ABSTRACT
This study investigated the relationship between teachers’ motivation and organizational climate as correlates of effective instructional delivery in secondary schools in South South, Nigeria. Six research questions were asked and answered and six null hypotheses guided the study. The design of the study was correlational. The population of the study was 44,950 teachers from public secondary school in South South, Nigeria. A sample size of 1,232 respondents was drawn from 573 secondary schools in the South South, Nigeria. Multi-stage sampling technique was applied in the selection of the samples. Two sets of structured questionnaires employed for data collection were titled: Teachers’ Motivation and Organizational Climate Questionnaire (TMOCQ) and Effective Instructional Delivery questionnaire (EIDQ). A test–retest method was used to establish the reliability of the instruments. Pearson’s product moment correlation coefficient was used to establish the stability of the instrument which yielded an index of 0.65 and 0.71 for internal consistency. The data collected through the administration of the instruments were analyzed using Pearson’s Product Moment Correlation to answer research questions and simple linear regression to test the null hypotheses at 0.05 level of significance. The results, among others, revealed that there was a high positive relationship between teachers’ school facilities and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents. Also there was a high positive relationship between teachers’ knowledge of the subject matter and teachers’ effective instructional delivery with a significant relationship in the mean scores of the respondents. There was a high positive relationship between Principal’s leadership style and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents. It was recommended that school principals should adopt a combination of different leadership styles like autocratic and democratic and other leadership styles that may be suitable to create a conducive school climate that will promote effective instructional delivery in the schools. Also, since teachers; school facilities correlates positively with teachers’ effective instructional delivery, the government through ministry of education should equip our secondary schools with the needed facilities so as to enhance effective instructional delivery.
TABLE OF CONTENTS
Title
i
Declaration
ii
Certification
iii
Dedication
iv
Acknowledgements
v
Table
of Contents vi
List
of Figures
viii
List
of Tables ix
Abstract
x
CHAPTER 1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 11
1.3 Purpose of the Study 13
1.4 Research Questions 14
1.5 Hypotheses 15
1.6 Significance of the Study 16
1.7 Scope of the Study 17
CHAPTER 2: REVIEW OF RELATED LITERATURE 18
2.1 Conceptual Framework 18
2.1.1 Motivation 18
2.1.2 Organizational climate 19
2.1.3 Effective instructional delivery 21
2.1.4 School facilities 30
2.1.5 Knowledge of the subject matter 35
2.1.6 In-service training 39
2.1.7 Regular compensation packages 44
2.1.8 Principals’ leadership style 52
2.1.9 Principals’ conflict management techniques 57
2.2 Theoretical framework 68
2.2.1 Abraham Maslow hierarchy of humans’ need
(1943) 68
2.2.2 Frederick Herzberg’s two factor theory
(1959) 73
2.2.3 Organizational climate theory by Peter M
Senge 77
2.3 Empirical studies 79
2.4 Summary of related Literature 88
CHAPTER 3: METHODOLOGY 90
3.1 Design of the study 90
3.2 Area of the study 90
3.3 Population of the study 91
3.4 Sample and sampling techniques 91
3.5 Instruments for data collection 92
3.6 Validation of the instruments 93
3.7 Reliability of the instruments 93
3.8 Method of data collection 94
3.9 Method of data analysis 94
CHAPTER 4: RESULTS AND
DISCUSION
95
4.1 Results 95
4.2 Major findings of the study 107
4.3 Discussion of findings of the study 108
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS 112
5.1 Summary 112
5.2 Conclusion 114
5.3 Educational implications of the study 115
5.4 Recommendations 117
5.5 Suggestions for further study 118
REFERENCES 120
APPENDICES
131
A Instrument
for data collection 131
B Key
elements of professional knowledge 136
C Population
of teachers per state teachers 137
D Number
of sampled 138
E
Reliability of instrument analysis
139
LIST OF FIGURES
2.01 Instructional effectiveness 22
2.02 Professional competence of teachers 36
2.03 Okpala’s Model for evaluating teaching
effectiveness 39
2.04 A model of factors that can operate as
teachers’ incentives 50
2.05 Classification of incentives 52
2.06 Maslow’s Hierarchy of needs 68
LIST OF
TABLES
4.01 Pearson
correlation between teachers’ school facilities and teachers’
effective instructional delivery 95
4.02 Simple
linear regression analysis for the extent of relationship in
the
mean scores of teachers’ school facilities and teachers’ effective
instructional delivery 96
4.03 Pearson correlation between teachers’
knowledge of the subject matter
and
teachers’ effective instructional delivery 97
4.04 Simple linear regression analysis for the significant relationship in
the mean scores of teachers’ knowledge
of the subject matter and
teachers’ effective instructional
delivery
98
4.05 Pearson correlation between teachers’
in-service training and teachers’
effective instructional delivery 99
