1. The study examined teachers' dedication, discipline, knowledge and skills in Kwara State basic schools in Nigeria. It surveyed head teachers, assistant head teachers, principals, vice principals, and students.
2. The findings revealed that teachers' dedication in Kwara State basic schools was average, with some aspects like preparing lesson notes and ensuring student understanding being average, and others like arriving to class on time and keeping records being high.
3. The conclusion was that Kwara State basic school teachers should be more dedicated by regularly preparing lessons, arriving on time, and helping students better understand concepts, in order to improve students' academic performance.
The Effect of Competence and Teacher Certification on Performance of “Vocatio...AJSSMTJournal
This study aims to determine the effect of teacher competency and certification on teacher
performance with motivation as an intervening variable. This research is motivated by the still low competency
of teachers, not all teachers who carry out their tasks well, teachers' motivation is still low, teacher's
performance has not reached the target in SMK Kerinci Regency. The research method with a quantitative
approach with the path analysis method. Data collection techniques with questionnaires, observation and
interviews. The respondents of this study were 53 Vocational High School Teachers in Kerinci Regency. The
sampling method uses the total sampling method in which the entire population in this study is the research
sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science (SPSS) program
version 24.0.
The results of this study found that competence has a significant effect on teacher motivation, teacher
certification has a significant effect on teacher motivation, motivation has a significant effect on teacher
performance, competence has a significant effect on teacher performance, teacher certification has a significant
effect on teacher performance, competence has no significant effect on performance with motivation as an
intervening variable, and teacher certification has a significant effect on performance with motivation as an
intervening variable on Vocational High School Teachers in Kerinci Regency.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
The Effect of Competence and Teacher Certification on Performance of “Vocatio...AJSSMTJournal
This study aims to determine the effect of teacher competency and certification on teacher
performance with motivation as an intervening variable. This research is motivated by the still low competency
of teachers, not all teachers who carry out their tasks well, teachers' motivation is still low, teacher's
performance has not reached the target in SMK Kerinci Regency. The research method with a quantitative
approach with the path analysis method. Data collection techniques with questionnaires, observation and
interviews. The respondents of this study were 53 Vocational High School Teachers in Kerinci Regency. The
sampling method uses the total sampling method in which the entire population in this study is the research
sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science (SPSS) program
version 24.0.
The results of this study found that competence has a significant effect on teacher motivation, teacher
certification has a significant effect on teacher motivation, motivation has a significant effect on teacher
performance, competence has a significant effect on teacher performance, teacher certification has a significant
effect on teacher performance, competence has no significant effect on performance with motivation as an
intervening variable, and teacher certification has a significant effect on performance with motivation as an
intervening variable on Vocational High School Teachers in Kerinci Regency.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Transformational Leadership at Muhammadiyah Primary Schoolson Emotional Intel...IOSR Journals
The aim of this research are examines the influence of Authentic Transformational Leadership behavior on Emotional Intelligence with intervening variables: Value CongruenceandTrust of the teachers and employees at MuhammadiyahPrimary Schools forward Bass &Avolio Theory. Quantitative approach used on this research. The samples in this study were 55 employees and 110 teachers. The finding indicate that Authentic Transformational Leadership behavior have significant direct effect on Emotional Intelligence. The significant influence was also shown by intervening variables: Value Congruence (positive), andTrust (negative). For further studies there is recommended to conduct similar studies in high school Muhammadiyah, considering there are differences in the curriculum and the emotional maturity of students and teachers
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Bearing in mind the interplay between beliefs and professional identities, constantly re-examining teachers’ beliefs is deemed to be significant in teachers’ identity formation. However, not much attention has been given to pre-service teachers’ beliefs. Through a case study, this research sought to reveal some beliefs held by four pre-service teachers doing their teaching practicum at a state junior high school in Yogyakarta. In addition, this study also attempts to describe the interplay between beliefs and the professional identity of those pre-service teachers’. Participants’ reflections, observations, and a focus group discussion were employed in order to figure out the answers to the research questions. The findings show that each of the participants processed the experiences they had in their teaching practicum differently. They started their teaching with pre-existing beliefs that were either confirmed or confronted when they did their practicum. The findings of this study also suggest that the interplay between beliefs and professional identity is complex. Not all beliefs were clearly reflected in the participants’ teaching performances. Some may seem contradictive to their beliefs. It implies that although the participants had sets of beliefs in their minds, teaching itself does not only represent their beliefs, but also serves as a stage where many intertwined factors occur.
Assessment of personnel management skills among private school owners in ifak...ResearchWap
ABSTRACT
This study investigated the teachers’ assessment of personnel management skills by school owners in Ilorin West, Kwara State.
