Evaluation of Teachers Quality on Instructional Delivery Among Secondary School Teachers in Lagos State
Chapter One
Purpose of the Study
The primary purpose of this research is to evaluate the quality of teachers’ instructional delivery in secondary schools within Lagos State. By examining various factors that influence instructional delivery, the study aims to provide insights into the strengths and weaknesses of the current educational system and identify areas for improvement.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Social Learning Theory
Social Learning Theory, proposed by Albert Bandura in 1977, emphasizes the importance of observational learning and modeling in shaping human behaviour, including instructional practices. According to Bandura, individuals learn not only through direct experiences but also by observing and imitating the behaviours of others (Bandura, 1977). In the context of instructional delivery among teachers, Social Learning Theory suggests that educators can learn and adopt teaching methods by observing their colleagues, mentors, or other experienced educators.
Teachers often engage in what Bandura termed “vicarious learning,” where they learn from observing the instructional practices of others. For instance, a novice teacher may observe an experienced colleague effectively using interactive teaching techniques, and through this observation, the novice teacher can learn how to employ similar strategies in their classroom (Johnson & Johnson, 2014). In this way, observational learning serves as a powerful means of professional development for teachers, enabling them to acquire new instructional skills and strategies.
The influence of observational learning on instructional practices can also extend beyond the school setting. With advancements in technology, teachers now have greater access to observe and learn from instructional videos and webinars from educators around the world (Brown & Duguid, 2000). Online platforms and video-sharing websites offer an array of resources where teachers can observe exemplary teaching practices, exposing them to innovative and effective instructional methods.
Moreover, Social Learning Theory highlights the significance of modelling in shaping instructional practices. Teachers who serve as role models for their colleagues can inspire others to adopt best practices and effective teaching methods. When teachers witness their peers successfully implementing certain instructional strategies and achieving positive learning outcomes, they are more likely to emulate those practices in their classrooms (Ertmer & Ottenbreit-Leftwich, 2010).
Overall, Social Learning Theory sheds light on how observational learning plays a vital role in influencing instructional practices among teachers. By recognizing the impact of observation and modeling, educational institutions can develop opportunities for teachers to engage in collaborative learning environments, where experienced teachers can share their expertise, and novice teachers can observe and learn from their peers. Embracing the principles of Social Learning Theory can foster a culture of continuous learning and improvement among teachers, ultimately enhancing the quality of instructional delivery and benefiting students’ educational experiences (Schunk, 2016).
Self-Efficacy Theory
Self-Efficacy Theory, proposed by Albert Bandura, emphasizes the influence of individuals’ beliefs in their abilities to perform specific tasks and achieve desired outcomes (Bandura, 1977). In the context of teaching, teacher self-efficacy refers to educators’ beliefs in their ability to effectively engage students, convey subject matter, and manage classroom challenges (Tschannen-Moran & Woolfolk Hoy, 2001). Teacher self-efficacy plays a crucial role in instructional effectiveness and significantly impacts students’ learning experiences and academic achievements.
Teachers with high self-efficacy are more likely to approach instructional delivery with confidence and enthusiasm (Tschannen-Moran & Woolfolk Hoy, 2007). They are resilient in the face of challenges and are more likely to persist in finding innovative solutions to improve their teaching practices (Gibson & Dembo, 1984). High self-efficacy teachers are also more open to adopting new teaching methods and are willing to experiment with different instructional strategies to cater to diverse student needs (Soodak & Podell, 1996).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design adopted for this study is a quantitative survey research design. This design was chosen because it allows for the systematic collection of numerical data from a large sample of secondary school teachers in Lagos State, providing valuable insights into the evaluation of teachers’ quality on instructional delivery. The use of a survey approach facilitates the examination of specific research variables, such as instructional practices, perceived effectiveness, and factors influencing instructional delivery, in a structured and standardized manner (Creswell, 2020).
A quantitative survey design is well-suited for this study’s objectives as it enables the researcher to obtain a wide range of responses from a diverse population of teachers in both public and private secondary schools. By employing a structured questionnaire, the researcher can collect data on a large scale efficiently and analyze the responses quantitatively. This design also allows for statistical analyses, including descriptive statistics, correlation, and regression analysis, to identify patterns, relationships, and trends among the research variables (Bryman, 2016).
Moreover, the quantitative survey design provides a snapshot of the current situation and enables the measurement of instructional practices and perceived effectiveness on a standardized scale. It allows for generalizations to be made to the larger population of secondary school teachers in Lagos State, making the findings applicable to a broader context (Saunders, 2019).
