Tag Archives: Teachers

Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District (Published)

This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular in-service training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.

Citation: Enock Yeng, Anthony Woode-Eshun & Seth Badu (2022) Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District, British Journal of Education, Vol.10, Issue 1, pp. 17-35

 

Keywords: Assessment, Headteachers, Supervision, Teachers

The Attitudes of Nigerian Secondary School Teachers and Students towards Environmental Pollution (Published)

The research was carried out to investigate Nigerian Secondary School Teachers and Students’ attitude towards environmental pollution. It also examined Nigerian teachers and students’ attitude towards environmental pollution, considering their gender and location. The research adopted descriptive research of the survey type. The population was made up of all Nigerian Secondary School Teachers and Students. The sample for the study comprised 720 teachers and 1440 students selected through a multistage sampling procedure. Two self-constructed Questionnaires was used to generate data for the study. One for the Teachers is Questionnaire on Teachers Attitude towards environmental pollution (QTAEP) and Questionnaire on Students Attitude towards environmental pollution (QSAEP). It was made up of two sections – Section A which consist the biodata of teacher and students such as Name, Location and Gender. Section B was made up of items to elicit information about their attitudes toward environmental pollution. The instrument’s validity was ascertained by giving it to experts in Biology Education, who are examiners for the West African Examination Council (WAEC) and National Examination Council (NECO) for face and content validity. Their suggestions and corrections were effected. The reliability of the instrument was determined by using Cronbash Alpha Formula. The reliability coefficient of 0.66 and 0.81 was obtained. The data collected were analysed using descriptive and inferential statistics. It was established from the finding that both teachers and students had a positive attitude towards environmental pollution. It was confirmed from the findings that gender and location had a significant influence on both teachers and students’ attitude toward environmental pollution. Considering the finding from this study, it was recommended that the content of environmental pollution in secondary schools should be more comprehensive. Also, environmental pollution awareness programs should be organised for both teachers and students to enhance their knowledge about environmental pollution and invariably influence their attitude.

Keywords: Attitudes, Environmental Pollution, Science Education, Teachers, science students

Work Stress And Job Satisfaction Among Efl Teachers Working In Kuwait Public Schools (Published)

The focus of the study is to measure the stress and job satisfaction among EFL Teachers working in public schools in Kuwait. Several research questions were introduced to examine the relationships of the research variables. These questions and the hypotheses were as follow: (a) What is the average level of job satisfaction expressed by EFL teachers working in public schools in Kuwait? (b) Is there a gender difference in the average satisfaction among expressed EFL teachers working in public schools in Kuwait? and (c) What are the most predictable factors to job satisfaction among expressed EFL teachers working in public schools in Kuwait? Teachers were administered the modified Minnesota Satisfaction Questionnaire (MSQ). This study indicates that Kuwait EFL teachers were either dissatisfied with their job due to their work stress environment or exposure to their job and supervision requirements. Areas such as leadership and peers, school infrastructure, the school’s relationship with its local community, workload, staff supervision, class size, school communication networks, and ability utilization were the most satisfying areas reported. Meanwhile, compensation, school policies, and supervision-human relations were least satisfied in this study. A replication study involving a larger sample of males would be useful to add to our empirical database in this area.

Keywords: EFL, Job Satisfaction, Kuwait, School, Stress, Teachers

Evaluating Guidance and Counselling Utilisation among Secondary School Teachers: Rejoinders from Selected Nigerian Schools (Published)

This research contended that Guidance and Counselling transcend provision of helping services for adolescent secondary school students but encompass delivery of such supports to their teachers. It aimed to evaluate whether the latter were utilising the Services, using five research questions. Descriptive survey design was adopted, leading to random sampling of 384 constituents of the target population. A 20 item structured questionnaire (Guidance Utilisation Evaluation Scale for Teachers-GUEST) was developed and administered as research instrument. Responses were projected based on Four Likert Scale type Format, with professionals and pilot tests respectively substantiating instrument’s validity and reliability. Data were analysed using mean scores, ensuing in the  following findings: teachers supposed G and C functions as students’ services and did not utilise them; such functions were not extended to teachers as beneficiaries, but  buddies; teachers merely sought practitioners’ aids for student and school developments; there were dearth of necessary teacher-support resources in school G and C units; absence of sufficient G and C functions consciousness impeded its utilisation among teachers; they were hardly motivated to seek G and C aids from their schools’ practitioners. Ultimately, expansion of the programme’s delineation was proposed for apt erudition of counsellor facilitation and counsellee/client participation.

