Академический Документы
Профессиональный Документы
Культура Документы
________________________________________________________________
BY
________________________________________________________________
MARCH, 2011
i
TITLE PAGE
BY
MARCH, 2011
ii
APPROVAL PAGE
This thesis been approved for the Department of Educational
BY
_______________________ _______________________
DR. (MRS.) A. OBOEGBULEM INTERNAL
EXAMINER
SUPERVISOR
____________________ _____________________
EXTERNAL EXAMINER PROF. I, C, S, IFELUNNI
HEAD OF DEPARTMENT
_____________________
PROF.S,A,EZEUDU
DEAN OF THE FACULTY.
iii
CERTIFICATION
The work embodied in this Thesis report is original and has not been
submitted in part or in full for any other degree or diploma of this or any
other university.
___________________________ _________________________
KAJO DIDACUS TYOTYEV DR. (MRS.) A. OBOEGBULEM
(CANDIDATE) (SUPERVISOR)
iv
DEDICATION
This Thesis is dedicated to Almighty God and all my colleagues in the
ACKNOWLEDGEMENTS
The researcher is thankful to his Thesis Supervisor, Dr. (Mrs.)
Oboegbulem whose humane disposition, and wealth of experience have
contributed greatly towards the successful completion of this work. He owes
much gratitude also to Rev. L.K. Ejionueme, for his encouragement. The
researcher expresses his gratitude to Dr. U.N. Eze, and Dr. F.A. Okwo, for
their untiring encouragement and assistance in many ways. The Departmental
and Faculty panel members for their contributions.
The researcher also expresses, without reservation, his immense thanks
to the Bishop of Nsukka Catholic Diocese, Dr. F.E. Okobo, His priests and
the parishioners of St. Victors parish Onuiyi who hosted me during the
period of the study. The catholic Bishop of Makurdi Diocese Dr. A.A. Usuh,
and his auxiliary Dr. W.A. Avenya, cannot be forgotten for their kind
sponsorship and understanding. The researcher remembers with
gratitude the inspirational care of Rev. Frs. Adumbu, N. Viashima, O. and
their assistants and parishioners, in the course of the study.
The researcher fondly acknowledges the kind understanding of his
mother; Mrs. Kajo Grace, and all family members for his frequent absence
from home during the course of this study. The principals and teachers who
responded to the study instrument cannot be forgotten. There are many others
who helped in diverse ways but whose names have not featured in this
column. To them, too, this researcher is no less grateful. May God reward
you all.
vi
TABLE OF CONTENTS
Title Page - - - - - - - - - i
Approval Page - - -- - - - - - ii
Certification - - - - - - - - iii
Dedication - - - - - - -- - - iv
Acknowledgements - -- - - -- - - v
Table of Contents - - - - - - - - vi
List of Tables - - -- - - - - - ix
Abstract - - - - - - - - - x
Research questions - - - -- - - - 11
Research hypotheses - - - -- - - - 12
Conceptual framework - - - - - - - 14
Concept of administration - - - - - - 15
Motivational factors - - - -- - - - 48
Theoretical framework - - - -- - - - 67
Research Question 1 - - - - - - 92
Research Question 2 - - - - - - 95
Research Question 3 - - - - - - 97
Research Question 4 - - - - - - 98
Conclusions - - - - - - - 121
Recommendations - - - - - - - 128
References - - - - - - - - 135
Appendices - - - - - - - 144
ix
LIST OF TABLES
Abstract.
CHAPTER ONE
INTRODUCTION
depends largely on the teacher, the National Policy on Education, FRN (2004),
the quest for scientific knowledge and conduct regular assessment (FRN,
2004).In view of the important and diverse nature of the teachers job, the
administrators.
principals and teachers in all schools are supposed to be offered a fair and equal
the state has been that education zonal offices are located in the local
nearby. As a result, teachers in the distant areas stand the risk of being deprived
of needed motivation because the officers in the zonal offices do not extend
experiences for students, (Abiogu and Ugwuja 2007). Next to the quality of the
guides and tutors another towards the acquisition of desired knowledge and
skills,
complex activity (Zeichner, 2006) However for the purpose of this study,
teacher effectiveness refers to the process of the teachers interaction with the
administrative constraints.
In the first instance, teaching is one of the most difficult jobs because
is not equipped to do so, (Abottchampman , Hughes & Wyld, 1992). This lack
skills and such effective qualities as fairness, patience, humour and concern for
3
teacher who lacks these qualities will likely fail to foster the social, emotional
and psychological development of the child. Other personal attributes that can
implies that love for the job itself will lead to greater commitment and self
sacrifices, without which teaching becomes a stop over to other jobs or just
effectiveness is sacrificed.
this researcher shares the views of Bello, (2000) that it is possible for teachers
lacking desirable physical and effective traits to be given adequate training and
into teaching are just looking for job and need to be highly motivated by school
administrators to be effective.
way schools are managed. The term school administrator is not limited to any
one person or position, rather it refers to any one involved in the management
planners, the state government, the minister of education and the federal
due to administrative factors is noticeable in the fact that many students in the
and better understanding. Their complaint is that their regular teachers neither
teach well nor do they cover the scheme of work . This also seems to be the
principals on the state radio demanding some teachers to report for work or face
disciplinary actions,(Torkula, 2004). There are also obvious cases that some
activities.
Furthermore, teachers are often in conflict with the principal and this often
the problem, these same teachers often express dissatisfaction with the
textbooks, the timetable, the length of syllabus, workload, class size and
inadequate allowances.
Based on the above, two fundamental questions arose; what exactly is the
nature of the teachers working conditions, and are the school administrators
Conversations with teachers from the area under study reveal that teachers in
that educational authorities in Benue State are not fully aware of the nature and
teachers at joint meetings are not properly oriented For example, teachers
complain of poor working conditions and inadequate motivation but the nature
7
and extent of these problems have not been fully delineated. Thus, it becomes
statistics from the State Ministry of Education and its affiliate agencies reveal
interaction with principals, parents and teachers revealed that the conditions
The Benue situation seems to be such that factors relating to poor teacher
secondary schools where the situation seems most deplorably glaring. The
problem of this study therefore put in question form is: what are the
teacher effectiveness.
3. Find out how the school plant management may constitute constraints to
teacher effectiveness.
teacher effectiveness.
relations and job satisfaction theories of same period which posited that for the
worker to be efficient and effective he must be satisfied with his job and have a
9
principals and teachers and thus seek to expose more recent trends as to the
especially in Benue State. This may be of benefit to future researchers who will
who can gain access to the findings through publications and seminars that can
Specifically the findings of this study may help the government to adopt better
strategies aimed at increasing the level of teacher job satisfaction and efficiency
be systematically clarified. This may make it possible for the state government
hitherto hindered teacher effectiveness and thus enhance the teaching learning
process in all government secondary schools in the state to the benefit of present
and future generations. The results of the study may also convince government
that teachers are generally dissatisfied because they are ill motivated. This may
promotion opportunities. The findings of this study may help educational policy
10
Publication of the results of the study may alert the Director of secondary
education in the state ministry of education about the poor state of facilities and
This may benefit the rural students as they may be better placed to compete with
The research findings may make school principals and parents aware of
the special needs and gains of school community relations. This may be made
possible through workshops and seminars that may be generated . These may
eventually alert parents and local authorities about their level of cooperation and
hopefully efforts may be made to canvas for more of their support to the benefit
of the school and society at large. The school may thus be enabled to represent
The findings of the study may also give the teacher union leaders first
issues with the ministry of education. In the event where identified problems are
11
redressed, it is hoped that teacher unrest by way of strikes may be reduced and
The study was carried out among principals and teachers of government
This is because all government secondary schools in the state operate under one
Ministry of Education and the school structure, curriculum content and SSCE
Examination structure are quite homogenous. The study does not include
Research Questions
teacher effectiveness?
to teacher effectiveness?
12
teacher effectiveness?
teacher effectiveness.
Research Hypotheses
significance:
teacher effectiveness.
effectiveness.
teacher effectiveness.
13
teacher effectiveness.
14
CHAPTER TWO
REVIEW OF LITERATURE
following subheadings;
Conceptual Framework
Concept of administration
Motivational factors
Theoretical framework
Summary.
Conceptual Framework
which the study is based. The increasing interest in the study of administration
has brought about the different concepts in administration. These concepts are
men and women who were pioneers in administrative theory and research. The
scientific study of administration began with the works of several people. One
organization must attain its objectives and that those responsible for its
administration must aim at achieving result, Carvel in Odo (2006) reported that
presupposes that administration must make provision for the co-ordination and
16
rests with the chief executive who is the legitimate authority and the focal point
and goals of an enterprise and the organization of human and material resources
for the implementation of the plans in accordance with the established policies,
organization as used here refers to any social system established specifically for
and universities are all organizations. Edem (1998) identified the activities of
ii. Making the personnel perform efficiently by using the tools provided
Thomson in Odo (2006) posited that; when two men co-operate to roll a stone
that neither could have moved alone, the rudiments of administration have
include the capacity to co-ordinate many and often conflicting social energies in
through which apropriate human and material resources are made available and
include;
18
use the term administrators to describe those who hold the mantle of
leadership.
making oriented.
and administration do not always mean the same thing and so cannot be
of the school.