Descriptive survey research design was adopted for the study and multi-stage sampling method which involved proportionate, stratified and random sampling techniques was adopted to draw a total of 100 respondents that participated in the study. Teaching methods adopted by basic science teachers and the implication Questionnaire was used to collect data for the study. The Pearson Product Moment Correlation (PPMC) of inferential statistics were used to test the null hypotheses postulated for the study at 0.05 alpha level while, frequency count and percentages were used to compute the demographic data collected.
The findings of the study revealed that There is a significant relationship between teachers’ assessment and personnel management skills by school owners in Ilorin West, Kwara State. There is a significant difference between the financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Based on the findings of the study, it was recommended that there should be seminar giving to the teachers on important of assessment and personnel management skills by school owners in Ilorin West, Kwara State. There should be seminar giving to the administration on the effects of financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Transformational Leadership at Muhammadiyah Primary Schoolson Emotional Intel...IOSR Journals
The aim of this research are examines the influence of Authentic Transformational Leadership behavior on Emotional Intelligence with intervening variables: Value CongruenceandTrust of the teachers and employees at MuhammadiyahPrimary Schools forward Bass &Avolio Theory. Quantitative approach used on this research. The samples in this study were 55 employees and 110 teachers. The finding indicate that Authentic Transformational Leadership behavior have significant direct effect on Emotional Intelligence. The significant influence was also shown by intervening variables: Value Congruence (positive), andTrust (negative). For further studies there is recommended to conduct similar studies in high school Muhammadiyah, considering there are differences in the curriculum and the emotional maturity of students and teachers
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Bearing in mind the interplay between beliefs and professional identities, constantly re-examining teachers’ beliefs is deemed to be significant in teachers’ identity formation. However, not much attention has been given to pre-service teachers’ beliefs. Through a case study, this research sought to reveal some beliefs held by four pre-service teachers doing their teaching practicum at a state junior high school in Yogyakarta. In addition, this study also attempts to describe the interplay between beliefs and the professional identity of those pre-service teachers’. Participants’ reflections, observations, and a focus group discussion were employed in order to figure out the answers to the research questions. The findings show that each of the participants processed the experiences they had in their teaching practicum differently. They started their teaching with pre-existing beliefs that were either confirmed or confronted when they did their practicum. The findings of this study also suggest that the interplay between beliefs and professional identity is complex. Not all beliefs were clearly reflected in the participants’ teaching performances. Some may seem contradictive to their beliefs. It implies that although the participants had sets of beliefs in their minds, teaching itself does not only represent their beliefs, but also serves as a stage where many intertwined factors occur.
Assessment of personnel management skills among private school owners in ifak...ResearchWap
ABSTRACT
This study investigated the teachers’ assessment of personnel management skills by school owners in Ilorin West, Kwara State.
Descriptive survey research design was adopted for the study and multi-stage sampling method which involved proportionate, stratified and random sampling techniques was adopted to draw a total of 100 respondents that participated in the study. Teaching methods adopted by basic science teachers and the implication Questionnaire was used to collect data for the study. The Pearson Product Moment Correlation (PPMC) of inferential statistics were used to test the null hypotheses postulated for the study at 0.05 alpha level while, frequency count and percentages were used to compute the demographic data collected.
The findings of the study revealed that There is a significant relationship between teachers’ assessment and personnel management skills by school owners in Ilorin West, Kwara State. There is a significant difference between the financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Based on the findings of the study, it was recommended that there should be seminar giving to the teachers on important of assessment and personnel management skills by school owners in Ilorin West, Kwara State. There should be seminar giving to the administration on the effects of financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Relevance of Instructional Supervision in the Effective Teaching and Learning...iosrjce
Supervision of instruction has been a neglected aspect of school management in Nigeria.
Instructional supervision, if properly organized and executed can lead to positive improvement in the
achievement of effective learning in our schools and consequently lead to rising standard in educational system.
Teachers are identified as individuals who have to develop professionally because they need the support of
colleagues whose professional development is greater. The head teacher possesses greater information about
the school system and about instructional and management strategies that can strengthen the teachers’ capacity
to cope with classroom problems and thereby ensure adequate and effective learning on the part of the students.
This paper examines the concept of instructional supervision, the head teacher as an instructional supervisor
and relevance of instructional supervision in effective teaching and learning of health education in Nigerian
primary schools. It concludes that a closer, regular and continuous supervision is urgently needed especially
now that a lot of changes have been introduced into the nigeria Universal Basic Education School System.
