TEACHER RELATED FACTOR AS A CORRELATES OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN EDUCATION
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TEACHER
RELATED FACTOR AS A CORRELATES OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY
SCHOOLS IN EDUCATION
ABSTRACT
This study
investigated teacher related factor as a correlates of teachers’ job
performance in Public Secondary Schools in Education District V, in Lagos
State. Four research questions were answered and four hypotheses were tested in
this study. The population for the research was made up of all the public
senior secondary schools in Lagos State Education District IV, Lagos State. The
research design adopted wasdescriptive survey designed to investigate into
teacher related factors as a correlates of teachers’ job performance. The total
number of 100 respondents selected from four secondary schoolsin Education
District V of Lagos State. A total of 100 copies of the questionnaire were
distributed to the respondents with the aid of two (2) trained research
assistants. The personal data in the study was analyzed with simple percentage
while the assumption was tested with inferential statistics of standard
deviation. The study revealed that teacher’s qualifications are significantly
related to job performance; there is a significant relationship between
teachers’ experience and job performance. The study revealed that there is a
significant relationship between teachers’ economic status and job performance;
the study further revealed that there is a significant relationship between
teachers’ mode of instruction and job performance. Based on the findings from
the study the following conclusions were drawn that the study vividly showed
that professional qualification of teachers is the major variables affecting
students’ performance in mathematics among the junior secondary school in
Education District V, Lagos State, Nigeria. Recommendations were made on the
basis of the findings of this study which include the following: A professional
body or association should be empowered to regulate entrance into the teaching
occupation and control ethical conducts of members. The body must be autonomous
and operate as such. The Teachers Registration Council Nigeria (TRCN) should be
empowered financially and legally to play this role. Society and teachers
should be reoriented to see teaching as prestigious job with high social
status. This implies that good condition of service must be put in place for
teachers and they should be properly remunerated. In-service training,
collaboration, workshops and ICT training should be encouraged by government
for teachers. These would enable neophyte teachers to become professionals as
well as upgrade the knowledge of existing professional teachers. Seminars and
conferences should be organized to reorient leaders and members of teachers
unions at all levels to stop discriminating against themselves. It is therefore
imperative that teachers at all levels put on a common front to professionalize
teaching in Nigeria.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education is
very important human activity. It helps any society fashion and model
individuals to function well in their environment. According to Boit, Njoki and
Chang’ach (2012), the purpose of education is to equip the citizenry to reshape
their society and eliminate inequality. In particular, secondary education is
an important sector in national and individual development. It plays a vital
role in creating a country’s human resource base at a level higher than primary
education (Achoka & Odebero, 2007).
The teacher
is a key facilitator of knowledge and plays a vital role in nation building.
Teaching is a highly noble profession and teachers are positive influence to
the society. The teaching acts of a teacher are meant to instill confidence in
the youth so that not only while as students but also throughout their lifetime
they could acquire relevant knowledge whenever they need it. The teacher’s job
is therefore to show what to study, to challenge the students by setting high
standards and to criticize in order to spur to further achievement, to help
surmount blind spots and to evaluate each student’s progress in terms of valid
objectives. Therefore, teachers have to adopt several strategies in their
teaching in order to be effective in their jobs.
The teacher
is the pivot of any education system. In fact, teachers are the strength of a
nation. Teachers continue to retain their influence and it is difficult to
bypass them in the process of teaching learning. The importance of teacher is
recognized throughout the world (Panda & Mohanty, 2013). Good teachers are
essential for the effective functioning of education system and for improving
the quality of learning process.
Teachers
develop performance style characteristics to their ways of relating to the world,
perceptually as well as cognitively. A person is therefore, likely to act in a
way that maximizes the use of his aptitudes. Similarly, teacher’s positive
attitude towards teaching and higher aspiration level determines his positive
perception of the environments.
An effective
teacher development design should have an exhaustive measure of aptitude,
subject mastery, teaching methodology, etc so as to foster necessary skills and
attitudes amongst prospective teachers.