1. Employment of staff
view, Nwaogu (1980) pointed out that educational administration means the
institutions and the achievement of the desired goals for the establishment of
those institutions.
aspect of administrative
behaviour,(planning,organizing,supervising,directing,controlling,observing,repo
of studying the future and arranging the plans of action. The principal must
are involved in school posts and the qualifications of personnel required for
includes developing the syllabus, or course of study guide, and planning the
21
tasks between various members of the teaching and non-teaching staff so that
the best possible use can be made of the skills and competencies of each staff
member.
supply of staff and facilities. This means the quality and quantity of both human
effectively carryout state and federal government policies as they relate to his
institution.
relationship of the school with the state or federal government and ministry of
board of governors of the school, the zonal education office and local
should be involved in the selection of their staff because they understand fully
the conditions under which the staff will work if employed. This means the
college principal must make arrangement for the regular supply of personnel,
22
for staff training, and for favourable conditions of service. As the principal
places order for teachers, he bears in mind the special skills and qualities that
character traits, the principal could recommend to the state. that such teachers
be transferred or reassigned.
providing effective leadership, by making the right decisions. He has the final
specific and general orders and instructions and serving as the leader of the
enterprise.
of various units within the institution. He has the all important duty of inter-
relating the various parts of the work. The need to co-ordinate the activities of
his staff stems from the concept of the division of labour. This calls for the
division of the schools task into constituent components which are assigned to
the teacher or staff members. Each staff member is then expected to perform
accordance with established rules and regulations, Edem (1998) opined that, the
inform as to what is going on which thus includes keeping himself and his
principal is required to make and submit his budget to the government usually at
the beginning of every fiscal year. This involves fiscal planning, accounting and
control of resources.
The purpose o this study is not to find out the level of teacher
determined in relation to the set goals. Since the goals of teaching may be
suffices. It may also be observed that good teaching is the direct function of the
judges value system and judges do not always agree Brown and Atkins (1993)
further states that, although good teaching is in the eyes of the beholder, it can
who enables students to perform well in tests and examinations. This definition
24
is upheld by Akuezuilo (1999), who suggested that good teaching must bring
outcomes. If students show signs of having learnt meaningfully, then the teacher
should bring about learning in its cognitive, affective, and technical components
through the use of a variety of activities. While Wilson (2000) talks of quality
seen here as one who attains these objectives. Because of this plethora in
teacher uses desirable skills in task performance and the level of students
achievements in examinations.
The personality traits that make a teacher effective are largely inborn. A
few may be acquired through training, but a person who is born to be interested
in working with people and who has personal characteristic such as patience,
The teachers task, according to Fordham (2003), can be grouped into two
lecturing, but the wholesale use of lecture is often decried by educators because
learning since it is directed only to one sense. The sense of hearing must be
associated with others for better understanding. Teaching is not mere talking to
views of Alexander and George (2001) are that a variety of methods are needed
to achieve various instructional goals; whole class instruction for basic skills,
creativity; small group activities for group dynamics, learning to get along with
others and enhancing citizenship and community spirit and individual attention
to take care of students idiosyncrasies and to help them grasp topics covered in
the curriculum contents. To attain the above goals, the use of a variety of
use of audio and visual aids, book reviews, experiments, projects and field trips.
becomes vital. There exist various forms of, and reasons for testing. Testing can
Other managerial duties are geared towards class management and students
emotional needs. The importance of class control to any teacher can hardly be
effective teacher is one who carries out these duties to the maximum and one
whose students exhibit high learning out comes in achievement tests. Research
three sets of questionnaires, one for pupils, one for secondary schools and the
conducted by Denga (2002). The list is meant to be used as a guide. Those who
find themselves inadequate on the criteria can try hard to acquire these traits of
many of them as possible, but not all of them. These include: Interest in helping
people and performing other social services; mental alertness in detecting praise
when firmness is called for); Highly capable in his subjects (imaginative and
thus.
well.
3. Knowledge of subject; explains well, teaches all topics, use more than
grading, returns and discusses test. These items are example from the
effective teacher.
only natural to Farrant (2000) who states that teaching and learning are opposite
sides of same coin, for a lesson is never taught until it has been learnt.
Everything being equal, an effective teacher must know what to teach, how to
teach it and then assess students level of understanding and if necessary reteach
it to make sure more than three quarters of the students have understood it and
effectiveness is evident, Phillip, Juan and John (2001) view academic emphasis
good personal and professional characteristics. They should also make the
agree on the fact that administrative problems such as poor facilities, lack of
equipment and funding. Thus, even a teacher possessing desirable personal and
intentionally taught. Curriculum is goal oriented and three questions precede the
the content? How is learning to be evaluated? Therefore the range, length and
depth of curriculum content as well as the guides, books and materials are
matters that affect teaching. In the literature, it is also indicated that classroom
and competence. A closer look at these issues will elucidate the point
administration.
To Aboho (2000), the starting point should be the provision of clear curriculum
goals that the teacher can accomplish within a specified period of time. For each
subject, there should be a guide as to what the teacher is expected to teach or the
students to learn. For a subject like Literature in English for example, simply
book. Absence of this may encourage teachers to emphasize on one aspect (for
authors, subject matter that is relevant to the students becomes interesting and
lively. To be relevant, the students should be able to identify with the topic and
relate it to their environment, life experience and future needs and aspirations.
Ada (2000) says that students are less likely to disrupt lessons seen as
interesting, relevant and worthwhile, but more likely to disrupt those seen as
lifeless, boring and difficult to understand. also Aboho (2000) believes that
31
and frustration for the student as well as the teacher. He further notes that
objectives. The basic material is the textbook and the topics there in must reflect
equipment is not always available (especially in Benue State) to run test and
that are often recommended do not meet the necessary criteria (Ada 2000), The
Benue state it is not uncommon to find teachers who teach lessons without
writing on the board with the excuse that chalk has not been provided.
Similarly, some teachers refuse to give lengthy tests that would cover the
learning into lower, intermediate and higher levels. According to this taxonomy,
learning is effective if the subject matter is presented from the easy tasks to the
more difficult ones. According to Bloom, lower level tasks are memory (recall
tasks involve: synthesis (Original and creative thinking) and evaluation (Critical
judgment). Aboho (2000) taking a cue from Blooms taxonomy, explains that
topics in the syllabus and the prescribed textbooks have to be ordered from
lower to higher level tasks. A Mathematics teacher, for example, will find it
have not been taught simple addition. Content structure thus is a factor affecting
development and textbook selection should take decisions with this in mind to
through teaching programs which involve assigning teaching load and drawing
up a time table. Offorma (2004) is of the opinion that teachers should not be
assigned to teach subjects they are not specialized in. This can lead to
hours taught per week by a teacher. In Benue state for example, the maximum
33
number is normally twenty four hours per week. Denga (2002) states that, the
workload should consider the number of hours, the number of students per class
regulation of time, place and people. It is concerned with the allocation of time
in order that places may be put at the disposal of people. In essence, the
thus reducing boredom and frustration on teacher and students alike. The length
of each period per week should depend on the nature of the subject and the age
and maturity of the students. Offorma (2004) explains that certain subjects
should not be scheduled at particular periods. She opines that students handle
mathematics and foreign Languages best before noon; and they concentrate less
after a physically active lesson like sport and manual labour. Transition from
one subject to the other should take this into consideration. No matter how
qualified or competent a teacher might be, if the conditions are not favourable to
learning, he will have a hard time trying to make students understand. It is the
duty of the administration to assign teaching load and make the timetable to the
34
example, it is the usual practice for teachers to be at school only when they are
scheduled to teach. There are cases where a teacher has only one period in the
morning and another in the afternoon, with a break of four hours in between.
teaching, probably because of the diverse nature of the job. A manageable class
size permits the teacher to have class control and to run an effective classroom,
allowing each individual child the opportunity to develop, Ada (2000) drew the
conclusion that smaller classes had higher achievement levels. He opined that,
in smaller classes there is more room for individual attention, effective use of
material and frequent homework and tests. An experimental study of the effects
confirms that individual attention to students decreased with increase class size.
Thus the quality of instruction is bound to drop as the class size increases.
Mccluskey in Focho (2001) states that class size by itself does not make a
group work and individual attention. This appears contradictory since these
crammed classroom hinders practical and group activities, strains the teachers
35
nerves, causes irritability and therefore makes the teaching job stressful and
ineffective.