Administrative Leaders’ Strategies as Correlates of Workers' Job Performance.pdfssuser6f4a6d
The study investigated the Principals’ Administrative Strategies as
Correlates of Teachers’ Job Performance in Secondary Schools in Nsukka
Education Zone of Enugu State. Four research questions and four null
hypotheses guided the study. A correlational survey design was adopted for
this study. The population comprised 1830 principals and teaching staff. A
sample size of 605 respondents was drawn using a proportionate random
sampling technique. The two designed instruments used for data collection
are Principals' Administrative Strategies Questionnaires (PASQ) and
Teachers' Job Performance Questionnaires (TJPQ). The instrument was
subjected to face validation by three experts and internal consistency of the
instrument was obtained using Cronbach Alpha that yielded an index of 0.73.
Data collected were analyzed using regression analysis while regression
ANOVA was used in testing the formulated hypotheses at a 0.05 level of
significance. The findings revealed among others that, open communication,
carrying teachers along and providing for teachers’ welfare among others are
principals’ administrative strategies for enhancing teachers’ job performance
in public secondary schools. The result also revealed that a highly positive
significant relationship exists between principals’ administrative strategies in
decision-making, delegation of duties, open communication and management
of staff welfare and teachers’ job performance in public secondary schools in
Enugu state. The study recommended among others that principals in public
secondary schools should adopt positive administrative strategies as identified
in this study to promote teachers’ job performance
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
The Principal’s Leadership in Airmadidi Senior High School in North Sulawesi ...Paulus Robert Tuerah
This study aims to describe the leadership of the Principal at SMA Negeri 1 Airmadidi. The method used is a qualitative research with informants, namely the principal, vice principal, teachers and staff who are directly involved every day with the activities of the education staff in the learning process at SMA Negeri 1 Airmadidi. Data collection techniques using the methods of observation, interviews and documentation. Test the validity of the data using the trigulation technique. The results of the studyfound that first, the principal's leadership in motivating the principal's teacher's work spirit such asgiving praise for each teacher's work success, making gratitude by eating together, providing constructive suggestions, providing a pleasant work atmosphere, setting the work environment. Although teachers have an important position in the world of education, their existence must still be supported by a leader who is able to foster, direct, supervise, improve, and assess all teacher activities related to their competence as educators and the learning process in the classroom. . There is a strong motivation from the principal and gives awards to teachers who have performed well. The management of workspaces, studies, libraries, and laboratories is arranged in such a way so that school residents feel comfortable. This arrangement involves the deputy head, teachers in the field of study, as well as supervisors of school facilities, such as libraries. As well as providing clear interaction or information to teachers, parents and students. Third, individuals do not have a high sense of cooperation, lack of
time, equipment and facilities that are not appropriate, instructions are not clear, the level ofperformance faced is not fair, the existing formal authority is not sufficient, work methods and procedures are weakly regulated, the division of tasks is not clear and there are overlapping tasks. Fourth, providing motivation, work spirit, coaching, discipline, providing consultation, awarding, conducting class visits, showing exemplary attitudes and behavior, building active, creative work,
developing the teaching profession.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
School policies and discipline of students: A case study of selected Secondar...Turyamureeba Silaji
School policies and students discipline are the heart of any education institution. Education is the basis of the official
policy on the purpose and programs of Education. White papers’ articulation of the purpose of Uganda’s education
system continues to be supreme guidance for the sector. The purpose of this study was to establish the influence
School policies on students’ discipline, to establish the influence of school policies on students’ discipline, to identify
the causes of students’ indiscipline in secondary schools and to establish the effects of school administration on
students’ discipline in Fort portal Municipality in Kabalore District. The study was carried out using a crosssectional
survey design to investigate the attitudes, opinions and feelings as well as experiences of teachers, students
and head teachers of the secondary schools of Fort portal Municipality, purposive sampling was used to get the
sample of respondents from head teachers and leaders of the locals while questionnaires was the main instrument of
data collection in this study, which was structured, and self-administered. The study found out that 81 respondents
accounting for 23.9% said that Universal secondary education is one of the influence of school policies, 60
respondents accounting for 17.9% supported compulsory Science subjects as another influence, 52 respondents
accounting for 15.4% supported trained teachers, 46 respondents accounting for 13.5% supported games and sports
or physical education, 28 accounting for 8.2% supported vocational subjects while 71 respondents accounting for
21.1% supported not registering students with division 9 at UCE school policies. The most effective strategy to
maintain discipline in school is by use of dialogue and creating an understanding among students especially their
leaders about the need to live in a disciplined environment both at school and beyond. Appreciation of this philosophy
is a key to discipline maintenance. Discipline issues should be a collective responsibility. Naturally this approach go
hand in hand with good academic performance.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Similar to Assessment of teachers’ dedication, discipline, knowledge and skills in Kwara state basic schools, Nigeria (20)
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Assessment of teachers’ dedication, discipline, knowledge and skills in Kwara state basic schools, Nigeria
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 4, November 2020, pp. 536~542
ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i4.16524 536
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
Assessment of teachers’ dedication, discipline, knowledge and
skills in Kwara state basic schools, Nigeria
Sulyman Kamaldeen Olohundare
Department of Educational Management, University of Ilorin, Ilorin, Nigeria
Article Info ABSTRACT
Article history:
Received Apr 28, 2020
Revised Jul 6, 2020
Accepted Sep 26, 2020
This study examined teachers’ dedication, discipline, knowledge and skills in
Kwara State basic schools, Nigeria. The study population comprised all the
1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112
vice principals and all the students in Kwara State lower and upper basic
schools respectively. Multi-stage sampling technique was used to arrive at 30
head teachers, 78 assistant head teachers, 30 principals and 71 vice
principals; and 20 Basic Nine students from each of the sampled upper basic
schools as respondents in the study. Questionnaire was used to collect data,
while mean and standard deviation were used to analyse the data. The
findings of the study revealed that teachers’ dedication in Kwara State basic,
Nigeria was average ((X ) ̅ = 3.06). The study concluded that Kwara State
basic school teachers should be more dedicated to their job by regularly
preparing lesson notes, going to the classrooms at the right time and ensuring
that the learners have a better understanding of the concepts taught.
Keywords:
Dedication
Discipline
Knowledge
Skills
Teachers
This is an open access article under the CC BY-SA license.
Corresponding Author:
Sulyman Kamaldeen Olohundare
Department of Educational Management
University of Ilorin
Ilorin, Nigeria
Email: oksulyman83@gmail.com
1. INTRODUCTION
At the tertiary, secondary and basic levels of education, learning is a desired result which is
expected from the learners by the teachers. In schools, for effective learning to take place, teachers have to
actively engage in direct transmission of knowledge to the leaners or serve as facilitators of learning within
the four walls of the classrooms, laboratories or on the field. Specifically, at the basic schools which serve as
the foundation of education in Nigeria, apart from the compulsory business of learning impartation which
teachers must carry out, they are also expected to nurture, counsel, protect and discipline learners where
necessary, to make them achieve the purpose for which they are sent to schools by their parents/guardians.
According to Afe [1], teachers expected to not only impart knowledge to learners, but also protect and
properly guide them to significantly enhance the attainment of educational goals. Teachers are solely saddled
with the responsibility of translating educational policies and principles into actions based on the established
standard during interaction with the learners. The crucial role of imparting knowledge or facilitating learning,
among other activities carried out by teachers in schools, account for the reason they cannot be underrated in
the attainment of the goals of basic schools in Nigeria. However, for teachers to actively discharge their
duties in a way which would help learners to successfully acquire knowledge and consequently translate to
the enhancement the basic school goals, they need to be highly disciplined and dedicated to their job; and
adequately possess knowledge and skills.
2. J. Edu. & Learn. ISSN: 2089-9823
Assessment of teachers’ dedication, discipline, knowledge and skills in … (Sulyman Kamaldeen Olohundare)
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In the opinion of Sulyman [2], dedication is a key element which should not dissociate employees in
an organisation because it determines the extent to which they carry out their official duties, as well its
overall success. Mills and Kaanakia [3] believed that employee dedication is very important to the success of
the organisation. Employees’ dedication is an important matter which every organisation needs to give a
priority. An organisation with an array of dedicated employees is likely to be more effective in its operations
than the one with poorly dedicated employees, all things being equal. Hewitt Associates [4] maintained that
in an organisation, dedicated employees could be known via the following ways. They put in extra efforts
and always exhibit behaviour which would facilitate organisational success; supply positive information to
the people about their organisation; and exhibit an ultimate interest in identifying with the organisation. Mart
[5] posited that dedicated teachers are likely to find it easy to arouse students’ interests towards active
learning and guide their intellectual and moral development to enhance their academic performance. In
addition, teachers who are dedicated would be enthusiastic and passionate about the delivery of their official
duties, as well as develop keen interest in ensuring academic success of the learners. Contrarily, teachers with
poor dedication are likely to perform their job haphazardly and students’ academic success might not be their
priority. Sulyman [2] argued that discipline is very essential in an organisation because it determines how
employees perform their job. Job performance of the employees with high discipline could be better than that
of the employees with little or no discipline. Mangkunegara and Octorend [6] explained that discipline is the
ability of an employee to control himself so as not to exhibit behaviour or perform an action which is not in
consonance with the rules and regulations of the organisation. Were [7] stated that discipline is a factor which
guides employees to make reasonable decision in an organisation. An employee, if disciplined at an early
stage in the organisation grows up to become responsible and well-behaved. A disciplined employee usually
strives to be dedicated, competent and committed to the realisation of goals of the organisation. Oghuvbu [8]
stressed that basic school teachers are expected to be disciplined, because they are entrusted with the
responsibility of preserving the future of the incoming generation and protect the destiny of the nation as a
whole. Okeke [9] elucidated that teachers are categorised as special people saddled with the responsibility of
molding the children into productive adults that would contribute to the national development. Based on the
following views, it is very essential that teachers are disciplined. A teacher without discipline does not to
portray a good teacher and his indiscipline acts could be constitute hindrances to effective job performance
and consequently result in poor students’ academic performance.