4.06 Simple
linear regression analysis for the extent of relationship
between the mean scores
of teachers’in-service training and teachers’
effective instructional delivery
100
4.07 Pearson
correlation between teachers’ regular compensation package
and
teachers’ effective instructional delivery 101
4.08 Simple
linear regression analysis for the regular compensation
packages and teachers’ effective instructional delivery 102
4.09
Pearson Correlation between Principals’ Leadership Style and Teachers’
Effective Instructional Delivery
103
4.10 Simple Linear Regression Analysis for
Relationship between Principals’
Leadership Style does not Significantly Predict Teachers’ Effective
Instructional Delivery
104
4.11 Pearson correlation between principals’
conflict management techniques
and
teachers’ effective instructional delivery
105
4.12 Simple linear regression analysis for the principals’
conflict
management technique and teachers’ effective instructional delivery 106
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education can be regarded as the heartbeat of any
nation. As a man nourishes his heart to be alive, a nation must also cater for
her educational system to keep it ‘alive’ technologically, economically,
politically, socially and to ensure quality products. The word education is
derived from the Latin word ‘educo’ which means “to draw out of”. Through the
process of education, the latent qualities of individuals such as knowledge,
skills, abilities, competence are drawn out and developed to be specialists in
various areas of life endeavours (Okunamiri, 2008). Education is a life-long
process which originates at birth and only stops at death. It can take the form
of formal, informal and non-formal. Formal education takes place in the school
system while informal education takes place in various interactions one engages
in. It can take place in the families, churches, association with peer groups,
etc; while non-formal education takes place in the various apprenticeship
workshops or vocational centres as the case may be. Education, according to
Okeke, (2004) is the aggregate of all the processes by means of which a person
develops abilities, attitudes and other forms of behaviour of positive value in
the society in which he lives. Education has permanent as well as constantly
changing attributes that try to adapt to new demands and circumstances with
time and from place to place. Thus, education differs in theory and practice
from country to country and from one civilization to the other.
Formal education is the education that takes place in
an institution usually referred to as a school. It usually has several levels.
These levels are: Early childhood/pre-primary education, primary education, secondary
education and tertiary education (Igbokwe.,
2003).
Secondary education is described as the education
received by children after primary education and before the tertiary stage.
Secondary education can also be described as an intermediary level of education
which receives input from the primary and sends output to the tertiary
education. It is for children who are aged between eleven and twelve (11 &
12) and seventeen plus to eighteen (17+& 18) years. The duration
of the study here is six (6) years. The broad goals of secondary education are
to prepare the individual for useful living within the society and higher
education. The specific goals of secondary education are to:
1. Provide all primary school leavers with the
opportunity for education of a higher level,
irrespective of sex, social
status, religious or ethnic background.
2. Offer diversified curriculum to cater for the
differences in talents, opportunities and
future roles.
3. Provide trained manpower in the applied science,
technology and commerce at sub-
professional grades.
4. Develop and promote Nigerian languages, art and
culture in the context of world’s
cultural heritage.
5. Inspire students with a desire for self-improvement
and achievement of excellence.
6. Foster national unity with an emphasis on the common
ties that unite us in our
diversity. This gave rise to
the existence of unity schools.
7. Raise a generation of people who can think for
themselves, respect the dignity of
labour, appreciate those
values specified under our broad national goals and live as
good citizens.
8. Provide technical knowledge and vocational skills
necessary for agricultural,
industrial, commercial and
economic development.
For effective instructional delivery and for the above
stated goals to be achieved, secondary education has six years duration which
is given in two stages of junior secondary school and senior secondary of three
years each (National Policy on Education, FRN, 2013). The splitting of
education sought to correct the structural imbalances in the colonial system of
education. The content of the subjects studied at the secondary education level
have been reviewed so that they are geared towards achieving the national
objectives. These national aspirations would be a mirage if the teachers who
are at the centre of curriculum implementation are not well motivated and
satisfied with their job. If there are no conducive climates for teaching and
learning, it will be impossible to actualize the goals of secondary school
education in Nigeria.
