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FACTORS
INFLUENCING TEACHERS’ EFFECTIVENESS QUESTIONNAIRE (FITEQ)
CHAPTER ONE
INTRODUCTION
Background
to the Study
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.
Statement of
the Problem
There have
been series of comments about the falling standard of education in Nigeria.
From all indications every commentator on the issue points accusing fingers at
the teachers. With a view to providing quality education in Edo State and
Nigeria in general, this research work will examine some factors which could
influence teachers’ effectiveness in our society with a view to proffer
solutions to effective teaching in Edo State.
Research
Questions
To solve the
problem of teachers’ ineffectiveness, the following questions are going to be
answered:
1. What are
the factors influencing teachers’ effectiveness in public schools in Edo State?
2. Do the
factors influencing teachers’ effectiveness vary by gender?
3. Do the
factors influencing teachers’ effectiveness vary by age of principal?
Hypotheses
Ho1: There
is no significant difference between factors influencing male teachers and
female teachers’ effectiveness in public schools.
Ho2: There
is no significant difference in factors influencing teachers’ effectiveness in
large and small schools.
Ho3: There
is no significant difference in the factors influencing teachers’ effectiveness
in age of the principal.
Purpose of
the Study
The purpose
of this study is to examine the various factors influencing teachers’
effectiveness such as gender, school size, age and to offer suitable
suggestions for the enhancement of effective teaching performance.
Significance
of Study
Educational
policy makers like the Edo State Ministry of Education, Teaching Service Board
(TSB), Post Primary Education Board (PPEB) of Edo State, School Administrators,
Teachers, Parents, Philanthropic Organization and the students as well, will
benefit from the findings of this study. This is because the various problems
that prevent teachers from performing their duties effectively will be exposed.
Moreover, appropriate recommendations will consequently lead to positive
results in terms of the output of our schools with regards to quality of
students produced. Thus, the standard of education will be improved. This will
create an egalitarian society, economic growth and national development, which
is the objective of the National Policy on Education.
Limitation
of Study
This study
is limited to a survey carried out in the eighteen (18) Local Government Areas
of Edo State government owned public secondary schools.
Definition
of Terms
Factors:
These are things that help to produce results, which could be positive or negative.
Effectiveness:
Capacity to produce desired results with a minimum expenditure of energy, time,
money or materials.
Educational
Programmes: Entails all teaching-learning process going on within or outside
the school supervision.
Motivation:
Making teaching appealing and interesting to teachers’ by stimulating the
active interest of the teachers.
In-service
Training: Training going on or continuing while still in service.
Teacher-Student
Ratio: This implies the total number of students in class to a teacher.
Teaching
Experience: Is the knowledge, skill acquired or gained over the years as a
result of teaching.
Professional
Qualification: Special education and training required to be possessed or
acquired by a person to work in a given job situation.
School
Environment: Is the overall structure and surrounding where teaching and
learning programmes operates within or outside educational system or
institutions.
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