Possession of skills is very important to teachers because it determines how effective they impart
knowledge to the learners. According to Jolayemi [10], adequate possession and utilisation of skills
significantly assists teachers to plan the classroom activities in a way that could enhance effective learning;
organise sitting arrangement of the students properly; monitor the students’ behaviour towards learning; and
coordinate their general activities during the lessons to facilitate realisation of the stated objectives. In the
opinion of [11], students are human beings, and as such, they are not only dynamic in nature but difficult to
control. Hence, teachers should be highly skilled in managing students’ behaviour to make them serious to
learning and consequently enhance their academic performance. In addition, classroom teaching is an
exercise which involves series of activities to be carried out by teachers. How skilled a teacher is could
determine how outstanding his or her students perform academically. Oni [12] believed that the quality of the
educational system is anchored on the effectiveness of the skills of the teachers. A school without adequate
skilled teachers could find it difficult to achieve the stated goals and objectives. Owolabi [13] maintained that
government should ensure that skilled teachers who are willing to contribute their wealth of experience to
improving the quality of education are injected into the system. This is one of the ways through which the
falling standards of education in Nigeria could be saved.
In addition, teaching is not an activity which should be anchored by anyhow teachers; rather, it
involves having a stock of skilled teachers who can systematically and professionally plan and effectively
impart knowledge to the learners to actualise the stated goals. It could be stated that, inadequate possession of
skills by some teachers could be one of the causes of poor students’ academic performance in public basic
schools in Nigeria. Cochran-Smith and Zeichner [14] posited that the importance of knowledge to teachers
cannot be over-emphasised. The level of a teacher’s knowledge in a particular subject could determine the
performance of the students in that subject. Teacher education and professional development of teachers need
to be given more adequate attention, because they are the key ways through which teachers acquire
knowledge of the subject matter [15, 16]. Knowledge is an important instrument which helps teachers to
effectively perform their job in a way which would facilitate realisation of the quality goals of education.
Without adequate knowledge, teachers’ job performance could be ineffective; hence, poor students’ academic
performance. To support the information above, Obanya [17] found that there was a significant relationship
between teachers’ knowledge of subject matter and academic performance. Hence, if a teacher has adequate
knowledge of the subject he or she teaches, students could have strong affection for him or her and this is
likely to enhance their good performance in his or her subject. Samson [18] argued that teachers are
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538
instrumental to translating educational policies into successful implementation. To effectively carry out this,
teachers need to possess adequate knowledge. Knowledge is very significant to the teachers, this is because
no teacher can give what it does not have. Learners are enrolled in schools to tap from the teachers’
knowledge. For learning to successfully occur, it is imperative that teachers, from whom learners are
expected to derive knowledge, also possess adequate knowledge of subject matter, pedagogy and the likes.
Olasehinde-Williams et al. [19] lamented that inadequate knowledge of some teachers in Nigerian basic
schools could hinder their effective job performance.
Based on the above discussions, the researcher decided to conduct a study on the assessment of
teachers’ dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. Dedication,
discipline, knowledge and skills of some teachers in Kwara State basic schools, Nigeria seem not good
enough to enable them effectively discharge their duties in the way which would enhance outstanding
students’ academic performance and overall goals. This was based on the personal observation of the
researcher, members of the public outcry and information gathered from some principals, vice principals,
head teachers, assistant head teachers, teachers and students/pupils in the public basic schools in the LGA.
Some teachers in these schools do not have in-depth knowledge of the subject matter, classroom management
and usage of suitable methodology to convey information to the learners during the process of teaching and
learning. Some teachers, due to the inefficacy of their skills, find it difficult to communicate effectively to the
learners, assess learners to determine the areas of their strengths and weaknesses in learning, manage the
allotted time for lessons effectively and utilise or improvise suitable instructional materials when the need
arises. The problem of some teachers is poor records keeping, failure to wholeheartedly teach learners and
epileptic or total abandoning of lesson plans preparation due to their poor dedication. Furthermore, there is
high level of indiscipline among some teachers such as lateness to schools, absenteeism, absconding,
bullying of learners and extortion of learners. All these result in ineffective teachers’ job performance
consequently lead poor quality of the basic education in the State.
