FACTORS INFLUENCING TEACHERS EFFECTIVENSS IN PUBLIC SECONDARY SCHOOLS

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420

WHATSAPP US ON 08137701720

FACTORS INFLUENCING TEACHERS EFFECTIVENSS IN PUBLIC SECONDARY SCHOOLS

PROPOSAL

The proposed topic is factors influencing teachers’ effectiveness in public secondary schools. Teachers’ role in any educational system cannot be over-emphasized. Teachers are the executors and implementers of the educational policies and curriculum.

Hence whether there are loopholes in the educational processes and outcome, teachers tend to receive more blame for these shortcomings than any other agent connected with educational activities.

Adesina (1987) recognized teachers as the heart of Nigeria’s educational system at all levels. The teachers continue to be the major determinants of quality of education, be it at primary, secondary or tertiary level. The revised National Policy on Education (1998) confirms that, “No educational system can rise above the quality of its teachers”

Similarly, the National Curriculum Association conference held in 1969 described the teacher as the “Keyman in the entire educational programme”. The implication of the foregoing for educational policy makers in particular and the society at large is that, adequate attention should be paid to teachers’ welfare in all its ramifications. This should be the case as point out by Edem (1987):

The curriculum however well developed and however properly interpreted, will come for short of our hopes unless it is applied by teachers who are themselves the product of its philosophy.

In a situation where teachers are left to their fate to face the rigours of academic and in some cases administration work, there is the high tendency that they would decline both in efficiency and effectiveness. Worst still, inspite of these rigours they are being poorly motivated in terms of salary remunerations. According to Borton (1981) “Education is not just for personal survival or to increase one’s income or power over others, but it is for enriching one’s life for personal growth beyond survival and income”. While agreeing with his view, the question is will it also be justifiable for teachers to use their meager income for the provision of school facilities, materials and equipment needed for effective school work to progress? If the answer to this question is positive, according to Byme (1981) there is a danger that the teacher will lose his initial keenness in teaching for something better.

Moreover, the nature of teachers earns them the regards as experts who know more than their students. This may involve answering questions, correcting or validating the students’ work or what they have said. For the teacher to remain as an expert, there must be a continuous in-service training programme for him and the urge to expand his breadth of understanding.

In a situation where there is little or no in-service training programmes and other opportunities for the teachers to widen their knowledge, it is obvious that they will become incompetent. This is further buttressed by Wilbert (1978) when he said that the teacher’s ability to remain well informed on new developments in his ability to make creative and critical judgments concerning the main trends in his field bear directly upon his competence as an expert. In other words, if teachers are behind time and obsolete in their disciplines, their effectiveness becomes questionable.

Teachers’ performance can be said to be the ability of the teacher to effectively and efficiently carry out the following duties:

Adequate preparations for lesson

Teach the number of periods allocated on the timetable, regularly and punctually;

Keep the teaching records;

Sees to the cleanliness of the classrooms and its environment;

Maintains discipline among his students in and outside the class.

Check and mark notes given to the students regularly.

Sets, marks, records, class assignments, tests and examination scripts promptly.

Properly invigilate both internal and external examinations.

Attends staff, P.T.A. and other meetings regularly, punctually and partakes actively in them.

Marks the attendance register daily and takes note of the absentees.

Sees to the welfare of every student in the class.

Prepares the continuous assessment booklet and the class master’ sheet.

Carries out other assignments given to him by the school authority.

High teacher-student ratio, inadequate facilities, equipment and materials could affect teachers’ effectiveness, and also could reduce the performance level expected of an average learner. Thus, the students will directly feel the inconveniences experienced by the teachers. In a situation of unconducive school climate, teachers may find it difficult to function effectively. The school climate entails the sum total of the values and attitudes held by those in the school. These include the interpersonal relationships existing between the principal and teachers, between the teachers – students and other people within the environment as well as everything the school reflects.

According to Ajetunmobi (2001) “there is a direct relationship between the environment and the intellectual development of the child inspite of the hereditary germ plasma”.

For instance, in a situation where there is a good school environment physical and materially, a child will perform well. On the other hand, a school whose tone is poor and prevent experiential learning by the child, whose physical plants are inadequate and some times very old and not in good condition, whose leadership is uninspiring, whose curriculum is too unwieldy, too narrow or shallow to provide efficiency of use and where pedagogical considerations are non-existent may produce a child with low academic achievement.

Furthermore, the truancy of many students nowadays, may influence teachers’ effectiveness. Many students taking advantage of the fact that most schools are overpopulated and that absentees are seldom noticed, disappear from school during the mid-day. Yet, others who were intentionally absent come-up with varying excuses the next day. In addition, some students deliberately miss continuous assessment test, leave their homework undone or refused to attend lesson, even when present in school, but prefer moving from one class to another or stay in some corners in the school.

Teachers’ experience is another teacher quality variable that may also influence student-learning and is indirectly related to issues of certification. A teacher with long years in teaching would draw home his point with various examples drawn from his wealth of experience and this makes the students to understand him better. In other words, a teacher could be motivated through his experience to achieve a high level of teaching competence. He is able to achieve the educational goal by using appropriate teaching method and contexts.

In this research the researcher among other methods used the descriptive research method. The descriptive research is concerned with the collection, presentation, analysis and interpretation of data for the purpose of describing vividly existing conditions, prevailing practices and beliefs, attitudes, on-going procures etc.

The researcher will conducted a detailed empirical investigation in selected secondary schools.

Interviews to be used will be the structured interviews and unstructured interview. The structured interview is a rigidly standardized and formal kind of interview.

In this study, the research method is expected had great emphasis toward the descriptive sample survey.

The available population of the affected states will be two hundred and fourteen (200), the information will be obtained from the records of various sources.

Two instruments will used in the study and it yields a lot of contribution and contents.

i. Oral Interview: The research used face-to-face interview with the interviews with the respondents to obtain the necessary information needed from the organization.

ii. Questionnaire: The research used questionnaires to gather information from the respondents. The questionnaire contains difference questions. Some option from which the respondents were, required to choose

The instrument will be subjected to both content and face validity by supervision, after all the corrections, the validated instrument will be taken back for conformation to ensure that suggestions and observation were incorporated.

The data for this study will be obtained from primary data, from respondents, through direct interview and questionnaire method.

The secondary data will be obtained through the stocks of material from the researchers’ friends and associates and National library.

The analysis of data will be organized along the following lines. Descriptive statistical analysis will be used to indicate percentage scores of all the respondents. The calculation of respondents will be equally drawn up on the table.

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address

(3) Payment Name

(4) Teller Number

We will send your material(s) after we receive bank alert

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.