ATTENTION:
BEFORE YOU READ THE 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
TEACHER
WORKLOAD AND TEACHER JOB PERFORMANCE IN SECONDARY SCHOOLS
ABSTRACT
This
research examined the impact of teacher workload and teacher job performance at
selected secondary schools in Education District IV of Lagos State. The
objectives of the study were to ascertain what constitutes teacher workload and
teacher job performance. In addition, to examine the impact of several
variables such as number of teaching subjects, teaching periods, class sizes,
teaching and non-teaching activities on effective classroom teaching as well as
establish the impact of teacher workload on teacher job performance. Eight
research questions and research hypotheses were stated to guide the study. The
research design was descriptive survey in nature where questionnaire was
developed for data used for the study. A total number of 250 teachers were used
for the study. Findings of the research indicated that gender difference did
not exist in the views about teacher workload and job performance among the
teachers. Results also showed that the number of teaching subjects, subject
periods, teaching and non-teaching activities did not impact negatively on the
teaching and learning situation. However, large class sizes negatively affected
teachers’ effective classroom teaching and learning. On a final note, the
finding further showed that teacher workloads have negative impact on teachers’
job performance in school. Recommendations were made following the outcomes of
the research findings. They include the need to train more teachers to handle
specific tasks in secondary schools, and principals in secondary schools should
not overload and on the other hand under load teachers to ensure their optimal
use. Management needs to properly motivate teachers in order to make them feel
satisfied and perform well in their job. Teachers should only be assigned to
teach the subjects they were trained for to avoid sapping their energies.
CHAPTER ONE
INTRODUCTION
Background
to the Study
The concept
of workload has become a subject of renewed interest for researchers and
educationists alike both nationally and internationally. Researchers have
indicated some definitive concepts with respect to the workload of Nigerian
teachers: the workloads of Nigerian teachers are intensifying, their
non-teaching roles are becoming significantly more extensive, and teachers are
being asked to take on responsibilities for which they are not properly trained
(Adu, Titilola and Ifeoma, 2013; Onyene, 2004). Reasons for these are
attributed to increase demand for education that has resulted to increase
enrolment in schools.
As aptly
noted by Akinsolu (2011), overpopulated classrooms are considered to be
un-conducive for both teachers and students alike as the burden on teachers
with respect to implementing, marking of scripts and other continuous
assessments as well as the ability to give individualized attention to students
needing extra help may appear to increase teacher workload in schools. On the
part of the students, it has resulted into poor learning and high drop out from
schools.
Meanwhile,
teacher workload is viewed as the totality of academic teaching work and
committee workload assigned to a teacher for the attainment of the overall
educational objectives in the school (Adu, Oshati and Ifeoma, 2013). The
demands of teaching can be overwhelming for teachers. Workload has no well-defined
limits; it is essentially open-ended. While contracts with principal or school
management appear to define expectations regarding teacher workload, contract
terms represent minimum requirements. To respond to the needs of every student,
a teacher tends to do far more than is required and some try to do more than
they can physically manage. In Nigeria, research has shown that the demand to
educate the teeming population has brought too much work on the part of
teachers in meeting this education needs. This could be understood from the low
supply of teachers relative to the demand of education.
World over,
research has provided an insight into the teacher workload. A review of
existing literature has shown that many factors have continued to mitigate and
conspire against teachers in carrying out their duties of imparting knowledge,
skills and attitude to students. Such workload variables include teachers’
preparation time, assessment, reporting, supervision, attending meetings, class
size, the implementation of new programmes without adequate resources; and
scheduling challenges that result in inappropriate and out-off-field teaching
contribute to teacher workload (Dibbon (2004). Also worthy of mention are
government expectations, curriculum requirements, and professional development
requisites.
In line with
the foregoing, it appears that teachers are faced with basically four choices:
taking on the additional responsibilities, teaching part-time, choosing to
resign from the profession, or retiring early. Although research examining
teacher workload in Lagos State and other parts of Nigeria abound, there is a
gap in the literature regarding the teacher workload in Education District IV
of Lagos State in relation to job performance in secondary schools. This
research study will fill the knowledge gap in literature.
Most
arguably, the concern about teacher productivity is considered crucial because
of its apparent direct relationship with the standard of education and eventual
long-term effect on the future labour force. Literature is replete with teacher
workload and how it affects job performance in secondary schools, few however,
are related with the impact of gender on teacher productivity in public
secondary schools. This study therefore, complements earlier research carried
out in this field.
