Factors Influencing Teachers Effectiveness in Public Secondary Schools in Nigeria
CHAPTER ONE
OBJECTIVE OF THE STUDY
The general objective of the study is to assess the factors influencing teachers’ effectiveness in public secondary schools in Nigeria. Other objectives include
- To find out the influence of years of experience on teachers’ effectiveness.
- To find out the relationship between training and teachers’ effectiveness in public schools
- To find out if salary and staff incentives have effects on teachers effectiveness
- To determine the influence of teachers’ psycho social stability on effectiveness.
- To know if gender has any influence on teachers’ effectiveness
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter reviews the literature on factors influencing teachers’ effectiveness in public secondary schools in Nigeria. It discusses issues arising from the topic of discuss as viewed from different perspectives, with a view of giving a theoretical and empirical foundation to the study.
LITERATURE REVIEW
For many years, educators and researchers have debated over which variables influence students’ achievements. A growing body of evidence suggests that schools can make a good difference in terms of students’ achievement, and a substantial portion of that difference is attributable to the teachers. Specifically, differential teacher effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and class heterogeneity (Darling-Hammond, 2000). Students who are assigned to one ineffective teacher after another have significantly low achievement and learning (that is gains in achievement) than those who are assigned to a sequence of several highly effective teachers (Sanders and Rivers, 1996). Thus the impact of teacher effectiveness (or ineffectiveness) seems to be additive and cumulative. Effective teachers are those who achieve the goals which they set for themselves or which were set for them by others (eg ministry of education, legislators and other government officials, school administrators, etc). The possession of knowledge and skills is what makes a teacher competent, but the use of knowledge and skills in a classroom setting is test of “teacher effectiveness”. The degree to which a teacher is effective also depends, to a large extent on the characteristics of the students taught by the teacher. For teachers who are effective, there is a degree of consistency in their effectiveness vis-à-vis classroom conditions, time and goals. Teachers who are consistently effective are those who are able to adapt their knowledge and skills to the demands inherent in various situations so as to best achieve their goals. Doing whatever is necessary in order to achieve the goals, rather than doing certain things in a rigid way or showing preference to some methods or techniques over others is a hallmark of an effective teacher. Genetic and environmental factors are factors which are often beyond the control of the teacher.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to a critical analysis Of factors influencing teachers’ effectiveness in public secondary schools in Nigeria.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain a critical analysis of factors influencing teachers’ effectiveness in public secondary schools in Nigeria.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of teachers’ effectiveness in public secondary schools.
Summary
This study aimed at having a critical analysis of factors influencing teachers’ effectiveness in public secondary schools. Five objectives were raised. These objectives include: To find out the influence of years of experience on teachers’ effectiveness, to find out the relationship between training and teachers’ effectiveness in public schools, to find out if salary and staff incentives have effects on teachers effectiveness, to determine the influence of teachers’ psycho social stability on effectiveness, to know if gender has any influence on teachers’ effectiveness
Conclusion
Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
It was found that secondary school teachers who had five or more years of teaching experience were significantly more effective than those who had less than five years of teaching experience. This finding is in line with those of Martin et al. (2000) who showed that in a situation where experienced teachers were not promoted out of the classroom into management positions, level of experience had a significant influence on the teaching effectiveness of the teachers, Aiken (1991) who found that teaching experience of teachers is significantly related to their teaching effectiveness and Chacko (1981) who found that teaching experience contributed highest among other factors discussed in the literature of this study.
Recommendation
From the findings, recommendations include; reviewing classroom organization and textbook selection and provision of teacher workbooks and guides, enhancing the regular program for instructional supervision, upgrading and provision of adequate facilities and equipment, organization of workshops and training to enhance school community relations, raising teaching allowances and improving on the general motivation of teachers in all areas.
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