Secondary education in Nigeria still receives priority
attention from both the federal and state governments. Efforts have been made
to step up in the production and re-training of teachers and provision of
infrastructures to enhance quality of instructional delivery so as to increase
the quality of the programme. Secondary school teachers, in particular, are the
largest and the most crucial inputs of an educational system. They are the
connecting rods in the process of quality and equality of education (Ngerem,
2016). Teacher’s motivation and job satisfaction are important because no
education system can rise above the quality of its teachers. This is why
teachers’ needs should always be given major emphasis in all educational
planning and development. Teachers influence and exert a major control on the
intellectual and professional development of the citizens of any country. That
is why government at all levels should step up effort to produce highly
motivated, conscientious and efficient classroom teachers with the intellectual
and professional background adequate for effective instructional delivery.
Teachers serve as the most important curriculum
implementers in the classroom (Aweh, 2004). Teachers all over the world are
recognized as critical factors in the effective delivery of quality education
at whatever level (Muraina & Oderinde, 2014). The recognition of the key
role of teachers in any curriculum implementation has prompted several studies
in education in Nigeria (Effiong & Enukoha, 2004; Kalu, 2004; Edu, 2006). These
studies have all acknowledged the need for teachers’ job satisfaction,
motivation and creating conducive organizational/school climate for effective
delivery which this study is focused on.
Motivation is the basic requirement of an individual’s
attendance to work in the organization because it plays critical roles in
increasing productivity, commitment to the organization, guaranteeing the
physical and psychological health and boosting the morale of the individual for
effective job performance (Mrugank & Ashwin, 2005). There are many things
that motivate teacher in his/her teaching career. Such things include amongst
others: adequate school facilities/instructional materials, In-service training,
years of working experience of the teacher and knowledge of the subject matter.
For the purpose of this study, three of these variables were used. These are
adequate school facilities, knowledge of the subject matter and in-service
training. Other variables that may enhance teachers’ motivation are: professional
recognition, good salary, interpersonal relationship, job security and
professional advancement. School facility is chosen among other variables
because it serves as a common factor for both the teachers and the students without
which, effective teaching and learning cannot take place. Knowledge of the
subject matter is a crucial ingredient that determines the level of teachers’
effectiveness in the school system.
Facilities means the physical means or contrivances to
make something possible, the required equipment, infrastructure, location that
make teaching and learning possible. School facilities include physical
facilities such as buildings used as classrooms, laboratories, workshops,
libraries; furniture such as tables, chairs, shelves, and so on; playgrounds
such as micro-stadium, football field, tennis courts, pitches, and so on.
Operationally, school facilities can be defined as
those facilities in school that promote teaching and learning which lead to the
actualization of predetermined educational goals. Instructional materials,
according to Modebelu (2015), are the materials which can be used to promote
the teaching-learning process. Instructional materials can also be simply
referred to as the different kinds of materials that teachers and the entire
class use in the teaching-learning process to make learning more effective and
productive (Ughamadu, 2006). Operationally, instructional materials are those
materials that can be used by teachers to transmit, facilitate and enhance
teaching learning process. They are those materials that help the teachers to
teach with ease and learners to learn without stress. It is used to supplement
normal learning process of listening, seeing, reading and writing. Therefore,
it appeals to the senses of touching, seeing, smelling, feeling and hearing.
Examples of instructional materials include:
I.
Audio
materials e.g. radio, videotape, recorder, television, etc.
II.
Visual
materials e.g. pictures, charts, maps, real things, models, graphics, printed
materials.
III.
Audio-visual
materials e.g. video, sound and motion pictures, education television, sound
films.
IV.
Printed
materials e.g. textbooks, journals, posters, magazines, newspapers.
V.
Non-printed
materials e.g. chalkboard, flannel board, models, film projection, real
objects, simulation, games, objects and specimens.
VI.
Projected
and electronic materials e.gs. Still pictures, filmstrips, ICT resources,
computers, CD-ROMs, internet, interactive whiteboards.
VII.
Non-projector
materials e.gs. Chalkboard, flannel boards, textbooks, pictures and graphs.
The need to meet the challenging needs of modern
education has led to the use of innovative teaching-learning system. This
teaching system, according to Anulobi and Nlguma (2010), involves the use of
organized combination of selection and integration of instructional objective.