However, many researchers had carried out related studies to the variables considered in this study.
For instance, Akinsolu [20] conducted a study on teachers’ knowledge indices as predictors of secondary
school students’ academic achievement in Kwara State. Ehiane [21] investigated teachers and students’
academic performance in Nigerian secondary schools: Implications for planning. Akinyemi et al. [22]
examined discipline and academic performance (A study of selected secondary schools in Lagos State,
Nigeria. Monday [23] investigated teachers’ professional traits and students’ academic performance in Lagos
State senior secondary schools. It should be stated that all these previous studies are relevant to this present
study, but none of them focused on assessment of teachers’ dedication, discipline, knowledge and skills in
Kwara State basic schools, Nigeria. This is the gap which this study filled.
The purpose of this study was to examine the level of teachers’ dedication, discipline knowledge
and skills in Kwara State basic schools, Nigeria. The following research questions were raised to guide the
conduct of the study: 1) What is the level of teachers’ dedication in Kwara State basic schools, Nigeria?; 2)
What is the level of teachers’ discipline in Kwara State basic schools, Nigeria?; 3) What is the level of
teachers’ knowledge in Kwara State basic schools, Nigeria?; and 4) What is the level of teachers’ skills in
Kwara State basic schools, Nigeria?
2. RESEARCH METHOD
The study was carried out to assess teachers’ dedication, discipline, knowledge and skills in Kwara
State basic schools, Nigeria. The study adopted descriptive research design of survey type. The population of
the study comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice
principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage
sampling technique was used for the study. Cluster sampling technique was used to group the Local
Government Areas (LGAs) in the State into senatorial districts, while random sampling technique was used
to select two LGAs from each of the senatorial districts (Kwara central, Asa and Ilorin West; Kwara South,
Isin and Ekiti; and Kwara North, Moro and Kaima) to make a total of 6, out of the entire 16 in the State.
Stratified sampling technique was used to group the Kwara State basic schools into lower (pre-basic to basic
six) and upper (basic seven to basic nine), while random sampling technique was used to select five lower
and upper basic schools from each of the sampled LGAs. All the 30 head teachers, 78 assistant head teachers,
30 principals and 71 vice principals in the 60 sampled schools were purposively selected to make a total 209.
This because they were in the proper position to assess teachers under them based on the variables
(dedication, discipline, knowledge and skills) considered in the study. Random sampling technique was also
used to select 20 basic nine students from each of the sampled upper basic schools to make a total of 120.
The students were selected because they were at the final level of the basic education, and as such considered
4. J. Edu. & Learn. ISSN: 2089-9823
Assessment of teachers’ dedication, discipline, knowledge and skills in … (Sulyman Kamaldeen Olohundare)
539
mature enough to assess their teachers based on the measures used in the study. Out of the 329 copies of the
questionnaire distributed, only 306 copies were retrieved and used for data analysis.
Researcher-designed questionnaire entitled Assessment of Teachers’ Dedication, Discipline, Skills
and Knowledge Questionnaire (ATDDKSQ) was used to collect data from the respondents for the study. The
instrument had four sections consisting of 20 items. Items 1-10 had response options of: Always So (AS),
Often So (OS), Rarely So (RS) and Never So (NS), while items 11-20 had response options of Strongly
Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The ATDDKSQ was validated by three
experts in the Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin,
Nigeria. Twenty copies of the instrument were administered to some respondents outside the study sample
and with the use of Cronbach’s Alpha, reliability coefficient of 0.80 was found. This proved that the
instrument was reliable to be used for the study. Descriptive statistics of Mean and Standard Deviation were
used to answer the research questions, while the mean scores (0.00-1.66 = Low, 1.67-3.32 = Average, 3.33-
5.00 = High) were used as the benchmark for determining the level of teachers’ dedication, discipline,
knowledge and skills.