Keywords: Evaluation, Guidance and Counselling, Secondary School, Teachers, Utilisation., world – Africa - Nigeria

Women Art Education in Pakistan Universities: Based Upon the Interviews of Faculty Members (Published)

Art education has brought in significant changes in the field of art in Pakistan. However, there has been limited research concerning the extent to which women reached their goals in the art industry after graduation. Fifteen female teachers from three universities in Pakistan were used as the sample. The semi-structured interview was conducted to collect data in which the qualitative analysis of the interview protocols resulted in a codebook. Results from the study show that the teaching profession is the most preferable profession which suits Pakistan’s social, traditional, and religious values. Over recent years, the rising of many institutions that also offer art education has triggered the need for the services of an art teacher.

Keywords: Female, Pakistan, Teachers, University, art education

Gender Factor in Public Secondary School Teacher’s Job Satisfaction in Nakuru County, Kenya (Published)

The teaching profession in Kenya has witnessed various manifestations of teacher dissatisfaction more specifically in the last ten years. These include industrial disharmony, teacher turnover and disciplinary cases relating to teacher absenteeism and desertion of duty. Teachers’ job satisfaction has a direct impact on students’ achievement and their future careers. This implies that, while a satisfied teacher is less likely to desert his/her teaching responsibilities, a dissatisfied one has higher chances of being less committed to his/her students thereby minimizing their chances of making positive learning gains among learners. In view of the importance of teacher job satisfaction, this study investigated the influence of gender on job satisfaction among public secondary school teachers in Nakuru County, Kenya. Using ex-post facto research design, data was collected from 341 teachers through a self-delivered questionnaire. Validity of the research instrument was ascertained through a pilot study carried out in the neighbouring Nyandarua County. The internal and external reliability coefficients for the teachers’ questionnaire as estimated through Cronbach’s alpha coefficient and split-half technique stood at r= .945 and r= .905 respectively. Data was analyzed using t-test. The study found that gender had a statistically significant influence (p<.05) on teacher satisfaction, with the male teachers recording a higher satisfaction than their female counterparts. The study offers useful insights to the teacher managers in Kenya, specifically the Teacher Service Commission (TSC) and Boards of Management (BoMs) in secondary schools on how to address the needs of female teachers. This will go a long way in enhancing their level of job satisfaction.

Keywords: Gender, Job Satisfaction, Kenya, Nakuru County, Teachers

Is the language in education policy an issue on the political platforms in Ghana? My point of view (Published)

This paper sets out to explain why the language in education policy is not an issue in Ghana’s political platform. It gives a brief history of language in education policy in Ghana and advances some reasons why the language in education policy is not considered an issue on the political platforms in Ghana. Finally, the paper gives several recommendations to help policymakers implement the language in education policy.

Keywords: Education, Indigenous, Instruction, Language, Policy, Teachers

Is the language in education policy an issue on the political platforms in Ghana? My point of view (Published)

This paper sets out to explain why the language in education policy is not an issue in Ghana’s political platform. It gives a brief history of language in education policy in Ghana and advances some reasons why the language in education policy is not considered an issue on the political platforms in Ghana. Finally, the paper gives several recommendations to help policymakers implement the language in education policy.

Keywords: Education, Indigenous, Instruction, Language, Policy, Teachers

Covid-19and Education: A Case for Experiential Learning Theory (Published)

Education is a key player in addressing any social problem; it provides individuals with the necessary skills and knowledge to cope with any eventuality. Conceiving the fact that the school is a veritable tool to fixing the society in all spheres of life, including outbreak of diseases such as COVID-19, this study makes a case for Experiential Learning Theory (ELT) as an appropriate pedagogical approach so that information and facts about the disease can be brought to real life situations. Opinions and ideas on COVID-19 were obtained from secondary sources and analysed qualitatively leading to the suggestion that schools should reopen for students to leverage the opportunities which COVID-19 has presented to education.

