The degree of the practice of human relations with the principals of government schools in the first Blue Education Directorate from the point of view of the teachers (Published)
The present study aimed at measuring the degree of human relations with the principals of government schools in the blue first education from the point of view of the parameters Directorate , and to achieve the main study goal of the researcher on the descriptive and analytical approach adopted , as the study sample consisted of ( 35 ) , a teacher, and the study found that the degree of exercise Humanitarian relations among school principals is high, and the study recommended the need to strengthen human relations within public schools by principals and principals, because of its importance in raising the level of education in Jordan.
The rapid changes in the socio-economic environment and the consequent pressures for educational reforms make it more than necessary to empower teachers who need to redefine their teaching strategies to meet students’ differentiated needs. Related studies suggest that teachers need to feel empowered to be effective and empower students. Therefore, the empowerment of teachers is at the center of the processes for quality improvement and school upgrade. The purpose of this study is to capture the views of primary education teachers on the opportunities for professional empowerment provided in their school environment. A total of 124 primary education teachers in Ilia Prefecture who participated in the quantitative sample survey completed an electronic questionnaire based on the Teacher Empowerment Scale. The presentation and analysis of the findings show that participants in all dimensions of empowerment have moderate to high degree of agreement. Specifically, the highest average dimension is that of decision-making, while the lowest average is that of professional development.
Entrenching Quality Educational Output through Teachers’ Professional Ethics of Social Justice and Confidentiality (Published)
The study examined the entrenchment of quality educational output through teachers’ professional ethics of social justice and confidentiality in federal universities, South-South Zone of Nigeria. Two research questions were raised, and two hypotheses were formulated to guide the study. The correlational research design was used for the study. The population of the study comprised 6,305 teaching staff and 32,613 graduating students in the 2014/2015 and 2015/2016 academic sessions distributed into the six federal universities in South-South Zone of Nigeria. Purposive and simple random sampling method of balloting were used to select 1,275 (20%) teaching staff and 3,517 (10%) students. Two instruments titled “Ethics of Social Justice and Confidentiality Questionnaire (ESJCQ)”, and “Graduate Educational Output Checklist (GEOC)” were used for data collection. The reliability co-efficient of ESJCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.87 was obtained. Coefficient of R value and R2 were used to answer the research questions, while the f-value of Simple Linear Regression Analysis was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the quality of educational output in Nigerian South-South federal universities can be entrenched by teachers’ adherence to the ethics of social justice and confidentiality. Based on the findings of this study, it was recommended that, teachers and administrators should face 21st century demands and adapt to tough academic and fiscal challenges by understanding the power of relational confidentiality and trust as an instructional tool for improving student performance. Furthermore, Institutional leaders and stake holders should ensure that teachers’ professional development programmes focuses on enlightening teachers on how to integrate equity, activism, fairness, justice and the elimination of oppression in order to positively impact students’ educational output.
Social Networking and Participation as Predictors of Teachers Emotional Intelligence in Public Secondary Schools in Rivers State (Published)
The study investigated social networking and participation as predictors of teachers’ emotional intelligence in public secondary schools in Rivers State. Two objectives, two research questions as well as two hypotheses were postulated to guide the study. The design for the study was correlational design. The population of the study comprised all the 16,743 public secondary school teachers in Rivers State out of which 376 teachers were sampled for the study through multi-stage sampling technique. Two questionnaires which were a 35-tem questionnaire titled “Social Capital Investment Scale” (SCIS) as well as 40-item questionnaire titled Emotional Intelligence Scale” (EIS) were the instruments used for the collection of data for the study. The questionnaires were validated by three experts in the area of Measurement and Evaluation, Department of Psychology, Guidance and Counseling, Faculty of Education, University of Port Harcourt. However, for the reliability, Cronbach Alpha was used to determine the internal consistency of the questionnaires with reliability co-efficients of 0.76 and 0.83 for the sections of the independent variable and 0.96 for the dependent variable. The research questions were answered using Pearson Product Moment Correlation while the hypotheses were tested using z-ratio at 0.05 level of significance. The findings of the study showed that there was a positive relationship between social networking and teacher’s emotional intelligence. Similarly, a positive relationship exists between social participation and teachers’ emotional intelligence in public secondary schools in Rivers State. It was recommended that school administrators should endeavor to organize social activities among teachers, parents and students as often as possible to encourage teachers’ participation and freedom of association should be promoted in order to strengthen social networking in these schools.