Education is forty students but class size some times runs up to eighty and
above. Such large classes make the teacher feel insecure. Class control becomes
a major problem and teachers spend more time on problems of order and control
lack experience in class management and control skills. Class size is thus seen
as the main indicator of job satisfaction and job quality and effectiveness (Ada
2000).
students. In grouping students for instruction, the issue of gifted students and
slow learners should be taken into consideration. Should student with similar or
makes teaching easier (Williams 1988) but since the tendency in recent years is
towards mainstreaming, Anderson (1991) says that provision must be made for
special students. Programs and material must be put in place to take care of fast
such as the blind and hard hearing should be given special attention if they are
some training on the use of methods and materials for special students if the
36
materials. Since the government has taken it upon herself to define school
will give the teacher confidence and a sense of direction (especially new
teachers). It helps to bridge the gap between theory and practice and this makes
it the decisive factor concerning the teachers future attitude to work. Ada
much needed moral and technical support. Therefore there is a great need for a
Formative Supervision
supervision started as the general inspection of the school grounds and records
(Burnham, 1976). Classroom visitations were meant to assess the teachers skill
on class control. This was the situation in Benue state as recorded by Ada
(2000). In fact supervisors were referred to as inspectors and their main function
was to evaluate teachers (by giving marks) for the purpose of advancement.
Their visits were infrequent and caused teacher anxiety since their advancement
preference to the later. In the sixties, as seen in the work of Goldhammer (1969-
profession. Lee in Focho (2001) states that, the teacher who does not continue to
teacher. To him, supervision aims at improving the teachers skills and helping
him/her re-alise his/her creative talent, not repressing it. The process of teaching
38
and learning is not static but dynamic, constant changes occur in instructional
methods and materials. For a teacher to be effective, he must keep abreast with
through periodic criticism of existing activities with regard to current trends and
issues.
encounter with teachers about teaching, usually in a class room with a double
data from the events of the classroom. The analysis of these data and the
relationships between the teacher and the supervisor form the basis of the
learning situation.
The results are then interpreted in line with the teaching learning
process.
conference stage various ideas are shard and the best solutions
affords the supervisee and the supervisor the grudges mistakes or faults that
Anambra State, Ani (1990) found that primary and secondary school teachers
approach and that the students/pupils perform better when taught by teachers
supervised with the modified approach. Anis (1990) finding emphasized that
and secondary school teachers to perform better. To him (based on his finding)
the modified from of Cogan;s clinical supervision is better than the pure form
the same method. Omalles (2000) study also lent credence to the acceptability
teaching and learning, hence the teacher is better equipped to perform his/her
for it affords them the opportunity to grow and to discover their abilities.
Teachers with special qualities and abilities could be encouraged to help others
Peer Supervision
considered most effective), there is great need for supervisors who are
specialists in one subject matter, such specialists are often in short supply and
the principal and his vice are often expected to play the role of supervisor. Oliva
(1984) holds that these are generalists supervisors and are hardly effective
since they lack expertise in supervisory techniques, lack time and at best have
this as the use of teachers with special talents and abilities to supervise others.
supervision to have better results. In this regard, the current status of heads of
chosen with respect to their special abilities and made to undergo special
enough time to observe and help all teachers in their departments regularly.
it reduces the fear and anxiety often generated by generalists and supervisors
defined. From the observation of his behaviour in relation to his duties, it can be
improve the teacher skills and to clarify professional values, all in an attempt to
to Acheson and Gall (1980) all these begin with classroom observation to see if
teachers.
44
In this vein, Nwaogu (1980) posits that it is the supervisors duty to teach,
advocates, falls within the realm of supervory tasks. To his list of duties,
Glickman (1985) adds the following; providing feedback and follow up,
research. Thus the supervisor is to assume the role of a master teacher, group
process given that he is expected to develop and promote a favorable setting for
2001) such an atmosphere is expected to reduce anxiety on the job and hostility
towards supervisors in which case teachers will readily adopt and maintain good
Glickman (1985) namely, directive, collaborative and non directive styles. Each
When teachers have strong sense of accountability. Then the non-directive style
best suits the situation. According to Glickman, most teachers prefer the
supervisors style depends on the maturity level of the group. (in terms of
expertise, commitment and responsibility) this will determine his use of telling,
to determine how far desired objectives have been attained. This is done
and lasting teacher growth and productivity. Pursuant to this, the supervisor
consistently asks: To what extent have my objectives been achieved? This is the
For this situation to be objectively addressed, Osita (1997) points out that
ensure that his potentials are realized within the all embracing ambit of the
The school plant is usually defined to include the site, the buildings,
equipment and all the facilities of a school. (Udoh & Akpa & Gang 1990). In
learning process while at the same time protecting the physical well being of the
occupants, as Ani (1997) sees the school plant as a term which refers to the
location of the school, the school buildings the equipment in the schools and
other material resources provided in the school for the purpose of enhancing
teaching and learning processes. It includes the fixed and mobile structures and
school furniture, the chalk boards, tools and machines the chalk, audio and
The school plant planning starts and ends with the children and so the
needs(Caudil in Udoh &Gang 1990). Okeke (2004) in the same vein maintains
that, in order to meet the physical needs of the children, a safe structure,
thermal environment and sufficient shelter space for work and play should be
provided. It is hoped that children will learn more and work harder when
facilities are adequate, but in the absence of the essential facilities, the children
and the staff will always be anxious, not feeling at ease to carry on with the
Man is a rational and creative being who loves beauty and is often
attracted by it, Kajo (2005) thus maintained that the urge to be creative and
in the planning of the school plants, one has to acquaint himself with the basic
materials. Above all, the individual has to be open minded and work in an
atmosphere of absolute freedom. Creative schools do not just happen, thus Ani
make for healthy, safe, comfortable and convenient school environment which
can promote high standards of academic work in the school. Ani therefore
48
the uniqueness of the school plant cannot be over emphasized. The educator
possesses the capacity to determine the building and material needs of the
school, the architect may help to translate these building needs as conceived by
the educator into practical terms through designs and specifications. The health
worker may help in choosing a healthy and safe environment which will form
the school site. The artist will help in the location of trees and choice of colour
for the buildings while the economist will ensure and advise on the judicious
objectives of the school. In order words, if there are no human and material
resources have to do with the school plant there is need for well planned and
this can affect the productivity of the teachers, the administrator teacher
concerned are therefore supposed to plan, organize the school and provide
49
administrator and, the teachers and the students for effective school
administration or management.
correction to say that; in education the hood does not make the monk, but it is
equally important to observe that the most lasting impression of any educational
institution is that made by the physical appearance of the buildings. School plant
see these buildings and equipments depreciate in outlook and some factors are
responsible, Ani (1997) points them out to include: Constant usage, effects of
replacements, there is every need for every school to maintain the services of
cutting the grass around dormitories and fields. No meaningful teaching and
learning can take place under filthy environment, Fobis (1985) identified three
outside the school. Emergency maintenance which may be done once in a while
as the need may arise and preventive maintenance aims at reducing the
50
maintenance follows from the belief that prevention is better than cure.
Financial Resources
programmes and management of the school plant. Money is needed for the
purchase of such basic materials as chalk, paper and pens. The libraries and
teaching. As such, any increase in the school population must be matched with a
work and teaching processes. However, adequate finances on a regular basis can
by mobilizing additional resources (The World Bank, 1988:35) only then, the
51
productive
tutorial) and pupil with a life of its own, which at same time is an integral part
organizations who influence thought and action. Akubue (1997) said that, the
agency by which disired social needs may be met and therefore a means to an
end and not an end itself. More than any other public institution, a school
derives its existence and life blood from the community which often supports it
not because of the place of birth, race, sex and religion. Cibulka (1978) also
taste, specific needs or common interest. Ayih (1988) pointed certain traits by
where some of our schools are cited are comparatively modern, pluralized,
liberal, literate, rich and perhaps more receptive to innovation and change. The
52
rural communities on the other hand are traditional, authoritative, and generally
not so literate, in most cases poor and tend to be little more resistant to change.
communities with the schools built either by the mission, or the government.
Some of these schools have made name and already have fame. There is hardly
concerned with maintenance and consolidation tasks, since most of them have
type A schools, Akubue envisaged to include: the fact that the principal has to
no direct commitment to the school except those who have their children in such
schools. The principals main source of rescue he maintains comes from a few
literate, well informed and dedicated parents of students. His other sources of
assistance are the Parents Teachers Association (PTA) as well as an active and
located in a rural setting. These are built by the local community. He sees these
which in type A school settings are undertaken by old boys association and
generally identifies with the school as their own and takes it as a symbol of their
pride. The boundaries of the school are not in doubt. This community identifies
with the school problems and would deal with anyone who encroaches on
school property. The principal knows whom to run to and where to invoke help.