Population of the Study
The population of this study comprises all secondary school teachers in Lagos State, both in public and private schools. Lagos State, being one of the most populous and diverse states in Nigeria, provides a suitable context to examine the evaluation of teachers’ quality on instructional delivery across different school settings and diverse learner populations (Kothari, 2020).
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
Tables 4.1 to 4.7 provide valuable insights into various aspects of the study, focusing on the distribution of the questionnaire, demographic characteristics of the respondents, and their perspectives on instructional delivery methods, professional development opportunities, and the impact of school resources on instructional quality.
Table 4.1 presents the distribution of the questionnaire, indicating that 94.2% of the respondents returned and completed the questionnaire. This high response rate signifies the participants’ commitment to contributing to the study, enhancing the reliability of the data collected. The remaining 5.8% of respondents who did not return or complete the questionnaire could be attributed to various factors such as time constraints or lack of interest, although this percentage is relatively small and does not significantly affect the overall data quality.
Table 4.2 provides an analysis of the respondents’ gender distribution, with 38.0% being male and 62.0% female. This gender representation in the study reflects the gender diversity among secondary school teachers in Lagos State, making the sample more representative of the teaching population in the region.
Table 4.3 focuses on the age of the respondents, revealing that the majority fall within the age range of 20-30 (34.3%) and 41-50 (29.6%). These findings suggest a relatively diverse age group of teachers participating in the study, contributing to a more comprehensive understanding of instructional delivery practices across different age cohorts.
Table 4.4 examines the teaching experience of the respondents, with the highest percentage (64.8%) of teachers having 16 years and above of experience. This indicates a substantial number of experienced educators in the sample, bringing a wealth of expertise to the study. The presence of both early-career and experienced teachers contributes to a well-rounded investigation of instructional delivery practices.
Table 4.5 highlights the educational qualifications of the respondents, with 77.8% holding a Master’s degree, 20.4% holding a Bachelor’s degree, and 1.9% possessing a PhD or equivalent qualification. These results showcase a highly educated teaching population, indicating a strong academic background that may influence instructional delivery practices positively.
Table 4.6 explores the type of school where the respondents teach, with 65.7% being from private schools and 34.3% from public schools. This distribution represents the prevalent educational landscape in Lagos State, ensuring a comprehensive analysis of instructional delivery practices in both public and private school settings.
Table 4.7 delves into the participation of respondents in professional development programs within the past year. The data reveals that 88.0% of teachers have participated in such programs, while 12.0% have not. This high rate of participation highlights the significance placed by teachers on continuous professional growth and their commitment to enhancing their instructional delivery skills.
Consequently, the findings from Tables 4.1 to 4.7 provide valuable information about the characteristics of the respondents, including their gender, age, teaching experience, educational qualifications, and participation in professional development programs. These demographic insights contribute to the overall understanding of instructional delivery practices among secondary school teachers in Lagos State. The high response rate and the representation of diverse teacher profiles enhance the robustness and reliability of the study’s results, allowing for more comprehensive and informed conclusions. These findings can inform educational policymakers and school administrators in their efforts to promote effective instructional practices and provide targeted professional development opportunities to improve the overall quality of education in the state.
Tables 4.8 to 4.11 reveal key findings on instructional delivery methods used by secondary school teachers in Lagos State. The most prevalent method is lecture-based teaching (60.2%), followed by collaborative learning (72.2%), practical activities (83.3%), and multimedia integration (71.3%). These methods positively impact student engagement and learning experiences. However, some teachers expressed uncertainty or disagreement with certain approaches. The results underscore the importance of diverse instructional strategies and continuous professional development to enhance teaching quality and student outcomes. Policymakers should consider these findings to improve educational practices and support teachers in creating effective and engaging learning environments.
Tables 4.12 to 4.15 highlight significant findings related to factors influencing instructional quality among teachers. The data reveal that teachers’ experience and qualifications positively influence instructional delivery (Agree: 88%), while class size also impacts effectiveness (Agree: 88%). Availability of teaching resources positively affects instructional quality (Agree: 77.8%). Additionally, adaptation of instructional approaches to diverse student needs is vital for instructional quality (Agree: 80.6%). These findings emphasize the importance of teacher experience, resources, and inclusive practices in promoting effective instruction. Policymakers should focus on supporting teachers with adequate resources and professional development opportunities to enhance instructional quality and student learning outcomes.
