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WORKLOAD
FACTORS AND TEACHER’S JOB PERFORMANCE IN PUBLIC JUNIOR SECONDARY SCHOOLS IN
EDUCATION
ABSTRACT
The purpose
of this study is to investigate the extent to which workload factors (such as
working hours, class size, teacher-student ratio, committee assignment and
nature of work) influence teacher’s job performance in public secondary schools
in Education District III of Lagos State. The study was carried out using
descriptive survey design, the population comprised of the 960 teachers in the
66-public junior secondary school in the District and the Sloven formula of
sample size was used to select 280 teachers out of the 960 total population.
The stratified and random sampling techniques were used to select and
administer the research instrument A self-designed questionnaire was the
research instrument used for the study. Descriptive statistics such as frequency
count and simple percentage was employed to analyse the demographic
characteristics of participants and all the research questions, while the
chi-square statistical tool was used to test the research hypotheses. From the
study it was discovered that working hours, class size, teacher-student ratio,
committee assignment and nature of work has an influence on teacher’s job
performance. Therefore, it was recommended that School authorities should be
conscious of the health status of their teachers by enhancing work efficiency
through health-prone working hours and time management, maintain a sizeable
classroom that will enhance academic excellence of students and effective
teaching of the teachers , play a significant role in promoting student-teacher
interaction and a significant student-teacher ratio in order to enhance an
improved academic performance and effective teaching among teachers. Teachers
should be involved in decision making of the school and to take active role in
the effective administration of the school to promote an improved job
performance among teachers, assigned to the work they find so convenient and
appealing doing. It is to promote teachers’ satisfaction, and to enhance higher
job satisfaction
CHAPTER ONE
INTRODUCTION
Background
of the Study
Improvement
in the performance of Nigerian employees in the different sectors of the
economy including school organization has remained the recurrent themes of many
symposia, conferences and workshops. It is a recognized fact that performance
is a critical factor in socio-economic development of any nation, for it is one
of the key determinants of the standard of living of the citizenry. There is
therefore no doubt that improved performance is at the core of the activity of
all organizations including school, suggest that the survival and growth of
most human understandings depend to a large extend on the organization level of
performance which itself depends on the performance of employee. Therefore, the
performance of any employee including a teacher depends largely on the
workload.
The
management of workload in school is an important aspect that can make or mar
the goals of education. This is because where these tasks or duties are not
co-ordinated efficiently; expected result will be far from realization.
According to Nweke and Dollah (2011) view a teacher’s workload 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. This is in terms
of lesson note preparation, test and assignment, examination, house mastership
and any other routine work that may be assigned to a teaching staff by the
principal. This view agrees with Sinclair as cited in Usoro, Nnaessien &
Saleh (2007) that workload is viewed as the physiological and mental demands
that occur while performing a task or a combination of tasks; and it can also
be the physical and/or mental requirements associated with a task or
combination of tasks.
This means
that workload is the cost incurred by an individual, given their abilities
while performing at a specific level of performance on a job that has
particular demands; that is the perception of having too many things to do or
not having enough time to do the things one has to do. It is that portion of
the employees’ limited capacity actually required to perform a particular task.
Tasks are specified in terms of their structural properties. A set of stimuli
and responses are specified with a set of rules that map responses to stimuli. The
workload factors are teaching units/working units, class size, teacher-student
ratio, committee assignment, students’ assessment and nature of work.
Due to
limited resources, like restricted budget and staffs, organizations might not
be able to hire a sufficient number of employees. For this reason, the
organization gives the employees responsibilities that are not included in
their job descriptions, thus increasing the workload. According to Kawada,
Ueda, Hayashi, Sakamoto, Uchida, Shirato & Etoh (2010), workload is divided
into physical and mental workload. Physical workload is created by the
technical requirements for processing the work, both in and outside the
workplace. This means, the measurable portion of physical resources expended
when performing a given task and is affected by a range of factors. However,
mental workload is the amount of the subject’s processing capacity which is
required for the performance of a task at a given time. This means, it is an
attribute of Information processing and control systems that mediate between
stimuli and, rules and responses.
It is
important to determine the elements that organizations have to consider in
order to reduce the workload of the employee. Firstly, they need to identify
the crucial element that has the strongest effect on the workload of an
employee. After this, the organization must take the necessary actions to
reduce workload. It is clear that organizations and in particular human
research departments should consider this issue. The work schedule, working
day, job description and job specification among others should be clearly set
out (Guimarães, Pessa & Biguelini, 2012).
A teacher
therefore can be overloaded, that is, much task in terms of teaching units and
committee assignment or under-loaded with work, that is, less teaching unit
assigned (Zwalchir & Buenyen, 2009). The principal in the school is the
sole administrator who assigns workload to the teaching staff and so must be
proactive to avoid over utilization or under-utilization of teaching staff for
the purpose of goal getting and fruitful performance.
In this same
vein, the principal has the duty to also check the class size taught by the
teacher, as large class size constitutes excess workload for the teacher. With
the increasing enrolment rate in our schools, the teaching staff can be paid
for excess workload (Adu, Titilola & Ifeoma, 2013). They further stressed
that, the distribution of workload by the principal is dependent on the
teaching staff strength of the school. Where this is small, the workload will
be high per teacher and some work will be left undone. This is responsible for
some subjects not being taught unless the principal engages the services of a
helping teacher who may not be competent in the subject; hence quality or
effectiveness is compromised. Arora (2009) said that quality is conformance to
requirement or specification. In this direction, therefore, teaching staff
productivity is directly related to the workload assigned to that staff.