Yes, a teacher who is satisfied with his/her work will take it upon
himself/herself to deliver quality instruction for learning to be effective.
This can be achieved by prudently harnessing instructional materials at his/her
disposal. For effective instructional delivery to take place, teachers should
intermittently sandwich teaching and learning with materials that learners can
see, feel or touch, hear, perceive and taste. With the availability of all
these instructional materials, if there are no good classroom with good seats
and sitting arrangement, good ventilation and lighting, it will be impossible
for effective instructional delivery. Availability of facilities and
instructional materials is one thing, another thing is the ability of the
teacher to know how to use and when to use the materials. There is diversity in
content ability delivery as the same content cannot be delivered every time, at
the same level and competence. That is to say that the teacher must be
knowledgeable enough in the area of his instructional delivery as the teacher’s
instructional ability determines the level of productivity.
Teacher preparation/knowledge of teaching and
learning, subject matter knowledge, experience and the combined set of
qualifications measured by teacher licensure are all leading factors in teacher
instructional effectiveness (Darling-Hammond, 2006). The goal of teaching is to
assist students in developing intellectual resources to enable them to
participate in, not merely to know about, the major domains of human thought
and enquiry – but to be able to recall and apply this knowledge. These include
the past and its relation to the present; the natural world, the ideas, beliefs
and values of our own and other people’s; the dimension of space and quality;
aesthetics and representation; and so on. Philosophical argument as well as
“common sense” supports the conviction that teachers’ own subject matter
influences their effective instructional delivery and effort to help students
learn subject matter. Darling-Hammond argues that “if a teacher is largely
ignorant, he can do much harm”. When teachers possess inaccurate information or
conceive of knowledge in narrow ways, they may pass on these ideas to their
students. They may fail to challenge students’ misconceptions; they may use
texts uncritically or may alter them inappropriately. This may lead to
ineffective instructional delivery as the aim and objectives of education may
not be achieved under such learning environment. Subtly, teachers’ conceptions
of the knowledge shape their practice – the kinds of questions they ask, the
ideas reinforce the sorts of tasks they design.
Various researches on teacher knowledge of the subject
matter have revealed ways in which teachers’ understanding affect their
students’ opportunities to learn. Bell and Grossman in Jadama (2014) further
stated that for any teacher to have some
level of satisfaction and be effective in his/her teaching career, what they
need to know about the subject matter they teach extends beyond the specific
topics of their curriculum. This kind of subject matter understanding
strengthens teachers’ effectiveness which brings about satisfaction that
heightens the possibilities of his art. Teachers’ subject matter knowledge
underlies their power and strength as pedagogies. In affirmative, when a
teacher is conversant with the subject content, he will know the particular
method and the type of instructional material to use to make the lesson
meaningful through effective application of the knowledge that brings
effectiveness into teaching and learning process. Shulman in Jadama, (2004) opined
that what teachers need to know about the subject matter they teach extends
beyond the specific topics of their curriculum.
Teachers’ subject matter knowledge underlies their
power and strength as pedagogies. However, teaches’ understanding of subject
matter affects their capacity to simplify content to help students to
understand. Surprisingly, teachers’ capacity to increase, deepen or change
their understanding of their subject matter for teaching depends on the
personal understanding of the subject matter they bring with them to the
classroom. Since teaching involves the imparting of knowledge, skills and
attitudes to individuals, it is therefore very necessary for a teacher to
understand his/her subject matter before teaching it. In the process of
teaching a subject matter, the misconceptions and doubts of students about it
should be clarified for effective teaching and learning to take place. But this
will become almost impossible for a teacher if he/she is largely ignorant or
uninformed. Moreover, a teacher who is largely ignorant or uninformed about a
subject matter can pass inaccurate ideas to students, use texts uncritically and
even change unsuitably and this will hinder teacher effectiveness. Without
professional development, motivation and a formal method of training through
in-service, seminars and workshops for teachers, they may still not be
efficient and effective in the discharge of their duties even if the teachers
are well informed and have wealth of knowledge about their subject matter
without being motivated by their employers.