There are
many factors that influence the teachers’ job performance such as aptitude,
attitude, subject mastery, teaching methodology, personal characteristics, the
classroom environment, general mental ability, personality, relations with
students, preparation and planning, effectiveness in presenting subject
matters, relations with other staff, self improvement, relations with parents
and community, poise, intellect, teaching techniques, interactions with
students, teaching competence demonstrated, motivational skills, fairness in
grading and teachers’ attitude toward the students etc (Swartz, 1990)
Esan (2011)
evaluated teachers’ performance on four categories of teaching behavior,
namely, intellect, teachers’ personality, teaching techniques and interaction
with students. Riaz (2011) measured teachers’ performance on such factors
teaching competence demonstrated, motivational skills, teachers’ attitude
toward students and fairness in grading.
Aptitude is
used to refer to a potential rather than an attainment. Special abilities, such
as mathematical or sporting powers, are often referred to as aptitudes.
Akiri and
Ugborugbo (2011) found out that there was a significant relationship between
teachers’ educational qualification and job performance. Esan (2011) observed
that teacher related factors on job performance are years of experience,
educational qualification, skills, economic factors, subject mastery, teachers
quality, teachers classroom management, development and training.
Etsy’s
(2011) study in Ghana reported that the teacher factors that significantly
contributed to low job performance were incidences of lateness to school and
absenteeism.
Swartz,
White and Patterson (2011) judged the teachers’ performance on five teaching
functions which are instructional presentations, instructional monitoring,
instructional feedback, management of instructional time and management of
students’ behavior.
Ferris,
Bergin and Wayne (2012) identified teachers’ job performance on seven
performance dimensions. These were preparation and planning, effectiveness in
presenting subject matter, poise, relations with students, self-improvement,
relations with other staff and relations with parents & community.
Job
performance is one of the most important dependent variables and has been
studies for a long decade. Job performance involves pattern of behaviours that
are directly involved in producing services for the organization. Job
performance is something done by employee. It must be directed towards
organizational goals that are relevant to the job or role (Campbell, 2000).
Performance
of teachers mainly depends on the teacher characteristics such as knowledge
base, sense of responsibility, and inquisitiveness; the student characteristics
such as opportunity to learn, and academic work; the teaching factors such as
lesson structure, and communication; the learning aspects such as involvement
and success; and the classroom phenomena such as environment and climate, and
organization and management. If the teachers take care of these factors, their
performance can be enhanced to the optimum level (Rao & Kumar, 2004). Yet
proxies implemented by Lagos state to determine teacher quality have been
woefully inadequate. Teacher entrance and exit examination scores, years of
experience, advanced degrees, and teaching credentials are not related to
ratings of teacher’s performance.
Leigh and
Mead (2005) clearly bring about the fact that the quality of teaching has come
down gradually world over and also demonstrate that the skills of teachers have
come down due to outdated preparation on the part of the teacher and stagnant
compensation schemes by the management of the educational institution.
Teaching
profession is facing problems related to teachers’ job performance.
Since
independence the government has constantly directed large proportions of its
budget to education and training in order to enhance the relevance and quality
of the skills of the labour force. The quality of teachers has been a matter of
concern by the government; the progress towards achievement in education has
not been measured entirely in quantitative terms but also expressed in terms of
the quality of the education founded (Esan, 2010).
David (2011)
perceived teaching as the teachers’ performance, the pupils’ performances and
the effective classroom discipline. He went further by saying that, teaching is
influenced by the teachers’ judicious application of psychological strategies
in making the students wish to learn. In the same vein, Smith Sarason and
Sarason (2011) perceived learning as a change in behavior or in potential
behavior that occurs as a result of experience. In learning/teaching situation,
the materials to be transformed is the child, and the people involved in the
transformation are academically qualified personnel, qualified teachers are
also made heads of department of schools to oversee the work of his subordinate
teachers at work. By so doing, this makes teachers to be more effective in the
discharge of their duties.
Teaching
effectiveness is an area of research which involves the relationship between
the characteristics of teachers, teaching acts and their effects on the
learning outcome in classroom teaching.
The attitude
of the teacher toward teaching is an important variable. The primary attribute
of a good teacher is the ability to create a warm, friendly atmosphere in the
classroom environment. He/she must teach with conviction. He must negate any
barrier to effective teaching.
The present
study will be significant because it would provide a base to improve the
teaching and learning process. If we control the factors that influence teachers’
performance at secondary school level such as the teachers’ qualification,
experience, economic status and mode of instruction; the quality of education
and teaching learning process as a whole would become more effective and also
improve the teachers’ job performance at all levels.
Statement of
the Problem
No
educational institution can be better than the quality of the teaching staff.
One of the goals of teacher education is the production of highly motivated,
conscientious and effective teachers for all levels of the educational system.
