CHALLENGES INFLUENCING TEACHERS EFFECTIVENESS IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN NIGERIA.
ABSTRACT.
The study was designed to investigate Challenges influencing teacher effectiveness public secondary school . the researcher used survey design of the descriptive type of research for this study. five research questions were raised to guide the study. A questionnaire designed by the researcher, validated by experts and tested was used as the research instrument. This was administered to 50 The mean were used to answer the research questions The findings amongst others, indicate that school environment, teachers qualifications, teacher attitude, school leadership style, and teachers compentencyare some of the factors that influence teachers effectiveness in public and private secondary schools. The following recommendation should be put in place: Teacher should be allow to further their training in relevant field School, principal should co-operate to other teachers in day to day management of schools, Seminar should be organized for teachers periodically
CHAPTER ONE
INTRODUCTION
Background to the study
Teachers are the fabric of any educational system. This is so because teachers act as a hub around which any educational system revolves. According to Ogunrinde (2019), teachers are conformists who are expected to be armed with sound knowledge in their subject areas with a view to achieving academic excellence in the classroom situation.
Igbede (1999) pointed out that teaching occurs when teachers interact skillfully with the learners. Idisi (2012) also stressed that effective teaching can only be attained when resourceful, competent, and dedicated teachers are employed to teach, so as to guide against inefficient use of methods and strategies in teaching and learning process.
Effective teaching is not universal but depends mainly on individual teacher’s teaching habit, and the school setting in which the teacher finds himself. Teacher effectiveness has been defined as ―the impact that classroom factors, such as teaching methods, teacher expectations, classroom organizations and use of classroom resources, have on students’ performance (Ogunriide, 2019). To be effective in teaching, teachers are expected to be honest, dedicated, firm, committed and consistent in their job for better learning outcome. When these variables are lacking in a teacher, teaching becomes ineffective.
Adesina (2014) 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”
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 (2018) 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.
Education is very important for every nation of the world. It is important because the transmission of cultural heritage and technological advancement of any nation depends on it. In recognition of the importance of education, every nation including Nigeria earmarks huge budgetary allocations for it yearly (Nwosu, 2018). Similarly, parents and guardians spend huge amount of money yearly to finance their children’s/wards’ education. They see the education of their children or wards as a worthwhile investment for future social and economic security of their families. Parents and guardians usually expect accountability from the schools to which they pay huge school fees for the education of their children. In other words, the school proprietors have to justify the money they collect from parents as school fees by ensuring that effective teaching and learning take place in their schools, otherwise, they may risk low patronage as parents may withdraw their children to better schools.
To account for the school fees collected and to maintain appreciable number of students in their schools, the school proprietors strive to provide enabling environment for effective teaching and learning to thrive. A high quality assurance in schools entails providing most of the factors that enhance effective teaching and learning which ultimately affect students’ academic achievement. These factors as enumerated by Postlethwaite (2017) include but not limited to teacher-variables, environment/family-variables and school-variables. Of all these factors, the ones that are touted to exact most influence on the learning outcome are the “teacher-variables” as the teacher is the ultimate implementer of the curriculum (Postlethwaite, 2017). One of the teacher-variables which contributes immensely to enhance students’ academic achievement is the teaching (teacher) effectiveness. Effective teaching is a term synonymous with teaching (teacher) effectiveness and was defined by Afe (2003) as the type of teaching characterized by the exhibition of intellectual, social and emotional stability, love for children and positive disposition towards the teaching profession and ability to inspire good qualities in students. It was also defined by Vogt (1984) as the ability of instruction to inspire students of different abilities while incorporating instructional objectives and assessing the effective learning mode of the students. According to Evans (2015) teaching effectiveness is a measure of the extent of realization of the instructional objectives. It is a net growth in intellectual aptitude and skills as measured by students’ achievements. Sanders’ (1999) and Wenglinsky’s (2000) work asserted that teacher effectiveness is the single biggest contributor to students’ success. Teacher effectiveness outweighs other factors which influence students’ performance such as class size, gender and socio-economic background of the students.
Statement of the problem
All over the country, there is growing concern about the inability of teachers to effectively perform their task of teaching students especially in Public schools. This has led to declining standard of education in the country. This is manifested by high mass failure of students in national public examinations such as WAEC and NECO. This showed that students have not been well taught and prepared by teachers in the various subjects It is on this premise that this study attempts to make a survey of factors influencing teachers effectiveness in some selected secondary schools in Idanre local government area of Ondo State
Objective of the Study
The general objective of this study is to find out the factors influencing teachers effectiveness in public and private secondary schools in Idanre Local Government Area of Ondo State
The specific objectives of the study were to:
1) The major factors that influencing teachers’ effectiveness in Public and private secondary schools in Idanre Local government area
2) Investigate if teachers method of teaching have effect on teachers effectiveness
3) Investigate if teachers attitude affect teachers effectiveness in public and private secondary school
4) Determine if teachers qualification affect teachers effectiveness in public and private secondary schools
5) To suggest the strategies to improve teachers’ effectiveness schools
Research questions
1. What were the major factors that influencing teachers’ effectiveness in Public and private secondary schools in Idanre Local government area
2. Does teachers method of teaching have effect on teachers effectiveness
3. To what extend does teachers attitude affect teachers effectiveness in public and private secondary schools
4. Does teachers qualification affect teachers effectiveness in public and private secondary schools
5. What should be suggested/ done to
improve teachers’ effectiveness schools
Significance of the Study
The
significance of the study will be of benefit and useful to the students,
teachers, corporate union, and government who have desire to invest in
secondary schools. Among the benefits to the benefactors above are as follow
1. If there is teachers effectiveness in the classroom, it will bring about the
student effective academic performance
2. If those factors influencing teacher effectiveness such as regular salary,
motivation, trainings etc are properly attempt to, then teachers will be of
immense benefit.
3. It will be of benefit to the government in order to know the factors
influencing teachers effectiveness in the classroom.
4. It will be of benefit to the corporate union in order to apply the knowledge
obtainable to acquainted with secondary schools system
Scope of the Study
The scope of the study covers the factors influencing teachers effectiveness in public secondary schools in Nigeria. The study will covers five public secondary schools in Idanre local government area of Ondo state.
Limitation of the Study
The researcher comes across unwillingness of a few respondents to fill in the questionnaire and return on time. However, the researcher selected enumerators and repeatedly persuade the respondents to genuinely participate in responding to items at the time of data collection.The study was limited to identify financial and material resources.
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