This distinction makes one appreciate the fact that some principals have much
more loads to carry then others, and much more problems to handle than their
relations.
serves has been a matter of major significance. To what extent may a school
teach what it is committed to teach without regard to the wishes of the people?
not accepted by the community? Has the community not been instrumental in
questions suggest that the school and the community are mutually influencing.
defending and preserving the school. According to Arthur (1957 -1970) school
community relations demands the society and its instrument, the school, a
genuine cooperation in planning and working for schools, with the community
giving as well as receiving, a two-way flow of ideas for effective team work.
54
Which ever is the case, there is a common and basic important responsibility
of dealing with members of the community in matters which affect the growth
develop and maintain satisfactory relations with the community in which his
institution is situated. To this end a three point strategy of learning about the
community, informing the community and involving the community, has been
primary tasks try to systematically study and familiarize himself with the local
observes that what the principal does is very vital. The communitys
leader are quite high. He proposes that, all sorts of people will come to see the
principal for various reasons and a lot of his time will be spent receiving them.
Some of the visitors will be officials who come to discuss official matters;
others may be people who have business dealings with the college. There are
55
people who will come to seek personal favour and parents may come to discuss
the problems of their children while local dignitaries may pay courtesy calls. As
a public relations man, Akubue (1997) opines that, what the principal says, how
he says it and what he does, have their significant impacts on the community.
They may help to build up or run down the reputation and make or mar the
principal should in the interest of building good school public relations, try to
help to shape public opinion of the school which the principal epitomizes to a
large extent. Kajo (2005) saw the principal as having the responsibility of
principal who is armed with facts and positive information about the community
and rapport with a wide and cross section of the citizenry during the course of
his day to day social contacts. This makes for effective teaching and learning
towards the school. A majority of the teachers are known to reside within the
56
community, which paves the way for increased association with residents. The
advantage accruing from this is obvious they gain insight into the community
value orientations, parental expectations for the school and students concerns
teacher practice and effectiveness which in turn improves the image of the
encourages him to go the extra mile (Hoffman 1994). He is likely to spend extra
time to motivate and nurture students. Committed teachers are ready to help
each other with instruction and this paves way for peer supervision, a necessary
fact that the success of a leader depends in part on the level of cooperation of
The teacher must be made to understand school goals and programs and thus
desist from making damaging idle comments about the school, and or the
The teacher should also generate positive feelings of love, respect and
trust in the students. Hastings (1992) holds that such good relations, as making
the students feel the importance of the teacher and learn from him are eventually
todays students become tomorrows adult citizens and tax payers, Akubue
(1997) warns that hostility towards the school among adults can sometimes be
traced to bad experiences with teachers. Similarly, supportive attitudes are often
who treat students with respect and consideration. Self discipline on the part of
teachers with regards to school rules and community expectation will also
translate to good school community relations. It must be realized too that where
some communities will not tolerate mediocre teaching, others may stubbornly
58
resist it, but no community is pleased with teacher truancy in their teaching
functions.
No emissary group has more extensive contact with the community than
the student body. For example, parents receive substantially more information
about schools from their children than from any other source (Akubue 1997).
Most parents build their impression of the school from their Children. The
image of the school is painted to the public whose interest and support for the
school is consequently affected.( Akubue 1997). Pointing out that the ideal for
any principal is not only educationally sound but also politically advantageous
Taking a serious stance, Akubue (1997) proposes that the role of the non-
sector to watch in school community relations. The typist, clerks, cooks bus
drivers, security-men, e.t.c are men and women who often have longer tenure in
the school than the principal. These are usually members of the community.
Often their opinion regarding the school are eagerly sought and sometimes
Relations
in the welfare of the school and its image making. To allow for close school-
However Adesina (1990) notes that most mothers are working and have little
time to instill such values as discipline, respect, honesty and hard work.
According to him, this explains why students behave like animals. The
60
view supported by Edmond (1999). Apart from discipline, Edmond thinks that
parental support towards the provision of books and other materials for the
exercises in class or at home for lack of textbooks since teachers are often
studies.
For better school community relations, decisions about the school have to
parents lack of interest in PTAs has been noted by Adesina (1990), it is believed
that if parents are personally involved in school affairs, teachers feel more
teachers to enforce school rules and regulations which are jointly formulated.
This will avoid the kind of situation where a teachers hair was cut-off in class
Other members of the community must also lend their support to the
school. As part of the social system, the schools integrity depends in part on the
communitys input. Local political leaders for example should avoid interfering
unnecessarily in school affairs. As stated by Bryk & Lee & Holland (1993)
teachers hate negative interference from the community which may lead to
61
Majasan (1995) contends that if the society looks down on them, treats them
like dirt, and refuses to give them any place of honour and sometimes attacks
them unjustifiably, these will make teaching un-attractive and the teachers
points out that this is likely to affect the image of teaching and pull down
other professionals in the society and warns that a society that undermines its
teachers undermines the foundation of its present and future progress. For, no
cooperation on part of staff, parents and students, etc however the problem of
and strategic dilemmas which Akubue (1997) points out to include: the
62
demands on the part of the school board which may conflict with
always be of clear mind or of one mind about what it wants, or what it wants
may contradict the professional vision of the principal. Akubue also notes that;
the technical skills, traits of personality, ability to work with people, cooperate
with people and make them feel important. One must note that, the principal
needs the skill of tact because it will succeed where other abilities fail him. He
further notes that, hence all communities are distinct in nature, peculiar types of
problems created by the very nature of the types of community one is called to
serve will need peculiar tact and approaches. This must never be taken for
Motivational Factors
may differ or change with time, Nwankwo(2007) however notes that staff
theorists have over the years tried to explain why people behave the way they
do, and to determine the cause of their behaviour. Here we shall look at two
like Alderfer (1972), Herzberg (1959), Maslow (1943) and McClelland (1962)
63
contend that the content of individual needs dives people to work to satisfy
these needs. In other words, what constitutes a need is the main motivating
factor. Such needs include food, existence, water, sex (physiological) and
other hand process theorists like Cameron (1973), Lowler (1971), Locke
(1969), Skinner (1969), and Vroom (1964), strive to explain the process by
which workers can be motivated. They are concerned with how desirable
administrators have to look for ways to satisfy workers needs for them to be
Considering the fact that some employee needs require finances for
of the problems has been how much to pay a worker to make him satisfied.
This is particularly true of the teacher who sees his salary as inadequate in
adds that because of such paltry wages, society tends to believe that those
who teach cannot do any thing else or are intellectually weak. This is
(UNESCO, 1978) was that the economic situation of the secondary school
teacher is supposed to enable him devote himself entirely to his job to avoid
of his job. On the contrary the low salaries of Nigerian teachers do force them to
Apparently the same situation exists in Benue state where teachers in Gboko
town have been observed to be increasingly absent from work due to low
salaries which force them to look for supplementary income elsewhere (Orseer
2006)
Basic salary goes along with such benefits as; housing; transport, health,
risk allowances and child support. These allowances must be adequate and
together with basic salary, must be paid regularly to ensure not only survival,
but also a positive attitude towards work that will yield effectiveness. Any
this light that Simon (1992) proposes that the procedure for determining
65
Material benefit is not the only factor that is known to motivate workers.
Indeed some worker may shun a good paying job because of lack of
inherent in every worker (Akarue 1991), Focho (2001) points out that teachers
what criterion is used to appoint people to these posts. Teachers with many
years of service, training and high evaluation records become frustrated when
posts of responsibility. A teacher caught in this situation will get the message
that qualification and hard work does not pay. The consequences are obvious.
mistrust and injustice. This is also true of teacher evaluation procedures. Any
assigned mark, which seems arbitrary to the teacher, only generates feelings of
cooperative, insurance polices, staff parties and teacher- of- the- year medals
other non formal forms of appreciation for a job well done. Kirby (1998) points
out that respect for the teachers human and constitutional rights had the
opposition political party or teachers union, for example, should not be taken as
an affront to the administration. In this regard, Jones (1985) asserts that teachers
unions are the only legitimate forums where teachers can express their
grievances and with which the government can negotiate. This is because
teachers unions advocate worth while salaries and decent working conditions, a
view shared by Barber (1992) Majasan (1995) is more emphatic in stating that
teachers must form a strong union to tackle educational problems and those of
or transfers are uncalled for, lack of dedication ensues. On a formula for job
67
Theoretical framework
which the study is based. Although, the study is based generally on the human
since this provides a better operational and working definition. However, a brief
fundamental to all organizations. Follet in Focho (2001) was one of the early
advocates of this theory, and in her works, she emphasized the human side of
productivity irrespective of his personal feelings and needs. Man has to obey
personal relations with supervisor and colleagues. Follet and others began to
argue that employees are human beings and not machines, whose individual
research on the salient issues. The human relations theory basically holds that
relations theory has been that, it ignores the formal structures of organizations.
all situations thus ignoring the need for employees to obey superiors in formal
basically involved with people and not machines as is the case with some
organizations.
administrators, students, auxiliary staff and parents. The key personnel here are
the teacher whose duty is to teach in such a way as to enable students learn. By
of the others involved. While the administrator has to provide the needed
financial and material resources and conducive school plant and community
relations, the students, support staff, parents, and colleagues have their own
essence is what the human relations theorists advocate, (Focho, 2001). The
teachers and others and other staff had to be satisfied with the different facets of
be viewed as the effective orientation of the individual towards work roles that
they are currently occupying and that a person could be said to be satisfied to
the extent that his Job fulfils his dominant needs and is consistent with his
two factor theory revealed that, Job satisfaction and job dissatisfaction have
among others increase satisfaction but does not cause dissatisfaction when
present and yet have no effect on satisfaction. Herzberg considers the first
the latter variables (salary, working conditions and good social interaction
among others that can cause dissatisfaction responsibility, prospect, work itself
accommodation, good health care services for their families, feeder roads etc.