However, the
present day teacher probably lacks proper professional training which might
impact negatively on his/her job. When the Universal Basic Education (UBE) was
introduced, teacher trainees and auxiliary teachers were selected
indiscriminately from among market women, housewives, petty traders and
frustrated job seekers. As a result, many unsuitable individuals with no basic
aptitude, interest or calling for teaching, were found in teaching and teacher
training institutions. Therefore, one should not expect such non-motivated
individuals to become better teachers even if given the best training. The
teacher training colleges therefore produced ill-trained and ill-equipped
teachers who were pushed into the schools to teach.
Poor
academic performance of students in Nigeria has been linked to poor teachers’
performance in terms of accomplishing the teaching task, negative attitude to
work and poor teaching habits (Ofoegbu, 2004). Other factors that may contribute
to teachers’ job performance include; relationship between the students and the
teacher; teachers’ teaching experience and qualifications. The prevailing
conditions would definitely show a negative or positive influence on the
instructional quality in public schools, which may translate to either good or
poor academic performance, attitude and values of secondary school students.
The
observation has prompted the researcher to examine the relationship between
teacher factors which include the teacher’s qualifications, teachers’
experience, teachers’ economic status, and teacher’s mode of instruction as
correlates to job performance in Secondary Schools in Education District V,
Lagos state.
Objectives
of the Study
The
objective of this study is to investigate teacher related factor as a
correlates of teachers’ job performance in Public Secondary Schools in
Education District V, in Lagos State.
This study
sets to achieve the following objectives:
1. To
investigate the correlation between teachers’ qualifications and job
performance.
2. To
investigate the effect of teachers’ experience and job performance
3. To
investigate the relationship between teachers’ economic status and job
performance.
4. To
investigate the effect of teachers’ mode of instruction and job performance.
Research
Questions
The
following questions are answered in this study:
1. Do
teachers’ qualifications have effect on job performance in Education District
V, Lagos State?
2. What is
the relationship between teachers’ experience and job performance?
3. If there
is any relationship between teachers’ economic status and job performance?
4. How does
teacher’s mode of instruction affect job performance?
Research
Hypotheses
The
following hypotheses are postulated and tested at 0.05 level of significance.
1. Teacher’s
qualifications does not significantly relate to job performance.
2. There is
no significant relationship between teachers’ experience and job performance.
3. There is
no significant relationship between teachers’ economic status and job
performance.
4. There is
significant relationship between teachers’ mode of instruction and job
performance.
Significance
of the Study
This study
will be of significant importance to a number of people.
Firstly, it
will be of significant benefit to teachers by enumerating carefully, the
factors that contribute to their job performance, while discharging their
duties. The study will enable teachers to seek means of being more goals
oriented in the discharge of their duties.
It will be
of great importance to the student whose purpose of study will help address the
confronting problems of low academic performance. The study will also make
students to focus more attention on their academics.
It will be
of tremendous benefits to parents who have by no means contributed their own
quota to neither the advancement of our educational system nor have added to
the fallen standard of our educational system
Finally, it
will be of great importance to all stakeholders and policy makers who have been
relentlessly working to ensure that our educational system would not crumble in
the end.
The Scope of
the Study
This is an
attempt to find teacher related factor as a correlates of teachers’ job
performance. The variable scope for this study will include the Teacher’s
qualifications, teachers’ experience, teachers’ economic status, and teacher’s
mode of instruction. The study covers 100 teachers from five Public Secondary
Schools in Education District V, Lagos State.
Operational
Definition of Terms
The
researcher has tried to define common terms that are to be found in the essay
because an in depth knowledge of the meaning of some important terms will be
necessary.
1.Teacher
Factors: The sum of all the several things that influence the teacher in the
performance of his teaching to the learners.
2.Performance
:It is the expected outcome of learning activity that can be assessed or
evaluated through tests, exams etc where in this study, it is the outcome or
result of the learning process during the classroom encounter
3. Teacher:
A teacher is a person who imparts knowledge aimed at bringing desired results
in learners’ attitude in terms of cognitive, affective and psychomotor domain.
However in this study, the teacher is the harbinger of knowledge who transmits
information to the students to increase their knowledge of subject matter.
4.Job
Performance: is the quantity and quality of work expected from each employee.
It is the overall expected value from employee’s behaviour carried out over the
course of set period of time.
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