Performance
of a teaching staff is a measure of the extent of effectiveness and efficient
execution of the workload within a stipulated time, culminating to achievement
of school objectives. Usoro et al (2007) agreed that performance is measured in
terms of how the students have appreciated and assimilated the lesson taught by
the teacher. The class size can make or mar the rate of understanding. A large
class will be difficult to be effectively controlled which contradicts the
tenets of training on class room management. The classroom management will be
more effective if the 1:40 teacher-student’s ratio is maintained in the public
senior secondary schools.
Observably,
in recent years the quality of education in Nigeria, especially in our
secondary schools, has been a subject of public concern. The major thrust of
such public concern has to do with the falling standard of education and urgent
need to redress the situation to avoid further deterioration. Ajayi (2000)
attests to this in an address presented at the national workshop on planning
and administration for a successful implementation of the Universal Basic
Education (UBE) programme in Nigeria where he states that a cursory look at the
education scenario in Nigeria presents no less a picture of poor quality
education and then went on to posit that poor planning models, weak school
administration and management, low teacher productivity arising from low
teachers’ dedication and commitment (morale) to their job accounted for the
poor education quality in the country.
Given the
above scenario, the importance of good administration and management of the
secondary school system becomes imperative. In the secondary school system, the
principal is responsible for the administration and management while teaching
and learning are carried out primarily by teachers and students respectively.
According to Jaiyeoba (2008), the teacher occupies a central position in the
instructional setting.
Adesokan
(2000) aptly states this when he asserts that the teacher is the spark and key
man in the drive to progress in our educational enterprise. Expectedly, the
teacher cannot carry out the demanding and indispensable assignment alone. He
has to work in cooperation with other stakeholders – the principal, other
teachers, students and parents in order to be able to achieve the objectives of
delivering good instructions in the classroom setting.
Statement of
Problem
Education is
the bedrock of development, and the teacher plays a crucial role in the product
and outcome of the education sector. There have been reports of persistent poor
job performance by teachers and poor academic performance of students in core
and major subjects at the Senior Secondary School level of education. This can
be attributed to workload of the teachers in schools which has led to the
decline of teacher’s job performance.
Workload is on the front burner when it has to
do with quality or effectiveness of education in as much as workload determines
to a great extent the level of teacher’s job performance. On a general
perception, there is hue and cry on the deteriorating level of quality of
education as products of our education system, senior secondary school
inclusive cannot adequately prove their worth. The scenario is worsening with
the insufficiency of teacher staff strength in schools with the resulting high
workload on the available teaching staff.
The major
statement of problem therefore is to what extent do workload factors (such as
working hours, class size, teacher-student ratio, committee assignment and nature
of work) influence teacher’s job performance in public secondary schools of
Education District III of Lagos State?
Purpose of
the Study
The major
purpose of this study was to assess how workload factors influence teacher’s
job performance in public junior secondary schools of Education District III of
Lagos state. Specifically, the study sets out:
1. to examine the influence of working hours
on teacher’s job performance;
2. to determine the extent to which class
size influence teacher’s job performance;
3. to examine how teacher-student ratio
influences teacher’s job performance;
4. to ascertain the extent at which
committee assignment influences teacher’s job performance and
5. to probe how nature of work influences
teacher’s job performance.
Research
Questions
The
following research questions were used to guide and direct the investigation:
1. To what extent do working hours
influences teacher’s job performance?
2. How does class size promotes teacher’s
job performance?
3. How does teacher-student ratio influences
teacher’s job performance?
4. To what extent does committee assignment
influence teacher’s job performance?
5. To what extent do nature of work improve
teacher’s job performance?
Research
Hypotheses
The
following null hypotheses were formulated to give direction to the study:
H01: Working hours do not significantly
influence teacher’s job performance.
H02: Class size do not significantly influence
teacher’s job performance.
H03: Teacher-student ratio do not significantly
influence teacher’s job performance.
H04: Committee assignment do not significantly
influence teacher’s job performance.
H05: Nature of work do not significantly
influence teacher’s job performance.
Significance
of the Study
The findings
of this study will equip general knowledge on workload factors and teacher’s
job performance. The findings will contribute to information that can be used
in organizing seminars and workshops on how to reduce teachers’ workload in
public secondary schools in order to improve students’ academic performance and
teachers’ job performance in educational goal realization.
The findings
could also be used by human resources department of the Ministry of Education
and other policy making organs of government especially in the formulation of
policies that will help to ensure reduction of teachers’ workload that will
help to enhance effective teaching-learning process. The findings of this study
will also reveal the best organizational structure that will improve students’
academic performance in schools and improve teachers’ job performance.
Scope of the
Study
The study
focused mainly on workload factors and teacher’s job performance. The study
focused mainly on public secondary school teachers. The study covers only
Education District III of Lagos state. The study focused on the following
variables: working hours, class size, teacher-student ratio, committee
assignment and nature of work
Definitions
of Terms
Class size
refers to the number of students in a given course or classroom, specifically
either (1) the number of students being taught by individual teachers in a
course or classroom or (2) the average number of students being taught by
teachers in a school, district, or education system.
Nature of
work is referred to as the basic daily tasks that he carries out as part of his
job, and it can refer to other non-routine tasks that may be required by the
job also.
Student-teacher
ratio expresses the relationship between the number of students enrolled in a
school, district, or education system and the number of full-time equivalent
teachers employed by the school, district, or system.
Teacher’s
job performance: This is teaching work related activities expected of a teacher
and how well those teaching activities were performed. This implies the level
of productivity of teachers in a school organisation.
Workload
factors: This is the physiological and mental demands that occur while
performing a task or a combination of tasks. These factors are: teaching
units/working units, class size, teacher-student ratio, committee assignment,
students’ assessment and nature of work
Working
hours: is the period of time that an individual spends at paid occupational
labour.
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