Impact of Tuition on Students’ Performance in National Examinations: Views of Secondary School Teachers and Principals in Eldoret North, Kenya (Published)
In Kenya, the demand for good results and the ever-pressing need to complete the syllabus continues to drive schools to introduce holiday and private tuition. This is despite the government ban on tuition programmes. The aim of the study was to document the views of teachers and head teachers on the impact of holiday and private tuition on the performance of students in Eldoret Sub-County, Kenya. The study targeted 300 students, 60 teachers and 30 head teachers from a total of 30 secondary schools. Teachers and head teachers’ perceptions on holiday and private tuition were described, interpreted and analysed by use of descriptive statistics. The study used the Kenya Certificate of Secondary Education (KCSE) examination results for 2011 as a basis for analysis of students’ performance. The results were obtained from District Education Office and candidates mean grades from KNEC website. Purposive sampling was used to select schools that offered holiday tuition and Form Four students who had undergone holiday or private tuitions. Data was collected using document analysis and a questionnaire. The data was then analysed using descriptive statistics. Based on the results, the head teachers and teachers expressed support for holiday and private tuition in and out of schools. It was recommended that the Teachers’ Service Commission should introduce stringent work performance contracts for teachers every term to complete the termly syllabus within the time frame scheduled. All head teachers in both public and private schools should be compelled to sign a memorandum of understanding with the TSC/Ministry of Education guaranteeing that school facilities under their jurisdiction will never be used for the purposes of holiday and private tuition during holidays
Using WhatsApp as a Training tool for Arabic Language Teachers (Published)
The project was designed to assess the effectiveness of WhatsApp as a training tool for Arabic language teachers and to document trainees’ attitudes towards its use for this purpose. Qualitative data were collected from interviews with four teachers. The results showed that WhatsApp has potential as a teaching aid because it offers more privacy than other social media applications and allows sharing of various types of information, such as text, videos, photographs, and documents. The main limitations identified by participants related to internet accessibility and restrictions on the size of video messages/files.
Challenges and Implications of Virtual e-learning Platform in EFL Context: Perceptions of Teachers (Published)
The research paper focuses on the challenges and implications of virtual e-learning platform in EFL teaching-learning contexts. Considering technological innovations and their impact on classroom instruction, this paper provides an overview of the effectiveness of e-learning platforms from the pedagogical point of view. The study was conducted in Jouf University, Saudi Arabia. The university has embarked upon the utilization of the Blackboard Collaborate software, an additional e-learning platform to improve the quality of education at all levels. The study was conducted using a questionnaire and captured the insights and perceptions of 20 EFL teachers. The study reveals that the e-learning platform is a potential tool that can facilitate the learners to feel at ease and create a stress-free environment.
The Role of Human Relations between the Director and the Teachers and Their Impact on the Effectiveness of the Jordanian School Administration from the Perspective of Teachers (Published)
The objective of this study is to understand the role of human relations between the director and the teachers and their impact on the effectiveness of the Jordanian school administration from the point of view of the teachers. To answer the study questions, the researcher followed the analytical descriptive method. Preparation of sweetness (2012), and the sample of the study consisted of (18) teachers of the teachers of the Triangle Kfr soom basic school, and the study reached a number of results, the most important of which: 1. The extent to which managers are concerned about the pattern of human relations in school management is high. 2. One of the most important factors of human relations that contribute to the effectiveness of the school administration is that the principal invests the opportunities available from the abilities of the creative teachers, and the principal is keen on the participation of teachers in decision-making. 3. The level of effectiveness of school administration in the exercise of delegation of authority as a factor of human relations is high. The study also recommended the need to hold training courses and workshops for principals of primary and secondary schools in order to deepen the concept of management and human relations.