Motivation is defined as the energizing force that
encourages and sustains behavior (Ibiam, 2015). This implies that, there is
some driving force within individuals, which propels them to attempt to achieve
a goal or objective in order to satisfy their need or needs. Teachers could be motivated through the
following ways: regular promotion, in-service training, regular compensation package,
professional growth and development and incentive package such as payment of
promotion arears, awards, travelling allowance, professional recognition,
wardrobe allowance and higher level of responsibilities. But for the purpose of
this study, only in-service training and regular compensation package will be
discussed. This is because in-service training updates teachers’ knowledge to
meet with the technological advancement of the school curriculum. Also, compensation
package will serve as a source of motivational strategy for teachers’ effective
instructional delivery.
In-service training is the process of increasing human
efficiency through which people are offered the opportunity to acquire new
skills and current knowledge required in carrying out various specialized tasks
in their place of work (Idonije, 2005). For any teacher to effectively
discharge his/her duty, training and retraining are necessary. They are
essential tools for efficiency and effectiveness in instructional delivery.
When teachers are offered in-service training, they acquire new and improved
skills as well as knowledge that enable them to perform better thereby
enhancing their productivity. Operationally, in-service training is defined as a
kind of training programme in which workers learn to acquire new skills and
knowledge for improved , achievement of organizational goals. Therefore,
training and retraining for teachers is capable of enhancing the level of
instructional delivery in schools and also enabling them to cope with the
ever-increasing challenges of educating the students in the country.
Well trained teachers are motivated to do good work and
will continuously and progressively increase their value to the school and
contribute to professional improvement on the job (Pigors and Myers in Ido,
2008). A well trained teacher contributes, not only to the effectiveness of
instructional delivery, but also serve as a potent instrument of motivating
people and influencing behaviour towards attainment of organizational goals.
Apart from in-service training for teachers for knowledge and skills update,
there are other compensational package that could serve as instrument of
motivation for effective instructional delivery. Such package include: regular
promotion, housing allowance, payment of leave grant, prompt payment of teacher
salaries, professional recognition, award for excellent performance, e.g. best
teacher of the year award.
Currently, both developed and developing countries are
experiencing shortage of qualified teachers in certain subjects or schools, at
the same time, evidence has emerged that clearly identifies the teachers as one
of the single most important factors in a student’s learning (Rivkin, 2001).
Effective teachers are critical to high student achievement. To carry out their
jobs effectively, teachers need to be adequately compensated. First to note is
that qualified teachers are in short supply in some schools and in specific
subjects. Secondly, teaching appears to be a less popular professional choice
for young people. In most countries, teaching is less respected than it once
was, and yet teachers’ role have become more complex as students’ population
have become more diverse and expectations for their achievements have risen.
Dessler, (2005) defines compensation as all forms of payment or rewards given
to employees which arise from employment. Compensation packages are one of the
basic reasons for employees to seek employment. Employees are compensated for
their services and the efforts they exert in their work. Harrison and Liska
(2008) in their study, affirm that reward is the centre piece of the employment
contract – after all it is the main reason why people work. This includes all
types of rewards, both intrinsic and extrinsic, that are received as a result
of employment by the employee. Nevertheless, even if teachers are being
compensated for their service, if the school climate is not conducive there
will be no effective instructional delivery.
School climate is defined by Guskey (2002) as the
relatively enduring quality of the school environment that is experienced by
participants which affects their behaviour and is based on their collective
perception of behaviour in schools. It is true because school/organizational
climate is described or defined by teachers according to the way they perceive
the general work environment of the school. A school/organizational climate
could be seen as either positive or negative based on the influence by the
formal organization, informal organization, personalities of participants,
organizational leadership style and conflict resolution technique. The climate
of a school may roughly be conceived as the personality of a school, that is,
personality is to individuals as climate is to organization.
Operationally, school climate is defined as prevailing
personalities in the school, physical and academic condition in schools which
affect teaching and learning either positively or negatively. School climate is
a general term that refers to the feel, atmosphere, tone, ideology, or milieu
of a school. Just as individuals have personalities, so too do schools. The
climate of a school could be said to be closed or open and these climates also
have some level of influence on the administration of schools which affect
innovations (Hoy & Miskel, 2005). Based on the above definition, school
climate could be deduced to be the quality and character of the school
leadership style. This means that school leadership affects the school climate
and school climate is peculiar to a school – each school has her own climate. School
climate can affect the school either positively or negatively. A typical school
climate that affected effective instructional delivery was a case of student
riot in Technical college, Ewet, Uyo in Akwa Ibom State. A teacher disciplined
a student for insubordination. This prompted the student to throw stone and
broke the teacher’s eye. The following day, the school management invited
police men to the school to arrest the student in question. When he was arrest
and put into the police van, the other students closed the gate against the
police and ordered the policemen to release the student but the police refused
so the students began throwing stones on the police and in the process broke the
windscreen leading to serious rampage in the school compound. Many cars were
damaged including the principal’s car. When the notice reached the state
government, the government ordered the vacation and closure of the school since
the school climate was not conducive for effective instructional delivery.
