knowledge acquired at the primary level.  However, for these objectives to be achieved teachers should be adequately motivated and conditions of service improved for the enhancement of students’ academic indicators.

Students’ academic indicators is a measure of how well students have mastered the learning tasks presented to them.  Students’ indicators in school depends to a great extent on the administration of schools, available resources in terms of human, material and fiscal resources by the school principals towards the achievement of educational goals.  Oyedele (2014) defined students’ academic indicators as desirable changes/ outcomes in students’ behaviour after a period of teaching and learning activities as related to educational objectives which provide information to students, teachers, school administrator and parents on the level at which educational objectives have been achieved.  Ayo, (2000) defined students’ academic indicators as outcome of students’ assessment through comprehensive systematic, cumulative, diagnostic, formative and summative evaluation of what they have gone through on a school setting. Academic indicators as described by Oyedele (2014) can be characterized with students’ interest in class work, ability to comprehend lesson, ability to pay attention in class, ability to recall information, possession of required instructional materials, ability to demonstrate skills in class operations and among others. The academic indicators in question here are those indicators outlined by Oyedele which when exhibited yields effective and efficient results. The choice of academic indicators indicators/features is based on the fact that nowadays students lack manners and exhibit poor behaviours in academic activities.

Relating the above explanation of academic indicators to students in South East, it appears that students show case average indicators. Students seem to have poor indicators as a result of poor practices ranging from misbehaviour and poor teachers condition of service. This however seem to negatively relate to students’ academic indicators in South-East.

Deducing from the above definitions, it is obvious to note that teachers’ job description and condition of service seem to be a yardstick to academic indicators of students. In a related case, Elizabeth, Enose and Okwach (2016) conducted a descriptive survey on the impact of teachers’ condition of service on students’ academic indicators in Kakamega County Kenya. The findings revealed that prompt payment of teachers salary and instructional supervision exhibit positive impact on the academic indicators of students. While teachers’ promotion exhibits positive impact on students’ academic indicators, Akpallah (2006) studied the relationship between teachers’ condition of service and students’ academic indicators in secondary schools in Benue State. The findings revealed that all the teachers’ conditions of service mentioned exhibit positive relationship with students’ academic indicators. Akande (2014) carried out a research on teachers’ job description as determinant to academic indicators of students in secondary schools in Kogi State, Nigeria. The findings indicated that 4 of the hypotheses showed that there were significant relationships between counseling, teaching, professional duties of teachers and academic indicators of students. But there was no significant relationship between staff retirement benefits and job indicators. Although many researchers have conducted researches on teachers job description, teachers condition of service, others on academic indicators of students, yet they did not combine the three variables as done in this study and the researches reviewed were conducted outside the study area (South East). It is against this background that this study investigated teaches’ job description and conditions of service as determinants of students’ academic indicators in secondary schools in South East, Nigeria

1.2     STATEMENT OF THE PROBLEM

Teachers tend to performed better when their conditions of service are adequately presented to them. Conditions of service such as fringe benefits, when teachers are promoted duly and there is prompt payment of salaries and other allowances, there is the likelihood of effective teaching and learning and when this happens the goals and objectives of education will be achieved. Teachers performed effectively if they work according to roles or job descriptions such as teaching roles, counselling and administrative duties that are geared towards promoting and enhancing teaching and learning for excellent indicators of students.

Anyway, relating this to the contemporary situations in secondary schools in South East, it appears that teachers’ salaries are not paid as at when due in all the states, there seem to exist irregular promotion of teachers and lack of fridge benefits. This however seem to be the order of the day in secondary schools in South East.

Based on this, teachers job description/roles seem not to be successfully practiced, this however reduce the interest and capability of the teacher in teaching and learning activities which may have negative relationship with students’ academic indicators. It is on these facts that the zeal to investigate the research problem put in question form. “To what extent do teachers’ job description and condition of service predict students’ academic indicators in secondary schools in South East Nigeria.

1.3     PURPOSE OF THE STUDY

The purpose of the study was to investigate teachers’ job description and conditions of service as determinants of Academic indicators of Students’ in secondary schools in South East, Nigeria. Specifically, the study sought to:

  1. find out the extent to which prompt payment of teachers’ salaries determines students’ academic indicators in secondary schools.
  2. ascertain the extent teachers’ promotion determines students’ academic indicators in secondary schools.
  3. examine the extent teachers’ fringe benefits determine students’ academic indicators in secondary schools.
  4. find out the extent counselling duties of teachers determine students’ academic indicators in secondary schools.
  5. ascertain the extent administrative duties of teachers determine students’ academic indicators in secondary schools.
  6. examine the extent teaching duties of teachers determine students’ academic indicators in secondary schools.