Tables 4.16 to 4.19 present essential findings on the impact of teachers’ professional development on instructional delivery. The results indicate that a significant majority of teachers agree that professional development enhances their instructional effectiveness (Agree: 81.5%) and facilitates the adoption of innovative teaching strategies (Agree: 75%). Moreover, teachers believe that professional development positively influences student engagement (Agree: 70.4%) and is supported by adequate school management (Agree: 84.3%).
These findings underscore the critical role of professional development in empowering teachers with new skills and strategies to improve instructional quality. Teachers’ perceptions of enhanced instructional effectiveness and increased student engagement demonstrate the value of investing in their continuous growth. Furthermore, the acknowledgement of school management’s support in providing professional development opportunities highlights the significance of collaborative efforts in promoting effective teaching practices.
Educational policymakers and school administrators should consider these findings while designing and implementing teacher professional development programs. Emphasizing continuous learning and creating a supportive school environment can foster effective instructional delivery, leading to improved educational outcomes for students.
Conclusion
In conclusion, this study aimed to evaluate the quality of instructional delivery among secondary school teachers in Lagos State, Nigeria. Through a quantitative survey research design and the use of various statistical analyses, several hypotheses were tested to explore the relationships between teachers’ professional development opportunities, instructional delivery methods, and factors contributing to instructional quality.
The findings of this study provide valuable insights into the instructional practices of secondary school teachers in Lagos State. The results revealed that teachers employ a variety of instructional delivery methods, including lecture-based teaching, group discussions, practical activities, and multimedia integration. These diverse approaches positively impact student engagement and learning experiences, emphasizing the importance of employing a range of strategies to cater to different learning styles.
Furthermore, the study demonstrated a significant positive correlation between teachers’ professional development opportunities and instructional quality. Teachers who participated in professional development programs reported higher instructional effectiveness, greater adoption of innovative teaching strategies, and increased student engagement in the classroom. These results underscore the critical role of continuous professional growth in enhancing instructional practices and promoting effective teaching.
Additionally, the study identified factors that contribute to variations in instructional quality among teachers, such as experience, qualifications, class size, and the availability of teaching resources. Understanding these factors can assist educational stakeholders in developing targeted interventions to improve instructional quality in schools.
Overall, this research emphasizes the importance of investing in teachers’ professional development and providing them with adequate resources and support to enhance instructional quality. By focusing on these aspects, policymakers and school administrators can contribute to the continuous improvement of education in Lagos State and create a conducive learning environment that empowers both teachers and students for success.
Recommendations
Based on the findings and conclusions of this study, the following recommendations are offered:
- Strengthen Professional Development Programs: Educational authorities should invest in comprehensive and ongoing professional development programs for teachers, focusing on innovative instructional strategies, technology integration, and classroom management techniques.
- Diversify Instructional Delivery: Encourage teachers to incorporate a wide range of instructional methods, including collaborative learning, hands-on activities, multimedia presentations, and adaptive approaches, to cater to diverse learning styles and enhance student engagement.
- Improve Resource Allocation: School administrators and policymakers should ensure adequate provision of teaching resources, such as textbooks, laboratory equipment, and multimedia tools, to support effective instructional delivery.
- Enhance School Infrastructure: Upgrade school infrastructure to create conducive learning environments that support effective teaching and learning experiences for both teachers and students.
- Provide Supportive School Leadership: School management should foster a supportive and collaborative environment that encourages teachers’ professional growth and acknowledges the value of their contributions to instructional quality.
- Conduct Regular Evaluation and Feedback: Implement regular evaluations of instructional practices and gather feedback from students, teachers, and other stakeholders to identify areas for improvement and make informed decisions.
- Promote Inclusive Practices: Encourage teachers to adapt their instructional approaches to cater to diverse student needs, ensuring that every student feels valued and included in the learning process.
- Support Novice Teachers: Develop mentorship programs and peer support systems to assist novice teachers in their early career stages, enabling them to build confidence and improve instructional effectiveness.
- Foster Research and Collaboration: Promote research collaboration among educational institutions and policymakers to develop evidence-based strategies and best practices for enhancing instructional quality.
- Continuous Monitoring and Evaluation: Establish a system for continuous monitoring and evaluation of instructional quality, with periodic assessments of teachers’ professional development progress and student learning outcomes.