3. RESULTS AND DISCUSSION
3.1. Research Question 1: What is the level of teachers’ dedication in Kwara State basic schools, Nigeria?
As shown in Table 1, items 1, 3 and 5 (teachers regularly prepare their lesson notes, teachers always
ensure the learners have a better understanding of the concept taught and teachers pay attention to difficulties
hindering learners to effectively learn) had mean scores of 2.84, 2.67 and 2.48 respectively, and as such
regarded as average. Items 2 and 4 (teachers go to classrooms at the right time and teachers keep detailed
records of the learners) also had mean scores of 3.59 and 3.73 respectively, and classified as high. Therefore,
with the grand mean score of 3.06, the level of teachers’ dedication in Kwara State basic schools, Nigeria
was declared average. This means that dedication of teachers in Kwara State basic schools, Nigeria is not
encouraging enough and there is need for improvement to enhance their effective service delivery which
would enhance realisation of the stated goals. This finding agrees with the finding of [23] that the level of
teachers’ dedication in basic schools in Asa Local Government Area, Kwara State was average. Hence, there
is need for teachers to improve on it to facilitate their effective services delivery which would enhance
students’ academic performance.
Table 1. Level of teachers’ dedication in Kwara state basic schools, Nigeria
S/N Items N X SD Remarks
1. Teachers regularly prepare their lesson notes 306 2.84 1.01 Average
2. Teachers go to classrooms at the right time 306 3.59 1.71 High
3. Teachers always ensure learners have a better understanding of the concept taught 306 2.67 0.82 Average
4. Teachers keep detailed records of learners 306 3.37 0.49 High
5. Teachers pay attention to difficulties hindering learners to effectively 306 2.48 0.66 Average
Key: Mean: 0.00-1.66 = Low, 1.67-3.32 = Average, 3.33-5.00= High
3.2. Research Question 2: What is the level of teachers’ discipline in Kwara State basic schools, Nigeria?
As shown in Table 2, items 1, 2 and 4 (teachers come to school at the right time, teachers sneak out
of school before the closing time, and teachers do not bully learners) had mean scores of 2.47, 2.83 and 1.82
respectively, and as such regarded as average; while items 3 and 5 (teachers dress modestly to school and
teachers do not engage in any immoral act with learners) also had mean scores of 3.75 and 3.91 respectively
and classified as high. Therefore, with the grand mean score of 2.96, the level of teachers’ discipline in
Kwara State basic schools, Nigeria was considered average. This depicts that there is still room for
improvement in the teachers’ discipline in Kwara State basic schools, Nigeria. Average level of the teachers’
discipline is not good enough to enhance their total adherence to the ethics of teaching profession which
would eventually facilitate their effective job performance, needed to harness students’ academic
performance. This finding corroborates the view of [8] that indiscipline such as absenteeism from school,
lateness, sexual immorality, absconding, involvement in examination malpractices, illegal collection from
parents and students, unapproved study leave with pay, drinking and drug abuse has been very alarming
among teachers in public basic schools in Nigeria. This is an indication that discipline among teachers at this
level of education is not adequate and unless the situation is well addressed, it could affect realisation of the
stated goals.
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Table 2. Level of teachers’ discipline in Kwara state basic schools, Nigeria
S/N Items N X SD Remarks
1. Teachers come to school at the right time 306 2.47 0.69 Average
2. Teachers sneak out of school before the closing time 306 2.83 0.72 Average
3. Teachers dress modestly to school 306 3.75 1.22 High
4. Teachers do not bully learners 306 1.82 0.65 Average
5. Teachers do not engage in immoral act 306 3.91 1.34 High
Key: Mean: 0.00-1.66 = Low, 1.67-3.32 = Average, 3.33-5.00= High
3.3. Research Question 3: What is the level of teachers’ knowledge in in Kwara State basic schools?
As shown in Table 3, items 1, 2, 3 4 and 5 (teachers have adequate knowledge of the subjects
taught, teachers have sufficient understanding of learners’ differences, teachers use suitable methodology to
impart knowledge to learners, teachers have adequate knowledge of classroom management and teachers
have sufficient understanding of selecting appropriate instructional resources to complement teaching) had
mean scores of 2.53, 1.98, 2.67, 2.44 and 2.60 respectively. Therefore, with the grand mean score of 2.44, the
level of teachers’ skills in Kwara State basic schools, Nigeria was considered as average. This implies that
there is need for teachers in Kwara State basic schools, Nigeria to acquire more knowledge to facilitate their
effective job performance which would consequently help in enhancing students’ academic performance.
This finding supports the finding of [24] that knowledge of basic school teachers in Ijumu Local Government
Area, Kogi State was average. As it stands, teachers need to possess adequate knowledge, if actualization of
the Universal basic Education goals is of priority.