Arguably,
improvement in the productivity of Nigerian teachers has remained the recurrent
themes of many symposia, conferences and workshops. It is a recognized fact
that the teacher is a critical factor in the classroom teaching and learning
situation. Whatever that will impede on the teacher not to achieve the desired
goals should be contended with. There is a need to make teachers to be
responsive to the task of delivering education goals without undue stress. It
is very disturbing that graduates of the different levels know very little of
what they are supposed to have learnt in school. Equally, the poor results of
school certificate examinations over the years have provided justification for
the expressed concerns. Reports by the Examination Body such as the West
African Examination Council reveal that the failure rate for English Language
in the past five years surpassed that of the percentage of credits scored in
Senior School Certificate Examination (SSCE) conducted by it between 2001 and
2005. While in Mathematics, a fluctuating trend was recorded by the candidates
during this period (WAEC, 2007). Besides, Punch Newspaper (2008) reported that
out of a total of 1,369,142 candidates that sat for the West African Senior
School Certificate Examination (WASSCE) in Nigeria in 2008, only 188,442
representing 13.76% obtained five credit passes and above in English Language,
Mathematics and three other subjects. While 947,945 candidates representing 83%
failed the examination. The analysis suggests that all is not well with
students’performance in secondary schools. There is no gainsaying that every
poor performance and failure is usually blamed on the workers by the
management. Conversely, this is by no means different for teachers in secondary
schools for job performance related problems. Given this information above,
this research examines the impact of teacher workload on teacher job
performance in secondary schools in Lagos Education District IV.
Statement of
the Problem
Over the
years, there has been an expressed concern on the poor results of school
certificate examinations. According to West African Examination Council (WAEC,
2007), the failure rate has been on the increase. This suggests that all is not
well with student’s performance in secondary schools. However, every poor
performance and failure is usually blamed on the workers by the management.
This is not in any way different for teachers in secondary schools for job
performance related problems. Research study has shown that a teacher in his or
her professional garb is loaded with both survival and self-reliant demands
that draw him or her back as member of the wider social economic system
(Adekoya, 2000 in Onyene, 2004). Teachers’ lack of time, collaborative
activities, professional development, non-teaching duties, and out-of-field
teaching assignments have conspired and continue to militate against teachers
in achieving the educational goals. Consequently, a teacher is not meeting the
academic needs of various students, feels dissatisfied with class size and
school composition. Hence, students are not performing well in their school
work; a teacher is resistant to curriculum change, over-laboured with class
size, turnover and attrition. The negative effects associated with an
unrealistic workload are having a considerable impact on teachers and the
quality of their work life as well as on students and their academic
experience. It is against this background information that this study examines
the impact of teacher workload on teacher job performance in secondary school
in Lagos Education District IV where research studies seem to be scanty.
Purpose of
the Study
The general
objective of this research study is to examine the impact of teacher workload
on teacher job performance in Secondary Schools in Education District IV, Lagos
State. Specifically, it is set out to:
1. Examine
teacher’s perception and experience of teacher workloads in secondary schools.
2. Assess
teacher’s view and experience on teacher job performance in secondary schools.
3. Determine
the impact of class size on teacher’s effective classroom teaching.
4. Assess
the impact of teacher workload factors on teacher job performance.
5. Examine
the impact of subject teaching allocation on teacher’s effective classroom
teaching and learning in secondary schools.
6. Determine
the impact of subject teaching periods on teacher’s effective classroom teaching
and learning in secondary schools.
7. Examine
the impact of teaching activities like writing lesson note, taking class
attendance and assessing students on teacher’s effective teaching and learning
process.
8. Ascertain
the impact of non-teaching activities like attending meeting and responding to
parents onteacher’s effective classroom teaching and learning in secondary
schools.
Research
Questions
The
following research questions will guide this study.
1. What is
the perception and experience of teachers about teacher workloads in secondary
school?
2. What
differences exist between male and female teachers’ view and experience on
teacher job performance in schools?
3. What
impact does class size have on teacher’s effective classroom teaching in
secondary school?
4. What
impact does teacher workload factor have on teacher job performance?