These, coupled with lack of social recognition and prestige is most likely to
affect teachers job satisfaction which may in turn have a significant impact on
living conditions as maintained by Stinth and Hugett in Bukar and Baba (2006).
If they have desirable rooms and apartments, good meals and adequate transport
can be seen as the state of a person with respect to satisfied needs in relations to
his job. Agreeing with this view Olaitan (1987) observes that job satisfaction is
the degree to which material and psychological needs are satisfied with respect
to the job and evidently this can be best expressed by those concerned. An
71
employee has to be satisfied with both the intrinsic and extrinsic aspects of his
job. While intrinsic factors are those emanating from the job itself, extrinsic are
those external to the job. Both have been demonstrated to affect job satisfaction.
opines that we must go back to the works of Schaffer (1953) Herzberg (1959)
Locke (1969). Maslow (1970) and Locke (1972) and Aldefer (1972). A brief
satisfaction is the extent to which a mans needs that can be satisfied by the job
are actually satisfied, Focho (2001) points out for example that if one views
certain financial remuneration and his salary as fulfilling this need, then one
becomes satisfied. But someone with same salary may have a different or
stronger need for a leadership position or recognition and if this need is not
fulfilled then he/she becomes dissatisfied with this same job. Therefore the
stronger the need, the more will job satisfaction depend on its fulfillment. In
the school setting the needs of individual teachers vary from salary, promotion,
Hygiene factors are extrinsic since they do not emanate form the job itself.
factors are referred to as dissatisfies because their absence will lead to dis-
for there to be job satisfaction. Motivators, on the other hand comprise such
and possibility of growth. These are called intrinsic factors because they stem
directly form the job. Research on this theories indicates that the two factors
(dissatisfies and satisfiers) are mutually exclusive. This means that the presence
of motivators, for example may increase job satisfaction, but its absence may
not necessarily lead to job dissatisfaction. The implication for the school
dissatisfies and at the same time increasing the satisfiers. This will better
Discrepancy sets in as the difference between the workers expectation from the
job as outcome and what he actually gets widens. If the teacher views the
73
demand of his job as greater than the salary he receives, there is discrepancy and
hence dissatisfaction. This explains why people on same job have different
(1972-1975) assumes that job satisfaction exists if the job provides the worker
and productive contribution on the job. A teacher could have job satisfaction if
teaching fulfils his needs for existence relatedness and growth (Focho 2001).
Maslow (1970-72). For Maslow, human needs are in a hierarchical order from
lower to higher order. He further posits that lower order needs must be fulfilled
first; the fulfillment of which leads to the emergence of higher order ones.
According to this theory, human needs are placed in this hierarchical orders;
Hunger, shelter and clothing are physical needs that can be fulfilled through
pay. Job security, danger, fear and anxiety are safety needs. The need for
belonging and love can be realized through social activities and inter-personal
maximum self development and can only come with the satisfaction of all the
other needs. A self actualized person, presumably, is highly motivated and loyal
to value and beliefs. The most effective teachers, is one who is self actualized.
School administrators must then make it a priority to satisfy the teachers lower
The Equity theory as presented by Focho (2001) holds that there can be
job satisfaction only when benefits from the job are comparable to that of
theory, because an individual values his job by comparing his benefits with that
qualification, skill and experience). With respect to the equity theory, the
teacher can hardly be satisfied with his job if a policeman, for example, with
less academic qualification and experience has better benefits from his job.
general principle that job satisfaction depends on two main variables: economic
productive one. From this perspective this study intends to investigate those
secondary schools in Benue state Nigeria. Although the work does not set out
former. They rationalize that a worker needs to be satisfied with pay, other
benefits and working conditions for him to be motivated to work well. How
then can the administrator determine if his workers are satisfied or not? How
might measure the workers overall appraisal of his job in one question, for
jobs. The main dimensions tested by Herzberg, Mausner and Snyderman (1959-
65) are; pay promotion, the job itself, relation with immediate supervisor and
76
widely used Job Descriptive Index (JDI) developed by Smith, Kendall and
Hulin (1969-70) .The sub-scales of this instrument are: type of work, pay,
to the above instruments but he added one item to assess workers overall
facets of their work. He came up with seven job satisfaction factors, recognition
administration, work load, salary and benefits. To suit the purpose of this study
and local realities, this researcher shall come up with five areas of
study are:
instruments. Other items will relate to the sub-scale job itself in the
other instruments.
77
Holdaways resources factors and some items shall fall under job
4. Relationship with the school community; Items here shall be similar with
This study did not set out to measure teacher job satisfaction; however, related
will enhance teacher effectiveness. Thus, the instrument for this study shall
cover most of the indicators in general and for teacher job satisfaction in
School Administration
and 397 teachers . The purpose of his study was to assess the management of
formulated three research questions and three null hypotheses. The instrument
for the data collection was a 36 item questionnaire which was organized and
analysed using mean for the research questions while the null hypotheses were
Torkula found that in management, plans are usually not backed with strategies
to ensure success; security personnel are not involved in planning. Principals are
not involved in recruitment of personnel and new employees are not given
orientation on school rules, polices, and procedures. The study further found
that there were staff, financial and equipment related factors affecting the
principals, 360 teachers and 42 non-teaching staff. Means and t-rest were used
that physical facilities and equipment were adequately provided and supervision
was carried out to a great extent. However, the above issues were investigated
from a general perspective, while the present study will specify items to find out
their task performance formed the basis of Ayoo (2004) study. Using a survey
research design and a sample that consisted of 80 teachers from eight private
areas. He used a z-test and chi-square to analyze the data from a 24 item
questionnaire and concluded that, private school teachers saw their principals as
democratic and as having a positive influence on their teaching. To find out the
Area using a 24 1tem questionnaire. Data analysis using Chi-square led to the
conclusion that teaching and learning were effective (as indicated in students
high success rates in national examinations). The following factors were viewed
and a strong P.T.A. It could be inferred that the leadership style here was
participatory and that the school community relations were conducive to both
the main purpose of Ijoho (2005) study. He used a survey research design to
sample the opinions of 120 teachers from six schools in Katsina-ala local
questionnaire he concluded that, due to salary cuts and delay in salary payment,
there was increased teacher absenteeism and less student evaluation. The result
also did show that about 69% expressed lack of motivation while 90 percent
had a poor self-image. Similarly Apavtars (2006) study set out to find out why
their jobs. Using a survey research design and simple random sampling he
gathered the opinion of 120 teachers from six schools in Buruku local
analysis showed that teachers have a low level of commitment to their job due
Akpallah (2006) who sought to determine the factors linked with teacher job
from government secondary schools across the state. because teachers were on
81
random sampling (hence the use of accidental sampling). The instrument was
an adapted version of the Job Descriptive index, a facet free job satisfaction
itself, pay, promotion, and supervision and relation with co-worker. Findings
(using ANOVA) show that teachers are satisfied with teaching itself,
supervision and relationship with co-workers. On the other hand, teachers were
dissatisfied with pay and promotion. Because the sample was not representative,
study areas were small with respect to Benue state, the present study will be
Teacher Effectiveness
The purpose of Apavtars (2005) study was to find out the perception of
Results of the study also did show that out of the 14 teachers only 6 had
professional training. The major problem of the work was that it had no report
on sampling procedure and the sample is small compared to the total number of
teachers and schools in the whole state. However, the results demonstrate the
Oturkpo local government area to experimental and control groups. Using the
pre-test, post-test design and ANOVA and a t-test to analyze the data, he
arrived at the conclusion that trained mathematics teachers were more effective
than untrained ones as reflected by the scores of the two groups of students.