1.4     RESEARCH QUESTIONS

The following research questions were raised to guide the study:

  1. To what extent does prompt payment of teachers’ salaries determine students’ academic indicators in secondary schools?
  2. To what extent does teachers’ promotion determine students’ academic indicators in secondary schools?
  3. To what extent do fringe benefits determine students’ academic indicators in secondary schools?
  4. To what extent do counselling duties of teachers determine students’ academic indicators in secondary schools?
  5. To what extent do administrative duties of teachers determine students’ academic indicators in secondary schools?
  6. To what extent do teaching duties of teachers determine students’ academic indicators in secondary school?

1.5     HYPOTHESES

The following null hypotheses were postulated to guide the research work at 0.05 level of significance.

H01:     Prompt payment of teachers’ salaries do not significantly predict students’ academic indicators in secondary schools in South-East, Nigeria.

H02:     Teachers’ promotion does not significantly predict students’ academic indicators in secondary schools.

H03:     Fringe benefits of teachers’ do not significantly predict students’ academic indicators in secondary schools.

H04:     Counselling role of teachers’ does not significantly predict students’ academic indicators in secondary schools.

H05:     Administrative role of teachers’ do not significantly predict students’ academic indicators in secondary schools.

H06:     Teaching duties of teachers do not significantly predict students’ academic indicators in secondary schools.

1.6     SIGNIFICANCE OF THE STUDY

The findings of the study will be of immense benefit to the following: the ministry of education, government, students, teachers, community and future researchers.

The findings will enable the ministry of education to always design development programmes for teachers’ job indicators.  There should be formal policy guidelines for training of teachers. Opportunity should be made available for teachers to attend training programmes at least once every academic year to improve on their job indicators.  Again, the results of the study will be of benefits to the government because understanding the relationship between improved condition of service and students’ academic indicators will enable them motivate teachers by prompt payment of salaries, to increase conducive atmosphere.

They will equally ensure that government will see the need for adequate financial provision to cover staff development policy and welfare incentives to motivate teachers in the education industry.  Knowing the importance of staff development on teachers; productivity, will encourage teachers for in-service programme to improve their skills thereby be of great benefits to students; learning and their professional growth.

This study will be of benefit to the students because when the teachers are not deprived of their rights by the government, the students on their own part will experience un-interrupted academic programme which will improve their academic indicators and the achievement of public secondary school educational goals and objectives.

The research will be of benefit to the teachers because this research will help to create awareness on teachers; working condition and academic indicators of secondary schools students.  It will expose the lanssez-faire attitude towards the upkeep of the teachers by the government directly linked to the problem of academic indicators of secondary school students in South East Nigeria and when this is achieved, it will bring to an end the incessant strike actions and incompetence which the secondary school teachers are accused of.

The findings of the study will x-ray teachers’ job descriptions that relate to students academic indicators. The teacher will be exposed job description that relate to student academic indicators if the findings are published. This will help them perform effectively and improve the students’ academic indicators.

Students academic indicators will likely improve if the findings of the study enable the teachers know their job descriptions that relate students’ academic indicators. Identification of teachers conditions of service and its subsequent implementations by government will enhance teachers’ commitment to duties hence effective teaching and learning.

The study will help the host community, P.T.A and board of governors to know teachers conditions of service as correlate of student academic indicators. Findings of the research if implemented will likely help to restore government secondary schools to their former glory, when teachers conditions of service are complied with, teachers know their job description and perform accordingly.

It is hoped that it would serve as a useful addition to the existing literature, especially for other researchers who intend to investigate on similar topic, they would find the outcome of this study a reference point.

1.7     SCOPE OF THE STUDY

The study was delimited teachers’ job description and conditions of service as predictors of academic indicators of students’ in secondary schools in South East, Nigeria. The study also focused on teachers’ job description and conditions of service as determinants of students’ academic indicators in public secondary schools in South East, Nigeria. It specifically covered teachers’ job description and conditions of service as independent variables with these sub-variables; prompt payment of teachers’ salaries, teachers’ promotion, fringe benefits, counselling, administrative duties and teaching roles of teachers which forms the objectives of the study. It also covered students’ academic indicators as the dependent variable.

Geographically, the study is delimited to all the teachers in public secondary school in both rural and urban areas in the five states of South-East, Nigeria which are Abia, Anambra, Ebonyi, Enugu and Imo state. 

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