An Analysis of the Use of Adverbs and Adverbial Clauses in the Sentences of Junior High School Pupils in the Ashanti Region of Ghana (Published)
The research shifts emphasis from the previously predominant area of analyzing the competence of Ghanaian school children in their use of the English Language by adopting the perspective of descriptive grammarians with much emphasis on process analysis. The study adopted qualitative and quantitative paradigm so as to adequately analyze the extent to which pupils in the Junior High School use adverbs and adverbial clauses in their sentences. In all, 100 pupils were selected using proportionate stratified sampling method. Essay texts and structured interview guide was used in gathering data from the sampled school pupils. After analysing using both qualitative and quantitative methods, the findings indicate that teachers and accessibility to language learning facilities play significant roles in second language acquisition.
Demographic Variable and Job Stress as Predictors of Depression among Primary School Teachers in Lagos State of Nigeria (Published)
Issues of increase rate of sick leave, mood swing, fatigue and decreased energy, Feelings of worthlessness and helplessness which could be responsible for discontent and poor morale, low teaching efficiency, poor relationships with pupils, parents and subordinate, premature retirement, more internal conflicts and dysfunctional workplace climate among primary school teachers which can also be link with their wellbeing attracted the attention of this study. This study adopted cross sectional research design and Questionnaires were used to gather data from the primary school teachers. Purposive sampling technique was used to select two hundred primary school teachers who participated in the study. Data collected was analyzed using version 20.0 of statistical package for social sciences. The findings of this study revealed that that there is no significant difference in the depression of female teachers compare to male teachers among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria (t(198)=-1.249, p>.05). it was also discovered that that out of the socio-demographic variable, only monthly income made significant independent contribution to depression among primary school teachers (b=-0.227; t = -2.780; p<0.05). The result also revealed that primary school teachers with high stress reported higher depression than their counterpart with low stress (t(198)=-12.41, p<.05). Further analysis revealed that job stress and working experience had no significant joint influence on depression (F(5,194)=2.975; p>0.05; R=0.171, R2=0.029), and also showed that job stress made significant independent contribution to depression (b=0.162; t = 2.287; p<0.05) while working experience had no significant independent contribution to depression (b=-0.077; t = -1.091; p>0.05). The study concluded that there is significant influence of job stress and monthly income on depression among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria and recommend that government, stakeholders and investors in the field of education should review the job roles of primary school teacher as this study discovered that many of their roles constituted stress and result to depression.
Impact of Singing Experiences on Professional Practice: Narratives of Five Primary School Teachers (Published)
Singing is considered as an important activity in Wesley College of Education, Kumasi in Ghana. As a Christian-dominated teacher training institution established by the Wesleyan mission in 1922, pre-service teachers are taught how to sing hymns and other songs for preparation to participate in Sunday church services and also to build a repertoire of songs for future use during their professional practice. This study employ participant narratives to examine the impact of singing experiences on teacher professional practice in the classroom and in the primary school environment.
Skills and Emotional Intelligence: Study and Investigation of the International Organization of the OECD (Published)
Emotional Intelligence is directly linked to the professional development of teachers and the existence of positive results in the field of education. The purpose of this paper is to investigate, through qualitative content analysis, whether the skills associated with emotional intelligence are identified in the political texts of international organizations and in particular in that of the OECD. According to the survey results, emotional intelligence skills related to self-awareness, self-regulation, social awareness and interpersonal relationships management are present. For a better understanding of the issue, it would be helpful to explore these skills in other texts of international organizations, with a view to comparing and enriching relevant databases.
Teachers’ Perceptions about Effective School Administration. How Do They Correlate With The Level Of Teacher Education? (Published)
Over the last decades, scientific research has focused on the effective school leaders, their action and their role, as effective school leadership seems to influence decisively strategic planning, learning outcomes, school environment changes, school climate and culture. The purpose of this paper is to investigate the perceptions of 105 primary education teachers of the region of Lehena (Ileia Prefecture) on effective school administration in order to establish the correlation of a particular demographic factor, namely the level of education, with effective school administration. The survey conducted is quantitative, while the research tool used was the questionnaire, consisting of 9 axes (school climate, school leadership and direction, program development, personnel management, administration and financial management, student care, professional development and training, relationships with parents and the community, problem solving and decision making), which, according to the international literature, constitute effective school administration. A significant number of statistical findings were recorded.