Another case of unstable school climate was found in
Compressive Secondary School, Ikot Inyang – the case of cultism by the
students. Two students fought and one was wounded. The wounded student ran out
through the bush track and invited his fellow cult group to fight back. The
principal invited the police to come and calm the situation. Teaching and
learning was disrupted as everyone scampered for safety.
To
the best of the researcher’s knowledge, no study has been carried out in the
same geographical area using the same content scope with the same population
and sample size, hence it will bridge the gap.
1.2 STATEMENT
OF THE PROBLEM
Effective
Instructional delivery is defined as the ability of the teachers to cultivate
thinking skills, stimulate interest in the subject and motivate students to
learn. Teachers are very important in any system of education. No proper
education can ever be achieved without adequate, satisfied and motivated
teaching staff who facilitates effective Instructional delivery. In ideal
situation, all teachers should enjoy performing their duties each day and
retire to their homes with an eagerness of seeing the next day so as to go back
to their jobs. Satisfied and motivated teachers perform their work without reservation.
They give their best to ensure that they facilitate the teaching and learning
process for the achievement of educational goals and outcomes. Adequate
teachers’ motivation may enhance quality instructional delivery, quality output
and quality assurance in the school system. Teachers’ motivation and job satisfaction
are ways of empowering teachers in the occupation and involve the perceptions,
variables, methods, strategies and activities used by the management for
the purpose of providing a climate that
is conducive for teaching and learning process. An ideal school climate should
bring about job satisfaction, dedication and effectiveness in teacher task
performance.
It
is however observed that in South South Nigeria, Secondary School teachers are
not effective in their job. The quality of instructional delivery is seriously
compromised by the demoralized and reduced workforce. The situation is even
worse in rural schools where poor road network, lack of standard accommodation
with no electricity, no medical facility and dilapidated classroom blocks are
the order of the day. Even in the urban schools in South South of Nigeria,
teachers are not effective in their instructional delivery. This may be because
their rights such as regular promotion, regular compensation package,
allowances, promotion arrears, professional recognition and professional
development are denied.
However,
satisfaction of human wants is not an easy task given that human needs can
never be fully satisfied as the satisfaction of one need leads to the desire
for another higher level of need. In spite of this, secondary school teachers in
the South South are not even minimally satisfied and motivated and school
climates are not conducive for quality instructional delivery. There is an
outcry of teachers’ ineffective instructional delivery in the South South
Nigeria. It is for the above mentioned reason that this study sought to
establish if there is any relationship among teachers’ motivation, organizational
climate and teachers’ effective instructional delivery.
1.3 PURPOSE
OF THE STUDY
The purpose of the study was to
investigate teachers’ motivation and organizational climate as correlates of
effective instructional delivery in secondary schools in South South, Nigeria. Specifically,
the study sought to:
1.
determine how teachers’ school facility relates
to teachers’ effective instructional delivery.
2.
ascertain how teachers’ knowledge of
subject matter relates to teachers’ effective instructional delivery.
3.
examine how teachers’ in-service training relates
to effective instructional delivery.
4.
Investigate how teachers’ regular
compensation package relates to effective instructional delivery.
5.
Examine how principals’ leadership styles
relate to effective instructional delivery.
6.
investigate how principals’ conflict
management technique relates to teachers’ effective instructional delivery.
1.4 RESEARCH
QUESTIONS
The following questions were asked to
guide the study:
1.
What is the relationship between school
facilities and teachers’ effective instructional delivery?
2.
What is the relationship between teachers’
knowledge of the subject matter and teachers’ effective instructional delivery?
3.
What is the relationship between
in-service training and teachers’ effective instructional delivery?
4.
What is the relationship between teachers’
regular compensation package and teachers’ effective instructional delivery?
5.
What is the relationship between principals’
leadership style and teachers’ effective instructional delivery?
6.
What is a relationship between principals’
conflict management techniques and teachers’ effective instructional delivery?
1.5 HYPOTHESES
To
achieve the purpose of this study, the following null hypotheses were
formulated and tested at 0.05 level of significance:
1.