Keywords: : Experiment, COVID-19, Disease, Learning, Teachers, distancing

Influence of Attendance to Courses and Mentoring on Job Productivity of Teachers in Oguta LGA, Imo State Nigeria (Published)

The general purpose of this study is to investigate the influence of attendance to courses and mentoring on job productivity of teachers in Oguta LGA, Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that short and part time courses had no significant influence on the job productivity of teachers in Oguta LGA, Imo State, Nigeria (F cal= 7.86; t-vale =6.117; p >0.005). Finding also showed that mentoring significantly influence job productivity of teachers in Oguta LGA, Imo State, Nigeria (F-cal value= 58.62; t-value = 22.478; P<0.05). This study recommended that, there should be a review of the curriculum and an in-built quality-control measure on the content delivery of course (short/part time) study attended by teachers. This will ensure that there is no room left for compromise of quality and standard of course programmes and also ensure that the approaches are relevant to job functions of teachers or else the aim of development action will be defeated.

 

Keywords: Attendance, Mentoring, Teachers, courses, job productivity

Perception of Public Basic School Teachers on the Factors Influencing Teacher Attrition and Retention in the Atiwa District in the Eastern Region of Ghana (Published)

This study investigated the factors influencing teacher attrition and retention in public basic schools in the Atiwa District in the Eastern Region of Ghana. A descriptive survey design was used in the conduct of the study where through proportionate stratified random and convenience sampling techniques, 515 teachers were sampled and participated in the study. The instruments included a structured questionnaire and semi-structured interview guide. Data collected were analyzed using both descriptive statistics like mean and standard deviation as well as inferential statistics such as multiple regression with the aid of Version 22 of SPSS. The qualitative data were analyzed through the thematic approach. The study revealed that the teachers identified remuneration and conditions of service factors to predominantly influence their quit intentions more than school environment factors and personal factors. The study showed that retention strategies such as improved salary and remuneration, provision of housing scheme, regular in-service training for teachers, scholarships for further studies, improved classroom environment and teacher involvement in decision making to be likely to boost their retention. Generally, it was revealed that teachers demographic variables such as marital status, years of teaching experience and level of teaching significantly predicted their quit intentions. It was further revealed that there was a positive correlation between the predictors (sex, age, rank, academic qualification, marital status, teaching experience, and level of teaching) and retention strategies as these demographic variables contributed significantly to retention strategies. It was therefore recommended that the Ghana Education Service through the Atiwa Education Directorate should ensure improved remuneration and conditions of service and school environment should be improved since these are among the top reasons discovered as being behind teacher turnover.

Keywords: Attrition, Demographic Variables, Teachers, retention strategies

Negative Impact of Online Resources on Research Writing from Teachers’ and Students’ perspective, at King Khalid University: A case study of 4th year students, in the Department of English Language, College of Science and Arts, King Khalid University, Tanumah Branch (Published)

This paper aims to examine qualitatively and quantitatively the use of deixis in a political speech, guided by Halliday’s (1985/1994) Systemic Functional Grammar theory of language. The data examined here is a message delivered, on 10 February 2019, by the President of the Republic of Cameroon to the youth of his country, on the commemoration of the 53rd edition of the country’s National Youth Day. The message, in its English version, is retrieved from the official website of the Presidency of the Republic of Cameroon. Specifically, the study sets out to determine the different types of deictic resources used by Paul Biya in his message to the Cameroonian youth, and the frequencies of Paul Biya’s usage of these deictic resources in this political speech. The study reveals that Paul Biya employed different types of deictic resources including 103 personal deixis (52.2 %), 17 spatial deixis (9.4%), 21 temporal deixis (11.7%), 30 social deixis (16.7%), and 8 discourse deixis (10%). In terms of frequency of usage of these deictic resources, the study also revealed that personal deixis were the most used category of deixis in President Paul Biya’s message to the Cameroonian youth and suggested that this reflects the President’s power and dominance over his audience, but also his desire to involve this audience in his decisions, as a sign of his sensitivity towards them.