5. What
impact do subject teaching allocations have on teacher’s effective classroom
teaching and learning in secondary school?
6. How do
subject teaching periods impact on teacher’s effective classroom teaching and
learning in secondary school?
7. What
impact do teaching activities like writing lesson note, taking class attendance
and assessing students on teacher’s effective teaching and learning?
8. How do
non-teaching activities like attending meeting and responding to parents impact
on teacher’s effective classroom teaching and learning in secondary school?
Research
Hypotheses
The
following null hypotheses will guide this study.
1. Male and
female teachers do not differ significantly in their knowledge of teacher
workload in school.
2. Male and
female teachers do not differ significantly in their knowledge of teacher job performance
in school.
3. Subject
teaching allocations have no significant impact on teacher’s effective class
room teaching and learning in school.
4. Subject
teaching periods have no significant impact on teacher’s effective classroom
teaching and learning in school.
5. Class
sizes have no significant impact on teacher’s effective classroom teaching in
school.
6. Teaching
activities in secondary school have no significant impact on teacher’s
effective teaching and learning.
7.
Non-teaching activities have no significant impact on teacher’s effective
teaching and learning in secondary school.
8. Teacher
workload factors have no significant impact on student’s academic performance.
Significance
of the Study
This
research has implication for providing a clear picture of how workload
intensification is affecting performance and personal well-being of the
secondary school teachers in Education District IV, Lagos State and what school
leaders can do to balance the workload. The research study focuses upon
exploring the diverse roles (teaching and non-teaching) that these teachers
must assume each day, what their experiences of workload intensification have
been, and what actions, if any, must be taken to improve the working lives of
teachers in this Education District IV. It is interesting to note that teaching
quality is the most important school factor in improving students’
achievements. The results of this study are important for all the stakeholders
in public secondary school education: the educational districts, commissioners
and ministers of education, Nigerian Teachers’ Union, school supervisors,
school administrators, classroom teachers, and the general public. The results
of the research are important to the education district teachers’ association
as it will add to their knowledge of the perceived workload issues in this
Lagos Mainland secondary schools among which are professional development
concerns. Positive educational change in teachers’ work lives was the ultimate
goal of this study. The results of the study will be shared with the
stakeholders in education in an effort to encourage the policy makers to effect
positive changes that will improve not only secondary school teachers’ work
lives but ultimately students’ achievements in this study area. To improve
students’ achievement, it is vital that the Education District Department of
Education recognizes and comprehends the direct relationship between the
quality of teacher performance and student achievement.
Scope of the
Study
The study
assesses the impact of teacher workload on teacher job performance in secondary
schools. It concentrates upon secondary school teachers of Education District
IV in Lagos State. The study looks at workload from the point of view of
intensification. Looking at performance, this study examines five attributes:
preparation time, collaborative activities, professional development,
nonteaching duties, and out-of-field teaching assignments. It covers 250
teachers randomly selected from 10 selected secondary schools in Education
District IV, Lagos State. Also obtaining information from the respondents may
pose some constraints.
Operational
Definition of Terms
These
following terms are operationally defined.
Workload: Is
the amount of work assigned to or expected from a worker in a specified time.
It is also
the amount of work to be done especially in a specific time by a person or a
machine. Excessive workload may lead to stress or burn-out of a teacher in a
work situation, it will also reduce productivity.
Teacher: A
trained person in the field of education who helps pupil, students or learners
to learn.
Performance:
This is the extent to which an individual execute his or her role with
reference to certain specified standard set by the organization. High
performance leads to high level of effective production.
Teacher
Performance: refers to how a teacher carries out his/her daily diverse tasks,
(including teaching and nonteaching responsibilities), whether they be assigned
or self-imposed, to do the job well. These performance standards include
“data-driven planning, instructional delivery, assessment, learning
environment, communication, professionalism, and student achievement,
Constructivism:
involves the learners’ forming knowledge and beliefs; they ascribe meaning to
experiences; involves shared inquiry, reflection, and met cognition.
Constructivist
Paradigm: a research paradigm wherein the researcher “look(s) for the
complexity of views rather than narrowing meanings into a few categories or
ideas; the goal of research is to rely as much as possible on the participants’
views of the situation being studied”.
Limitation
This
research is only carried out in selected secondary schools in Mainland
Education District IV of Lagos State.
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
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.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment