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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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