The need for supervision is again indicated. Although the study was limited to
one local government area in Benue state it is indicative of the fact that
untrained teachers are not as effective as trained ones. One of the aims of this
In the same vein, Amehs (2005) study aimed at investigating the effects
data. The results were that experienced teachers are more effective than trained
ones. The researcher however, did not indicate if experienced teachers were all
untrained or if the trained teachers were all inexperienced. In any case, the
findings substantiate the need for school administrators to attract and maintain
teachers whose experiences over the years will enhance their effectiveness.
against the effective teaching and learning of French in post primary institutions
in zone A senatorial zone of Benue state. With a sample of 120 teachers and
came up with a conclusion using simple percentages for analysis that the result
problem if educational goals envisaged by the study of the language were going
to be achieved.
data from a 28 item questionnaire indicated that students who perceived their
activities and feed back performed better in SSCE examinations. This result
supported the need for teachers professional training and staff development
programs .
Benue state. Analyzing the data from a 32 item questionnaire using Chi-square,
these studies, the present study shall attempt to fill the gaps by specifically
The literature in relation to this study was reviewed under the following
studies.
relations management theory and theories for job satisfaction. Both theories
The concept of teacher effectiveness was reviewed to highlight the nature of the
teachers job, the possible constraints arising there from. The relationship
necessary for monitoring the quality of teaching and for providing technical
community relations.
86
incentive for hard work. Motivational factors were seen to include: pay and
research on the topic. Some studies were limited to one or two variables. Only
few of them covered the whole State in scope.. Others had problems with
sample and sampling procedure. Finally none took into account such
CHAPTER THREE
RESEARCH METHOD
This chapter discusses the method and procedures adopted in carrying out
the study. It discusses the design of the study; area of the study; population of
the study, sample and sampling techniques; instrument for data collection;
The design of the study was a descriptive survey research design. Which
According to Nworgu (1991), this design was used to collect data on a given
(1996) maintained that a survey research design was one in which a group of
people or items are studied by collecting and analyzing data from a few people
or items that are representative of the entire group. This design was chosen in
line with the purpose of the study which was to identify and describe existing
The study was carried out in Benue state of Nigeria. The State was
created on the 3rd of February, 1976 with the capital city at Makurdi. As one of
88
zone of the country. Benue State has three educational zones, namely A, B, and
Each zone has a Zonal Director and three (3) assistants. The Directors
secondary school and submit reports to the Executive Secretary State Teaching
66 principals and 1,490 teachers formed the population of the study, this
Benue State. This is in accordance with statistics from the Benue State Teaching
Service Board for 2008/2009 academic session, which indicated that this is the
(See appendix 1)
total of 688 respondents. These will represent fifty percent of the principals and
89
Appendix II)
principals and teachers. This is in line with Omu (2006) who stated that no fixed
studied.
To rate the items, a four-point rating scale will be used to identify what
pattern used for clusters A, D & E is Very High Extent (VHE), High Extent (H.
E) Little Extent (L.E) and Very Little Extent (VLE). Cluster B has Very Regular
(VR), Regular (R) Irregular ( I ) and Very Irregular (VI). For Cluster C, the
The instrument was face validated by five experts, three from the
The experts were requested to assess the suitability of the language; and
relevance of the items in addressing the research questions bearing in mind the
purpose of the study. Their corrections and advice gave rise to the modification
of the drafts and the final draft. (See Appendix VII attached)
The instrument was trial tested using 30 teachers from Nsukka Education
Zone of Enugu State which is outside the area of study. Since the five clusters
0.89; for school community relations 0.83; and 0.69 for motivational factors.
The instrument had an overall reliability estimate of 0.97 which indicates that
Katsina-Ala, Benue state. They were briefed on the purpose of the exercise and
administration by personal contact ensured a speedy and high return rate of one
answer the research questions. The researcher employed the weights attached to
the scale to compute the mean scores for the items as well as for all the items of
the questionnaire. For the research questions, real limit of numbers; 0.00-1.49,
2.50-3.49 and 3.50 4.00 were used in analyzing the data and answering the
research questions. Any items with a mean of 2.50 3.49 and above was
was used to test the null hypotheses since the sample was over thirty.
92
CHAPTER FOUR
RESULTS
This chapter presents the results of the analyses of the data collected
based on the five research questions and the five null hypotheses formulated to
guide the study. The results are presented in the order of the five research
questions and the five null hypotheses. The major findings of the study are also
The data for providing answers to the above research question are
8 Appropriate instructional
materials are not
provided for use during 3.50 0.69 VHE 3.44 0.72 VHE
lessons
and teachers in government secondary schools in the state with regard to how
effectiveness. The data indicates that the mean ratings of principals for items 1
to 10 are: 3.12, 2.86, 3.00, 2.92, 3.50, 3.58, 3.58, 3.50, 2.50 and 2.00 with
corresponding standard deviations of 0.75, 1.01, 0.92, 0.77, 0.63, 0.62, 0.64,
0.69, 0.94 and 1.00. The teachers rated these ten items thus: 3.08, 3.11, 3.06,
2.83, 3.50, 3.50, 3.58, 3.44, 2.50, and 1.96 with corresponding standard
deviations of 0.76, 0.62, 0.65, 0.92, 0.62, 0.65, 0.60, 0.72, 1.00 and 1.02.
Based on the cut-off point of 2.50 both the principals and the teachers
accompanied by teachers hand books, vast nature of the approved syllabus; the
work load being too heavy on both teachers and students; unsatisfactory time
table; class size being more than the recommended forty students per class;
special programmes and materials not being provided for special students;
teacher effectiveness. Both the principals and the teachers rated scheme of work
not being followed by teachers 2.00 and 1.96 respectively which indicates that
12 Pedagogic advisers
supervise instruction 2.92 0.75 R 2.68 1.08 R
15 Colleagues help to
supervise each other 2.61 1.04 R 2.67 1.03 R
16 Heads of department
help solve
instructional 2.84 0.94 R 2.88 1.02 R
problems
18 Supervisors often
recommend measures
to improve
incompetent teachers 2.68 0.92 R 2.68 1.04 R
The data presented above show that the principals rated the eight items in
this cluster well above the cut-off point. Their ratings of items 11 to 18 are:
2.75, 2.92, 2.68, 2.61, 2.61, 2.84, 2.68 with corresponding standard deviations
The teachers equally rated all the 8 items above the cut-off point of 2.50.
Their ratings of the 8 items are 2.64, 2.68, 2.64, 2.86, 2.67, 2.88, 2.67, and 2.68
with corresponding standard deviations of 0.88, 1.08, 0.98, 1.06, 1.03, 1.02,
Based on the data the respondents share the view that instructional
incompetent teachers. The cluster means are 2.72 (for principals) and 2.72 (for
teachers), which indicates that they share the view that instructional supervision
is regular in secondary schools in the state, and therefore does not constitute
The data presented above show that both the principals and teachers rated
items 19, 20, 21, 23, and 26 below the cut-off point of 2.50. In other words,
technology are all available, inadequate but functional and thus constitute
constraints to teacher effectiveness. Both the principals and the teachers rated
furniture and facilities as being available, adequate but non-functional while the
teachers rated them as being available, inadequate but functional. This means
they are inadequate. The cluster means are 2.43 (for principals) and 2.40 (for
teachers) in a four-point rating scale which means that the items in the cluster
four below
99
32 School management is
hostile to teachers
involved in community 2.76 0.74 HE 2.72 0.84 HE
politics
The data presented on table 4 above show that the respondents are not
unanimous in all the items as regards the extent that school community relations
The principals ratings of the seven items in this cluster are: 2.45, 2.67,
2.17, 2.72, 2.46, 2.76, and 1.89 with corresponding standard deviation of 0.62,
100
1.05, 1.01, 0.84, 0.94, 0.74 and 0.88. The teachers rated the seven items thus
2.80, 2.67, 2.24, 2.72, 2.42, 2.72 and 2.58 with corresponding standard
deviations of 0.96, 1.01, 0.68, 0.85, 0.98, 0.84 and 0.60. This implies that the
two groups of respondents share the view that low opinion of the school
respondents share the view that not often engaging other schools in co-
share the view that undemocratic leadership of a principal, and poor image of
on the other hand by their ratings claim that these two things constrain teacher
effectiveness. The cluster means are 2.45 (for principals) and 2.59 (for teachers)
37 Salary structure is
favorable to staff 2.36 0.98 LE 2.22 0.88 LE
40 Principal shows
appreciation to teachers
2.64 0.88 HE 2.56 0.98 HE
work
Government secondary schools in Benue State the two groups rated items 34,
35, 36, 37 and 38 2.42, 2.24, 2.38, 2.36, and 1.83 respectively with
corresponding standard deviations of 0.88, 0.77, 0.65, 0.98 and 0.91. The
teachers ratings of items 34, 35, 36, 37, and 38 are: 2.42, 2.22, 2.32, 2.22 and
0.88 and 1.14 respectively. This implies that these motivational factors are
effectiveness.
implemented to a high extent. The principals rate the two items 2.92 and 2.64
respectively while the teachers rated the two items 2.86 and 2.56 respectively
means that the respondents are of the view that: dismissal policies are clearly
stated, and that principals show appreciation to teachers work. It then means
cluster means are 2.40 (for principals) and 2.34 (for teachers) in a four-point
103
motivational polices.
