Tag Archives: Teacher Quality

Professional Learning Community (Plc) Practices and Educators Efficacy (EE) Level Among the Form Six Educators (Published)

This research is done to identify the Professional Learning Community (PLC) Practices and Educators Efficacy (EE) Level among the Form Six Educators in schools of the four districts in the North West Coast of Sabah. Around 108 respondents were involved in this research. Data were collected using questionnaire form that measured PLC and EE respectively. PLC Practices were measured with 42 items and EE Level with 12 items. PLC research aspects were Norm and Value Development Domain, Student’s Learning Domain, Collaborative Practice Domain, Personal Mutual Practice Domain and Reflective Dialogue Domain. Whilst EE level research aspects was Self-Control and Achievement in the Community. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 21.0 software. Analysis was done using descriptive and inferential statistic of T-test, Pearson Correlation and Regression. The result of the data analysis showed that PLC Practices and EE Level among the form six educators was moderately high. Pearson Correlation analysis showed that there was a significant relation between the PLC Practices and EE Level (r=0.662, k<0.01), where the relation was positive and average. The result of the independent T-test sample showed that there was no significant difference of PLC Practices according to gender (t=0.518, k>0.05). Parallel to PLC Practices, the EE Level independent T-test sample too showed insignificant difference where the EE Level score was (t=1.188, k>0.05), in a sense that both male and female were indifference. This implies that demographic factor such as gender did not show significant difference to the PLC Practices and EE Level.

Keywords: Educators Efficacy, Professional Learning Community, Teacher Quality

Teacher Quality as Determinant of Students’ Academic Performance in Secondary Schools in Edo South Senatorial District of Nigeria (Published)

This study investigated teachers’ quality as determinant of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria. In pursuance of this course, four (4) research questions were raised and two of them were answered that were not hypothesized while two (2) hypotheses were formulated and tested at 0.05 level of significance. A correlational research based on survey research design was adopted. The population for this study consisted of 418 Mathematics and English Language teachers   in secondary schools in Edo South Senatorial District of Nigeria. Eighty-four (84) Mathematics and English Language teachers in secondary schools were sampled. The checklists titled: “Students’ Academic Performance Checklist (SAPC)” and Teacher Quality Checklist (TQC) were used for data collection. The analysis of the result was carried out using frequencies, percentages and Pearson Product Moment Correlation Coefficient. The results revealed that level of teacher quality in secondary schools in Edo South Senatorial District of Nigeria was high, there was average level of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria, Teacher quality and academic qualification had no significant influence on students’ academic performance. It was recommended among others that principals should ensure that the potentials of the teachers are well harnessed and utilized to reflect the true picture of their quality in the academic performance of students.

Keywords: Determinant, Students’ Academic Performance, Teacher Quality

Teacher Professional Development: Keys to Basic School Teachers’ Curriculum Practice Success in Ghana (Published)

It is generally acknowledged that promoting teacher quality is a key element in improving primary and secondary education. Therefore the study sought to investigate teachers’ continuous professional development (CPD) and its influence on their classroom practices at the Kassena-Nankana West District in Ghana. From a population of 310, 93 basic school teachers were sampled using the simple random sampling technique. Questionnaire and interview guide were used for data collection. Descriptive statistics and Pearson Product-Moment correlation were used. Findings revealed that teacher effectiveness was significantly relegated to effective teaching in basic schools. Similarly, basic school teachers reported that professional development programmes were relevant to their classroom management practices. Consequently, this study concluded that capacity building programmes should be promoted regularly to build basic school teachers capacity for effective teaching.

Keywords: Basic Education Classroom Management, Teacher Professional Development, Teacher Quality

Teacher Quality and Students’ Achievement in Financial Accounting in Senior Secondary Schools in Akwa Ibom State, Nigeria (Published)

The study investigated the relationship between teacher quality and students’ achievement in Financial Accounting in senior secondary schools in Akwa Ibom State. The study adopted Ex-post facto research design. Four specific objectives, four research questions and four null hypotheses guided the study. The population consisted of 5663 Senior Secondary two (SS 11) Financial Accounting Students from 233 public secondary schools in the three Senatorial Districts of Akwa Ibom State. The study had a sample of 566 respondents drawn from the population using Multi-stage sampling Technique.  The numbers that constituted the sample size were 286, 190 and 90 drawn from Uyo, Ikot Ekpene and Eket Senatorial Districts respectively. A structured questionnaire tagged “Teacher Quality and Student Achievement in Financial Accounting Questionnaire (TQASAFAQ) was used for data collection.  A trial test was conducted and analysed using Cronbach’s Alpha reliability technique to determine the reliability level of the instrument, which stood at r = 0.66. Data generated were analyzed using Pearson Products Moment Correlation (PPMC) to answer the research questions and in testing the null hypotheses at .05 alpha level. The results of the analyses rejected all the null hypotheses, implying significant relationship between teacher quality and students’ achievement in Financial Accounting. Based on the findings, it is concluded that teacher quality relates directly with students’ achievement in Financial Accounting. It is recommended among others that the relevant educational agencies in Akwa Ibom State – Ministry of Education (MOE) and The State Secondary Education Board (SSEB) should organize regular seminars and workshops aimed at improving teacher quality, for improved students’ performance in Financial Accounting.

Keywords: Financial Accounting., Students’ Achievement, Teacher Quality

Teacher Professional Development: Keys to Basic School Teachers’ Curriculum Practice Success in Ghana (Published)

It is generally acknowledged that promoting teacher quality is a key element in improving primary and secondary education. Therefore the study sought to investigate teachers’ continuous professional development (CPD) and its influence on their classroom practices at the Kassena-Nankana West District in Ghana. From a population of 310, 93 basic school teachers were sampled using the simple random sampling technique. Questionnaire and interview guide were used for data collection. Descriptive statistics and Pearson Product-Moment correlation were used. Findings revealed that teacher effectiveness was significantly relegated to effective teaching in basic schools. Similarly, basic school teachers reported that professional development programmes were relevant to their classroom management practices. Consequently, this study concluded that capacity building programmes should be promoted regularly to build basic school teachers capacity for effective teaching.

Keywords: Basic Education Classroom Management, Teacher Professional Development, Teacher Quality

Teacher Professional Development: Keys to Basic School Teachers’ Curriculum Practice Success in Ghana (Published)

It is generally acknowledged that promoting teacher quality is a key element in improving primary and secondary education. Therefore the study sought to investigate teachers’ continuous professional development (CPD) and its influence on their classroom practices at the Kassena-Nankana West District in Ghana. From a population of 310, 93 basic school teachers were sampled using the simple random sampling technique. Questionnaire and interview guide were used for data collection. Descriptive statistics and Pearson Product-Moment correlation were used. Findings revealed that teacher effectiveness was significantly relegated to effective teaching in basic schools. Similarly, basic school teachers reported that professional development programmes were relevant to their classroom management practices. Consequently, this study concluded that capacity building programmes should be promoted regularly to build basic school teachers capacity for effective teaching

Keywords: Basic Education Classroom Management, Teacher Professional Development, Teacher Quality