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:
- find
out the extent to which prompt payment of teachers’ salaries determines students’
academic indicators in secondary schools.
- ascertain
the extent teachers’ promotion determines students’ academic indicators in
secondary schools.
- examine
the extent teachers’ fringe benefits determine students’ academic indicators
in secondary schools.
- find
out the extent counselling duties of teachers determine students’ academic
indicators in secondary schools.
- ascertain
the extent administrative duties of teachers determine students’ academic indicators
in secondary schools.
- 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:
- To
what extent does prompt payment of teachers’ salaries determine students’
academic indicators in secondary schools?
- To
what extent does teachers’ promotion determine students’ academic indicators
in secondary schools?
- To
what extent do fringe benefits determine students’ academic indicators in
secondary schools?
- To
what extent do counselling duties of teachers determine students’ academic
indicators in secondary schools?
- To
what extent do administrative duties of teachers determine students’ academic
indicators in secondary schools?
- 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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