Quality Educators for Every Child: A Pilot Professional Development Intervention in Bangladesh (Published)
Over the past two decades, best practice teaching methods have been the subject of education reform around the world. Quality Educators for Every Child (QE4EC) was an exclusive intervention in Bangladesh aimed to deliver flexible professional development for primary school teachers, focusing on pedagogical skills in the classroom (how to teach) rather than subject skills (what to teach). The endline study focused primarily on the three National Teaching Standards (Pedagogical Knowledge, Classroom Management and Assessment) and sought to measure change and improvement against the benchmark of teacher competencies established during the baseline study. This study highlights the findings from the endline survey and presents background information on the quality of education and teaching in Bangladesh. Endline findings are organized according to the three national teaching standards of focus. Finally, presents recommendations for the teachers and head teachers of the primary schools, as well as policymakers and education administrators in Bangladesh.
The Extent of the Application of Participatory School Management in Jordanian Public Schools from the Point of View of the Teachers (Published)
The objective of the present study was to investigate the extent to which the participatory school administration was implemented in Jordanian public schools from the point of view of the teachers. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis. The sample of the study consisted of teachers of Jerash Elementary School for Boys with (18) teachers. The study found that the extent of the application of participatory school administration (human relations, involvement of the school principal in leadership tasks, delegation of authority) Jordanian government Lars from the point of view of teachers is high, the study recommended the need to work on training courses and workshops for managers of basic and secondary schools in order to deepen the concept of participatory management have.
Indiscipline in Public Secondary Schools in Yenagoa Local Government Area in Bayelsa State. (Published)
Indiscipline is a problem in our secondary schools. The incessant occurrence of chaotic situations and sometimes criminal behaviour of the students are causes for concern for parents, teachers and government. The purpose of this study is to examine the causes of indiscipline amongst secondary schools students in Yenagoa Local Government Area. Three research questions were used to direct the study. While the selection of the study samples was from the population. A structured and validated rating scale designed in two sections was the main instrument for the collection of data. The collected data were analyzed and presented in tabular form using various indiscipline acts exhibited by students. The analysis indicated that indiscipline is caused by the home environment, the school environment, and the society at large to a large extent. The parental absence and poor moral upbringing of the child have resulted in the numerous acts of indiscipline. It was therefore recommended that parents should not neglect their children, but sees them as more important than the jobs they do for a living. The society should not over-emphasis on material gains more than morality and ethics. Government should properly fund education. In other to stem indiscipline, specific disciplinary actions should be meted out against indiscipline students, to discourage others from being unruly.
Managing Pre-Retirement Anxiety among Teachers in Asunafo South District of the Brong Ahafo Region of Ghana (Published)
Retirement is an inevitable activity in the lives of workers. Unfortunately, the thought of retirement to some workers breeds anxiety, apprehension and disillusionment especially among teachers. The study sought to find out the perception of teachers on retirement, sources of pre-retirement anxiety, and the managerial strategies that would be used to support teachers nearing retirement in Asunafo South. Descriptive survey was employed for this study. The target population of the study was all teachers in Asunafo South District. Purposive sampling technique was used to solicit the views of teachers nearing retirement. 52 respondents were selected for the study, out of the 60 teachers nearing retirement. Questionnaire was used to collate data and analysed using descriptive and inferential statistics. Respondents agreed that they feel nervous when they feel that their retirement is fast approaching. Four major sources of pre-retirement anxiety were identified. Majority of the respondents agreed that seeking retirement counselling from professionals will reduce their level of anxiety. Rational Emotive Behaviour Therapy and Reality therapy were identified as two approach of managing pre-retirement anxiety. It was recommended that the teacher unions should regularly organise financial counselling on pre-retirement planning for their members.
High School Students’ Attitudes towards the Study of Mathematics and their Perceived Teachers’ Teaching Practices (Published)
The study employed a survey to explore 210 high school students’ attitudes towards the study of mathematics and their perceptions on their teachers’ teaching practices. The sample was made up of 102 males and 108 females who were randomly selected from four high schools in the Cape Coast Metropolis of the Central Region of Ghana. The data were analysed using descriptive statistics, correlation and regression analyses. The findings showed high perceived attitudes reported in the students’ interest in doing mathematics, usefulness of mathematics, and confidence in doing mathematics; it was unclear whether students perceived mathematics as a male dominated subject or not. With regards to teachers’ teaching practices, all the 3 subscales: use of student- centered approach, classroom management skills and communication skills studied, were reported to be important in influencing students learning of mathematics. However, communication skills adopted by teachers in teaching the subject was perceived as the strongest predictor of high school students’ attitudes followed by teachers’ classroom management skills. The study concludes that to ensure positive attitudes of students towards the study of mathematics, effective communication and classroom management skills should be integral in mathematics teachers’ instructional practices; they should be important goals of any mathematics teacher preparation programs
Assessing the Assessors from the Student Angle: Implication for Quality Assurance in Public Secondary Schools in Lagos Mainland Local Government Area of Lagos State, Nigeria (Published)
Visionary teachers are needed to achieve quality teaching and learning in the school. It is now firmly believed that the effective functioning of an organization depends largely on employees’ efforts that extend beyond formal role requirements. This study therefore investigated the predictive power of some quality assurance indices (school climate, principals’ leadership role, instructional supervision, availability and utilization of instructional resources) on teachers’ job effectiveness in secondary schools. Five hundred and eighty-three (583) Senior Secondary School students comprising of 268 males and 315 females were sampled for this study. Self-developed instrument tagged “Quality Assurance in Education” was employed to obtain responses from the participants. Analyses of data were done using descriptive statistics and multiple regression analysis fixed at the .05 significant levels. Results revealed 16% of the variance in the teachers’ job effectiveness was accounted for by the combination of instructional supervision, instructional resources, school climate, and principal leadership ((R = .817; R2 = .667; R2 (adj) = .663; F(4,582) = 20.376; p < .05). This revealed that among others that school climate was the most potent predictor (β = .300; t = 7.354; p < .05), followed by principal leadership style; (β = .279; t = 5.897; p <. 05), instructional supervision (β = .151; t = 5.098; p > .05); and lastly by instructional resources (β = .093; t = 3.765; p > .05). The findings showed that students’ assessment based on the quality assurance indices were potent in the prediction of teachers’ job effectiveness. Based on the outcome of this study, it was recommended that Since the work environment is significantly related to job effectiveness of teachers, government should encourage the support of parents, students, philanthropists, and corporate institutions in improving secondary schools’ work environment in terms of physical facilities, information services, authority-staff relationship, and staff development in order to enhance better job performance of the teachers.
Principals’ Transformational Leadership Practices as Determinants of Organizational Commitment and Value Re-Orientation among Secondary School Teachers (Published)
This paper examined the transformational leadership practices of secondary school principals and the extent to which they predict organizational commitment and value re-orientation of teachers in Akwa Ibom State, Nigeria. Survey design was adopted for the study. Seven hundred and ninety-nine respondents were drawn using stratified random sampling technique from a population of 5,339 teachers for the study. One research question and two hypotheses guided the study. An instrument with 48 items titled “Principals’ Transformational Leadership Practices, Organizational Commitment and Value Re-orientation Questionnaire” was utilized for data gathering. Cronbach Alpha reliability index of the instrument was 0.88. Multiple statistical procedures such as means, standard deviation and regression analysis were employed in data analysis. The two hypotheses were tested at 0.05 level of significance. From the findings it was revealed that principals’ transformational leadership practices were high, while there was a significant effect of principals’ transformational leadership practices on organizational commitment and value re-orientation of teachers. Premised on the findings of the study, it was recommended that managers of secondary education should encourage principals to adopt transformational leadership style since this has been found to positively affect organizational commitment and value re-orientation of teachers.