Hypothesis One
effectiveness.
degree of freedom and 0.05 level of significance. Since the calculated z -value
of 0 is less tan the critical table value of 1.96, this hypothesis is accepted. There
teacher effectiveness.
104
Hypothesis Two
Looking at the table one can see that the calculated z value is 0 at 686
degree of freedom and 0.05 level of significance. Since the calculated z -value
of 0 is less than the critical table value of 1.96 this hypothesis is accepted. In
Hypothesis Three
Table 8 above present the summary of the z-test analysis of the mean
From the table one can see that the calculated z -value is 0.21 at 686
degree of freedom and 0.05 level of significance. Since the calculated z -value
of 0.21 is less than the critical table value of 1.96 this hypothesis is accepted.
Hypothesis Four
Looking at the table, one can see that the calculated z -value is 0.92 at
686 degree of freedom and 0.05 level of significance. Since the calculated z -
value of 0.92 is less than the critical table value of 1.96 this hypothesis is
accepted. This means that there is no significant difference between the mean
Hypothesis Five
Looking at the table one can see that the calculated z -value at 686 degree
of freedom and 0.05 level of significance is 0.40. Since the calculated z -value
of 0.40 is less than the critical table value of 1.96 this hypothesis is accepted.
That means that there is no significant difference between the mean opinions of
Summary of Findings
teacher effectiveness.
time table is not satisfactory, class size is more than standard per class;
teachers are assigned to teach subjects they are not specialized in.
workshops.
salaries and allowances are not paid promptly staff advancement is not
CHAPTER FIVE
limitations of the study, suggestions for further research and summary. The
procedure adopted is that all the five research findings were discussed with the
DISCUSSIONS
Effectiveness
to a very high extent that; recommended text books are not accompanied by
teachers handbooks, the approved syllabus is too vast considering the academic
year, and that recommended work load is too heavy on teachers and students.
These confirm the views of Denga (1993) who pointed out that, the
length and depth of curriculum content as well as the guides, books and
materials are matters that affect teaching. To Aboho (2000) the starting point
111
should be the provision of clear curriculum goals that the teacher can
accomplish within a specified period of time. For Ada (2000), in each subject
there should be a guide as to what the teacher is expected to teach and students
That the class size is more than the recommended number of students per
view of Ada (2000) who drew the conclusion that smaller classes had higher
achievement levels since there is more room for individual attention, effective
use of material and frequent homework and tests. That special programmes and
materials are not provided for special students could be counter productive as
classroom makes teaching easier but since the tendency in recent years is
care of fast and slow learners to avoid frustration, and that physically challenged
teacher effectiveness as Ada (2000) had pointed out that it is not un-common to
112
find teachers who teach lessons without writing on the board with the excuse
Inspite of the fact that the findings point out to a very low extent that
scheme of work is not followed by teachers, thus indicating that, teachers are
towards teacher effectiveness. It must be noted that if the other factors are more
on the negative they may embellish the good in this one factor. This is in line
is to say that even though the magnitude of the mean scores of principals, 2.43,
is greater than that of the teachers, 2.40, the difference is not statistically
instruction. Both principals, and teachers agreed that on a regular basis there is
usually time for post supervision conferences and colleagues regularly help
These are some positive findings as Lee in Focho (2001) upheld that, the
teacher who does not continue to grow personally and professionally will wither
teachers skills and helping him/her realize his/her creative talent, not repressing
it. The process of teaching and learning is not static but dynamic, constant
effective, he must keep abreast with recent changes as Nwaogu (1980) affirmed
activities with regard to current trends and issues. Clinical supervision finds its
The notion of peer supervision finds support in Oliva (1984) who held
these as generalist supervisors and as hardly effective since they lack expertise
in supervisory techniques, lack time and at best have expert knowledge only in
teachers with special talents and abilities to supervise others. However, these
Bang Jenson (1986), in order to have better results. In this regard, the current
supervisors, chosen with respect to their special abilities and made to undergo
allow them enough time to help all teachers regularly. This may reduce the fear
and anxiety often generated by generalists and supervisors who often have to
This study further reveals that, colleagues help supervise each other and
for ongoing staff development programmes are provided and supervisors often
workshops, conferences and seminars. This agrees with the Benue situation.
115
According to Acheson and Gall (1980) all these begin with classroom
teaching will help the clinical supervisor to effectively plan staff development
teacher effectiveness. This is to say that the cluster mean scores of principals,
2.72, which is same with that of teachers, 2.72, leaves no statistically significant
difference
The findings are in line with Ezeocha (1990) who perceived one of the
responsible for the depreciation of buildings and equipment, Ani (1997) pointed
116
these out to include: constant usage effects of the weather, age, carelessness,
negligence or abandonment.
the findings of Okeke (2004) who pointed out that the absence or non
students and inhibit the teaching learning process. He then called for efficient
Shamange (2004) came up with a conclusion which affirms the present study,
facilities affected negatively the teaching and learning of French in schools and
secondary schools and teachers in Benue state as to the extent school plant
even though the magnitude of the mean scores of principals, 2.43, is greater
than that of teachers, 2.40, the difference is not statistically significant. In other
117
opinion.
unanimous in all items. That the principal is not democratic was rated low
extent by principals themselves while teachers rated it high extent. This means
that what the principals saw themselves as doing with regards to their leadership
styles was viewed differently by their teachers. This confirms Akubue (1997)
who observed that what the principal does is very vital and the communities
expectations of his roles are quite high and he must therefore be cautions in
The study of Oryima (2005) who studied the impact of principals school
Government area, came out with a conclusion that where leadership style was
learning.
both opined to a high extent that, PTA does not have high opinion of school
administrations and that cordial principal, staff and student relations do not
community politics.
118
These findings agree with Akubue (1997) who held that where students
opinions about the school are unfavourable, a poor image of the school is
painted to the public whose interest and support for the school is consequently
affected. For better school community relations Adesina (1990) called for the
involvement of the local PTA in school affairs since teachers become more
and teachers as being to a low extent hostile to teachers, and that the principals
rate themselves to a very low extent as having a poor image in the community,
even though their teachers feel otherwise. The views of Majason (1995) are that,
if the community looks down on principals and teachers and sometimes attacks
them unjustifiably, these will make teaching un-attractive and the teachers un-
Akarue (1990) affirmed that this is likely to affect the image of the teacher and
lower his morale. Teachers image, Jones (1985) affirmed had to be improved to
meet up other professionals in the society and warns that a society that
undermines its teachers undermines the foundation of its present and future
progress. For no society can rise above the quality of its teaching force.
119
government secondary schools in Benue State as regards the extent that school
say that even though the cluster mean of principals, 2.45, was less than that of
teachers, 2.59, the difference is not statistically significant. In other words, both
state. It was the opinion of both principals and teachers that salaries and
Also rated low extent was the promptness in payment of salaries and allowances
To compound issues both rated, to a very low extent, the fact that teachers are
transferred with due consultation. Even though both noted to a high extent that
staff dismissal policies are clearly stated and that principals try to show
may differ or change with time, Nwankwo (2007) confirmed that staff
120
theorists have over the years tried to explain why people behave the way they
The findings corroborate the views of Ijoho (2005) who studied the
Katsina ala Local Government Area of Benue State and concluded that, due to
salary cuts and delay in salary payment there was increased teacher absenteeism
and less student evaluation. Similarly Apavlars (2006) study set out to find out
why secondary school teachers had a low consciousness and commitment level
to their jobs. Using simple random sampling he gathered the opinion of 120
teachers from six schools in Buruku Local Government Area. The results
showed that teachers have a low level of commitment to their job due to
thus hindering effectiveness. For instance, since teachers view their allowances
as unequal to those of comparable professions, they may feel cheated and their
jobs undermined. This can lead to laxity and a carefree attitude to work.
121
incentives are not available. The need for extra work is understood by the fact
that the classes are large, the syllabus is long and there is absence of programs
for special students (as indicated by the results of this study). Without adequate
10, indicated that there was no significant difference between the mean scores
teacher effectiveness. This is to say that even though the cluster mean scores of
principals, 2.40, is greater than that of teachers, 2.34, the difference is not
The following conclusions have been drawn from the major findings of
the study:
teachers hand books, the approved syllabus is too vast considering the
academic year, and that recommended work load is too heavy on teachers
122
and students as well as lack of special programs and materials for such
special students as the blind, the dumb, the deaf, the gifted and the slow
learners.