Keywords: Research Writing, Students, Tanumah, Teachers, king Khalid University, online resources

The effect of strategic leadership on knowledge sharing in the Jordanian government schools from the teacher’s point of view (Published)

The current study aimed to identify the impact of strategic leadership on knowledge sharing in Jordanian government schools from the teachers point of view, and to achieve the goals of the study, the researcher followed the descriptive survey approach, in terms of applying the study tool, which was represented in a questionnaire consisting of (20) paragraphs, On the sample, which amounted to (356) male and female teachers from government schools in the Jerash Education Directorate, the study reached a number of results, the most important of which were: The degree of Jordanian government school principals’ possession of strategic leadership skills from the teachers ’point of view is medium, and that there are statistically significant differences to the degree of The directors of Jordanian government schools have strategic leadership skills from the teachers ’point of view due to the variable of gender and experience, and there is a statistically significant effect of strategic leadership skills on knowledge sharing from the teachers’ point of view. The study recommended a number of recommendations, the most important of which was: The administrator’s awareness about the importance of adopting a strategic management method to stimulate knowledge sharing between them and the teachers.

Keywords: Knowledge Sharing, Leadership, Strategy, Teachers

The levels of psychological burnout among teachers of the basic stage in Jordan in light of some variables (Published)

The study aimed to know the levels of psychological burnout among female teachers in the basic stage in Jordan, and the extent of the difference in these levels based on the educational qualification and the social status of female teachers, in addition to revealing the relationship between psychological burnout and each of the teaching experience and training courses for female teachers, and the sample consisted of (200) female teachers. Among the parameters of the southern region in Jordan, the researcher used the Maslash and Jackson scale of psychological combustion with its three dimensions: emotional stress, feeling dull, and lack of achievement. The results indicated that there is a low level of psychological combustion among the study sample, and that the levels of combustion differed according to the educational qualification, while there were no statistically significant differences attributable to the social situation, and the results also showed the absence of a relationship for most dimensions of combustion with teaching experience and training courses.

 

Keywords: Basic Stage, Burnout, Psychological, Teachers

Perception of Public Basic School Teachers on the Factors Influencing Teacher Attrition and Retention in the Atiwa District in the Eastern Region of Ghana (Published)

This study investigated the factors influencing teacher attrition and retention in public basic schools in the Atiwa District in the Eastern Region of Ghana. A descriptive survey design was used in the conduct of the study where through proportionate stratified random and convenience sampling techniques, 515 teachers were sampled and participated in the study. The instruments included a structured questionnaire and semi-structured interview guide. Data collected were analyzed using both descriptive statistics like mean and standard deviation as well as inferential statistics such as multiple regression with the aid of Version 22 of SPSS. The qualitative data were analyzed through the thematic approach. The study revealed that the teachers identified remuneration and conditions of service factors to predominantly influence their quit intentions more than school environment factors and personal factors. The study showed that retention strategies such as improved salary and remuneration, provision of housing scheme, regular in-service training for teachers, scholarships for further studies, improved classroom environment and teacher involvement in decision making to be likely to boost their retention. Generally, it was revealed that teachers demographic variables such as marital status, years of teaching experience and level of teaching significantly predicted their quit intentions. It was further revealed that there was a positive correlation between the predictors (sex, age, rank, academic qualification, marital status, teaching experience, and level of teaching) and retention strategies as these demographic variables contributed significantly to retention strategies. It was therefore recommended that the Ghana Education Service through the Atiwa Education Directorate should ensure improved remuneration and conditions of service and school environment should be improved since these are among the top reasons discovered as being behind teacher turnover.

Keywords: Attrition, Demographic Variables, Teachers, retention strategies

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.

Keywords: Human-Relations., Principals, Teachers, public schools

Professional Development and Empowerment of Primary School Teachers (Published)

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.

Keywords: Decision Making, Empowerment, Participation, Professional Development, Teachers

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.

Keywords: Confidentiality, Federal Universities, Quality, Social Justice, Teachers, educational output, professional ethics

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.

Keywords: Emotional Intelligence, Secondary Schools, Social Networking, Social Participation, Teachers

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

Keywords: Effect, Eldoret North Constituency, Head Teachers, Kenya, National Examinations, Performance, Teachers, Tuition Secondary School Students