HO1:
There is no significant relationship between the mean scores of teachers’ school
facilities and teachers’ effective instructional delivery.
2.
HO2:
There is no significant relationship between the mean scores of teachers’
knowledge of the subject matter and teachers’ effective instructional delivery.
3.
HO3:
There is no significant relationship between the mean scores of teachers’ in-service
training and teachers’ effective instructional delivery.
4.
HO4:
Regular compensation package does not significantly relate teachers’ effective
instructional delivery.
5.
HO5:
Principals’ leadership style does not significantly relate teachers’ effective
instructional delivery.
6.
HO6:
There is no significant relationship between the mean scores of Principals’
conflict management technique and teachers’ effective instructional delivery.
1.6 SIGNIFICANCE OF THE STUDY
This
study will be of immense benefit to the government, ministry of education,
school administrator, teachers and other researchers. The findings of the study
will be beneficiary to the government by providing knowledge that will enable
them create motivational package that will bring about effectiveness of
teachers. Such packages include in-service training, regular payment of
salary/allowances and good working relationships. It will help in identifying
different categories of teachers to send for in-service training so as to
update their knowledge in different areas of specialization. The result of this
study will also assist the government to evenly distribute school facilities
across the public schools in South South Nigeria to enhance teachers’ effective
instructional delivery. The government will also realize that without providing
the basic needs of teachers, there will be no efficient and effective teachers
in the education industry, qualitative teaching/learning outcomes cannot be
achieved. The result of this study will help the government to adopt
motivational strategies that will enhance teachers’ productivity in the school
system. Such strategies include: staff development and training, good working
condition, remunerations payment of salaries, promotion as at when due, job
security, conducive working environment, recognition of teachers’
professionalism and provision of adequate instructional materials/teaching
aids. These will make teachers to be committed to their teaching profession
since their needs are met.
The result of this research will create
awareness on the part of the policy makers, educational planners and Ministry
of Education of the need for regular promotion of teachers in public secondary
schools in South South, Nigeria. When the needs of the teachers such as regular
promotion and provision of regular compensation package like leave grants,
promotion arrears, professional development are met, they will definitely show
positive attitude towards instructional delivery which leads to increase in productivity
that leads to the attainment of educational goals. When teachers’ needs are
attended to, they will work conscientiously to impart knowledge unto the
students. The level of teachers’ commitment will reflect on the achievement of
the stated goals.
To
the school administrators, the result will provide useful information about how
to develop best management practice and policies to enhance teachers’
motivation in public secondary schools. It will provide insights on the correct
and right management approaches that will be useful to improve their
relationships with their teachers thereby creating positive school climate for
effective teaching and learning. The school administrators also will be aware
of different ways of empowering teachers in the occupation and develop
strategies, methods, and activities for the purpose of providing a climate that
is conducive to the satisfaction of the various needs of the teachers, so that
they may become satisfied, dedicated and effective in performing their tasks.
When there is a cordial relationship between teachers and the school
administrators, they will work with little or no supervision to bring about the
actualization of teaching/learning objectives.
The
teachers which this study is centred on will derive great benefit. From the
result of this study, the employers of teachers, policy makers and government
will realize that teachers’ motivation is
a key to guaranteed quality education, as such influences quality assurance in
the educational system. They will work
to provide incentive package, regular promotion and providing schools with
teaching and learning facilities that will enhance teachers’ effective
instructional delivery. When teachers’ needs are met and their morals boosted,
their productivity is enhanced and this will also enhance the achievement of
educational goals through effective teaching/learning process, since,
motivation and peaceful climate relate to a purposive and goal-directed
behaviour, performance and attitudes toward work.
The
findings and benefits of this study will stimulate further research on appropriate
practices that will enhance motivation and effectiveness among teachers thus
improving productivity and develop commitment of teachers in their profession.
It will also add to available knowledge on the need to improve teacher
productivity via motivational strategies.
1.7 SCOPE OF THE STUDY
The
content scope covers teachers’ motivation and school climate. The contents
scope also will cover the following sub-variables: school facilities, teachers’
knowledge of the subject matter, in-service training, regular compensation
package, Principals’ leadership style and Principal conflict management
technique. The study was limited to teachers of government owned secondary
schools in the states of South South, Nigeria. They are Akwa Ibom State,
Bayelsa, Cross River State, Delta State, Edo State and Rivers State.
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