Contribution to Knowledge
This study makes significant contributions to knowledge in the field of education, specifically in the context of instructional delivery among secondary school teachers in Lagos State, Nigeria. The findings provide valuable insights into the prevailing instructional practices and factors influencing instructional quality, shedding light on critical areas for improvement and development in the educational system.
Firstly, this research contributes to the understanding of instructional delivery methods used by secondary school teachers in Lagos State. By exploring the diverse instructional approaches employed, ranging from traditional lecture-based teaching to more innovative strategies like collaborative learning and multimedia integration, the study offers a comprehensive view of the pedagogical landscape in the region. This information can guide educational policymakers and school administrators in designing targeted interventions to enhance instructional effectiveness and create engaging learning experiences for students.
Secondly, the study highlights the significant impact of teachers’ professional development opportunities on instructional quality. The positive correlation between professional development participation and instructional effectiveness underscores the importance of investing in continuous teacher training and support. This finding reinforces the notion that well-trained and up-to-date educators are more likely to implement effective teaching practices and foster a positive learning environment, ultimately benefiting student outcomes.
Furthermore, the research identifies factors contributing to variations in instructional quality among teachers, such as experience, qualifications, class size, and the availability of teaching resources. Understanding these factors provides valuable knowledge for stakeholders to develop evidence-based strategies to address disparities and improve instructional quality in schools.
Moreover, the study underscores the importance of providing adequate teaching resources and maintaining school infrastructure to support effective instructional delivery. This contribution emphasizes the critical role of resource allocation and infrastructure enhancement in creating conducive learning environments that positively impact both teachers and students.
Overall, this research advances knowledge in the field of education by offering insights into the dynamics of instructional delivery and its implications for instructional quality in Lagos State secondary schools. The findings can serve as a foundation for further research and inform policy decisions aimed at improving the overall quality of education in the region. By addressing the identified areas of improvement and building on the strengths highlighted in this study, educators, policymakers, and stakeholders can collectively work towards enhancing the educational experience and academic achievements of students in Lagos State and beyond.
Implications of the study
The implications of this study hold significant relevance for various stakeholders in the education sector, including policymakers, educators, school administrators, and students themselves.
Firstly, the findings regarding instructional delivery methods provide valuable insights for educators and school administrators. By identifying the prevalent instructional approaches used by secondary school teachers in Lagos State, educators can reflect on their teaching practices and consider adopting more innovative and engaging methods to enhance student learning experiences. School administrators can also use this information to guide professional development initiatives and curriculum planning, ensuring that teachers receive the necessary support and training to implement effective instructional strategies.
Secondly, the positive correlation between teachers’ professional development opportunities and instructional quality emphasizes the importance of investing in continuous teacher training. Policymakers must prioritize the development of comprehensive and sustainable professional development programs that cater to the specific needs of teachers. Supporting educators in their professional growth will lead to more skilled and motivated teachers, which will ultimately benefit students’ academic achievements and overall learning outcomes.
Furthermore, the study’s identification of factors contributing to variations in instructional quality among teachers calls for targeted interventions to address disparities. Policymakers and school administrators should consider implementing measures to support novice teachers, provide equitable access to resources, and promote teacher collaboration and peer learning. Addressing these factors can contribute to a more equitable and inclusive education system, where all students have equal opportunities to receive high-quality instruction.
Moreover, the significance of school resources and infrastructure in supporting instructional quality highlights the need for adequate resource allocation in educational institutions. Policymakers must prioritize the improvement of school infrastructure and ensure the availability of necessary teaching resources to create conducive learning environments. This investment will facilitate effective instructional delivery and positively impact student engagement and academic performance.
Lastly, the implications of this study extend to the students themselves. The findings emphasize the importance of student-centered learning approaches and inclusive instructional practices. When educators adapt their teaching methods to cater to diverse student needs and learning styles, students are more likely to feel engaged, motivated, and valued in the learning process. This approach fosters a positive learning environment, which can have long-term effects on students’ academic achievements and overall educational experiences.
In summary, the implications of this study emphasize the critical role of instructional delivery and its impact on instructional quality in Lagos State secondary schools. By recognizing the significance of professional development, equitable resource allocation, and student-centred teaching practices, stakeholders can collectively work towards improving the overall quality of education and ensuring positive learning outcomes for all students in the region. The study’s insights can inform evidence-based decision-making and policy formulation, ultimately contributing to the enhancement of the education sector in Lagos State, Nigeria.
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