Table 3. Level of teachers’ knowledge in Kwara state basic schools
S/N Items N X SD Remarks
1. Teachers have adequate knowledge of subjects taught 306 2.53 0.46 Average
2. Teachers have sufficient understanding of learners’ differences 306 1.98 0.30 Average
3. Teachers use suitable methodology to impart knowledge to learners 306 2.67 0.72 Average
4. Teachers have adequate knowledge of classroom management 306 2.44 0.41 Average
5. Teachers have sufficient understanding of selecting appropriate
instructional resources to complement teaching
306 2.60 0.52 Average
Key: Mean: 0.00-1.66 = Low, 1.67-3.32 = Average, 3.33-5.00= High
3.4. Research Question 3: What is the level of teachers’ skills in in Kwara State basic schools?
As shown in Table 4, items 1, 2, 3 and 5 (teachers possess good communication skill, teachers have
good interpersonal skill, teachers possess good time management skill and teachers possess skill to properly
assess learners) had mean scores of 3.20, 3.27, 2.59 and 2.41 respectively, and as such regarded as average;
while item 4 (teachers have the skill to manage disciplinary issues among learners) also had a mean score of
3.73, and considered high. Therefore, with the grand mean score of 3.04, the level of teachers’ skills in
Kwara State basic schools was declared average. This implies that the skills possessed by teachers in basic
schools in Ilorin West Local Government Area, Kwara State need improvement to upscale the effectiveness
of their job performance and consequently improve the quality of the outputs from the these schools. This
finding agrees with the view of [25] that the level of teachers’ skills in Oyun Local Area, Kwara State was
average. He added that one of the ways of addressing the problem of poor students’ academic performance in
basic schools in Nigeria is by improving the teachers’ teaching skills.
Table 4. Level of teachers’ skills in Kwara state basic schools
S/N Items N X SD Remarks
1. Teachers possess good communication skill 306 3.20 0.86 Average
2. Teachers have good interpersonal skill 306 3.27 0.95 Average
3. Teachers possess good time management skill 306 2.59 0.63 Average
4. Teachers have the skill to manage disciplinary issues
among learners
306 3.37 1.31 High
5. Teachers possess skill to properly assess learners 306 2.41 0.55 Average
Key: Mean: 0.00-1.66 = Low, 1.67-3.32 = Average, 3.33-5.00= High
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4. CONCLUSION
Based on the findings of the study, it was concluded that teacher in Kwara State basic schools,
Nigeria should be more dedicated to their job by regularly preparing their lesson notes, going to the
classrooms at the right time, ensuring that learners have a better understanding of the concept taught, keeping
detailed records of learners and paying attention to difficulties hindering learners to effectively learn.
Teachers should increase the level of their discipline by going to school at the right time, not sneaking out of
school before the closing time, dressing modestly to school, totally desisting from bullying learners and
shunning any engagement in immoral acts with the learners.
Government should be highly committed to the provision of regular and periodic capacity building
programmes for teachers through seminar, conference, workshop and lectures to improve their knowledge in
the subjects taught, understanding of learners’ differences, utilisation of suitable methodology to impart
knowledge to learners, classroom management and selection of appropriate instructional resources to
complement teaching to facilitate effective learning. Government should also intensify efforts in the
provision of regular and periodic professional development programmes for teachers via conferences,
seminars, workshops and lectures to increase their skills in communication, relationship with learners, time
management, assessment of learners and management of disciplinary issues to enhance students’ academic
performance. This study used Kwara State Colleges of Education as its locale. Other researchers could also
venture into their own researches, focusing on private Colleges of Education in the State, public Colleges of
Education in other states or in a geo-political zone in Nigeria.
ACKNOWLEDGEMENTS
All the respondents in this study, as well as managements of their respective schools are appreciated
for the support given to the researcher during the process of data collection. Dr. A. A. Lawal, Department of
Educational Management, Faculty of Education, University of Ilorin, Ilorin, Nigeria is also appreciated for
his professional support. May God bless them all. Amin
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BIOGRAPHY OF AUTHOR
SULYMAN Kamaldeen Olohundare is a native of Ilorin West Local Government Area of
Kwara State, Nigeria. He had his elementary education at Barakat L. G. E. A. Primary School,
Ilorin between 1989 and 1995. He finished his secondary education at Sheikh Abdulkadir
College, Ilorin in 2003. He bagged his Nigeria Certificate in Education (N. C. E.) in Political
Science/Social Studies in 2006 at Kwara State College of Education, Ilorin; First Degree
(Second Class Upper Division) and Second Degree all in Educational Management at
University of Ilorin, Ilorin, Nigeria in 2010 and 2015 respectively. He started his Ph. D. degree
in Educational Management in 2016 at University of Ilorin; and presently, the programme is at
the verge of completion. He is a part-time lecturer at the Institute of Education, University of
Ilorin, Ilorin, Nigeria; and Nana Aishat Memorial College of Education, Alagbado, Ilorin,
Kwara State, Nigeria.