3. For both principals and teachers, most of the required facilities and
buildings for staff room, home economics and workshops for introductory
technology were available, in-adequate and functional and thus the school
effectiveness.
a high extent as noted in the following: the principals are not democratic,
the PTAs do not have high opinions of school administration, and cordial
and allowances are not paid promptly, staff advancement is not regular,
as a constraint.
124
principals and teachers is also not significant. Both accepted that in-
highlighted.
satisfactory. The use of textbooks without teachers guides implies that teachers
will arbitrarily select what to teach. Where subjects do not have outlined
programs on syllabus, the teacher will be faced with the textbook as the only
guide and sometimes it will be difficult to run through the book within the
academic year. Where the approved syllabus is too vast considering the
academic year, and recommended workload is too heavy on both teachers and
teachers will not cover content requirements for subjects before students are
The lack of special programs and materials for special students will lead
them will be minimal and they will probably be left on their own to make the
teachers because more time will be spent on class management problems rather
that there will be little space for such instructional activities as group work and
method and thus impede the teaching -learning process. Where teachers and
students are not provided with appropriate instructional materials the teaching
learning process becomes deficient and may never yield optimum results.
Where teachers lesson plans are not marked, administration may never know
whether the scheme of work is being followed nor content coverage assured.
conferences. Also colleagues help to supervise each other (peer supervision) and
ongoing staff development programs. The implication here is that teachers will
126
be kept aware of their strengths and weaknesses and given room for
improve the quality of teaching and move teachers further down the road of
effectiveness.
implication is that teaching will be grossly limited and teachers will be un-able
to promote properly the quest for scientific knowledge. Schools may therefore
begin to turn out half-baked students at secondary level and this will
mixed feelings. While the principals see themselves as very democratic, their
teachers feel other wise. Where teachers feel adequately involved in decision
making their impute may be strengthened and their support for school programs
stepped up. The Local Parents, Teachers, Association (PTA) needs to have a
127
this study, parental support for school disciplinary programs will be lacking and
this may adversely affect the teaching learning situation in the school. Lack of
parental support indicates that students may not have the necessary books and
other materials. It becomes difficult then for the teacher to follow up the
progress of such students. In addition, students who fail to do home work and
who exhibit poor attitudes towards studies make the teacher unenthusiastic. He
may feel that his presence makes no difference and thus may put in just the
Cordial principal, staff and student relations are also capable of boosting
staff and students morale towards learning and must be encouraged. Where the
debates etc, friendships with other institutions are strengthened and this also
provides for good testing ground on learning outcomes. It is not always bad to
allow staff some participation in community politics since they are also
Findings of the study also indicate that teachers are not satisfied with
may dampen the motivation to work. For instance, teachers in Benue State often
view their job as more tedious than that of a policeman. And if they feel a
policeman with five years of secondary education earns more than a teacher
128
jeopardized. Also without any incentives for extra work, no teacher will be
willing to organize make up classes or help students with special needs outside
the normal class periods. Because there are no clearly defined and followed
policies for promotion and appointments, there will be little motivation to work
hard. Competent teachers may feel they can never be rewarded so why be
effective? Teachers who know people in high places may simply relax and
lobby for other appointments, thus making teaching almost a waiting ground.
implement policies that will enhance teacher effectiveness in the state. It must
be observed that education is the biggest industry in the state and due to its
Recommendations:
findings, the discussion that followed and the various implications which have
been highlighted.
present class size which officially stands at thirty five to forty students
national, state and local government levels. This will give each teacher
the first year, the new teacher should be observed at least weekly.
proposed.
Schools should organize associations of past students and seek help from
communities and students on the need for and nature of good school
parents on the need to provide all school needs for students, checking
Principals should look for ways and means of motivating teachers in their
schools. They should not ignore the potential motivating factors of verbal
praise and encouragement, teacher of the year awards, free school parties
131
and an effectives staff union. Some schools run staff savings and loan
schemes and cooperatives. When teachers feel they can easily get help
magistrates.
advancements.
The research was limited to the items used to elicit responses. To this
end, the researchers conception of these variables may not have integrated
equipment; the researcher was faced with the problem of the lack of a standard
Finally, it is evident that not all the issues that constitute administrative
constraints have been raised here. However, despite these limitations, the study
132
was presumed to have fulfilled its purpose; to identify, highlight and propose
institutions.
Benue State risk being in-effective as evidenced in the laxity and the less-than-
over, the multiple strike actions of teachers over the years are indications that
the right working conditions are not in place. Thus the purpose of the study was
of Nigeria.
research questions and Five null hypotheses were formulated to guide the study.
The research design used was the survey design and the population
State. The sample was made up of 33 principals and 655 teachers giving a total
instrument, which was developed by the researcher, was face and construct
validated. Cronbach Alpha was used to test the reliability of each of the five
clusters of the instrument with the following results; 0.90, 0.85, 0.89, 0.83, and
0.69. The questionnaire was administered by the researcher with the help of five
Mean scores and standard deviations were used to answer the research
questions and the Z test used to test the null hypotheses. From the data
134
in Benue State because principals are not democratic, the PTA, do not have high
effectiveness because salaries and allowances are not paid promptly, staff
advancement is not regular, salary structure is not favourble to staff. There was
REFERENCES
Abott champman, Hughes & Wyld (1992). Identifying the Qualities and
Characteristics of the Effective Teacher. (ARC Funded Project), Youth
Education Studies Center, University of Tasmania Report 2. February.
Akarue, J. (1990). Wind in the tower: Burdened by problems of low esteem and
poor pay, Nigerian teachers ask what next? Newswarch. Feb p.8
Akpallah, A. (2006). The factors linked with teachers job satisfaction and
dissatisfaction. A study of Government Secondary Schools in Benue
State. Unpublished M.ed thesis Department of Educational Foundations.
Benue State University Makurdi.
Ani, C. I. (1997). The effect of the traditional and modified form of Cogans
Clinical Supervisory approaches on pupils and teacher performance
Unpublished Doctorial Dissertation Faculty of Education University of
Nigeria Nsukka
Ayih. S. O. (1988). The community and its role in the implementation of the 6-
3-3-4 system of Education in Nigeria Book of Readings, Akpa G. O. and
Udo S. O. (Eds). Jos Top Educational Series
Ayoo, N. (2004). Teachers perception of the effect of the principals leadership
style on their task performance. Unpublished PGDE Project faculty of
Education Benue State University Markurdi.
Bang Jensen, V. (1986). The view from next door: a look at supervision, In K.
K Zumwalt (Ed), Improving Teaching. Alexandria: ASCD.
Bryk, A; Lee, V, & Holland P. (1993). Catholic Schools and the Common
Good. Cambridge: Harvard University Press.
Bukar, K & Buba S. D. (2006) Teachers Job Satisfaction and students academic
achievement in Gombe State Senior Secondary Schools, Nigeria.
International Journal of Research in Education . 3 (1) 228 234.
Denga D. I. (2002). Educational and Social Psychology for Schools and Other
Social Organizations. Calabar: Cleanliness publications
Kajo, D. (2005). The School Plant as Satisfying the Physical and Emotional
Needs of the Learner in the third millennium Journal of Science and
Technology (JOSTE) 5 (1) 66-72
Kirby, F. (1998). Legal Issues. In D. firth (Ed) School Management in Practice.
Essex: Longman.
Simon, B. (1992). What future For Education? London: Lawrence and Wishart
Appendix I
1 KATSINA-ALA 05 090
2 KWANDE 04 048
3 VANDEIKYA 04 044
4 KONSHISHA 03 050
5 LOGO 03 041
6 UKUM 01 046
7 USHONGO 02 052
T = 21 T = 371
ZONE B
8 GBOKO 03 124
9 TARKA 02 037
10 MAKURDI 07 237
11 BURUKU 04 078
12 GUMA 04 044
13 GWER 03 058
14 GWER-WEST 02 036
T = 24 T = 794
145
ZONE C
15 ADO 03 027
16 AGATU 01 014
17 APA 02 027
18 OBI 01 036
19 OGBADIGBO 03 038
20 OHIMINI 01 010
21 OJU 04 043
22 OKPOKWU 02 020
23 OTURKPO 03 090
T = 20 T = 325
Summary:
March,2009.
146
Appendix II
B 12 349 361
C 10 143 153
Appendix III
Appendix IV
Appendix V
Letter of transmittal
Dear Sir/Madam,
Foundations of the above University, and I am carrying out a study on the above
teacher effectiveness.
Find here with a questionnaire designed for gathering information for the
study. For each section you are provided with different options. Please place X
against the option of your choice with respect to your school or school system. I
wish to assure you that all information provided is strictly confidential and will be
used only for the purpose of this research. No name is required, thus total honesty
Yours faithfully,
Kajo Didacus
152
Appendix VI
DESCRIPTIVE QUESTIONNAIRE
Please fill the blank spaces and tick X as appropriate in the boxes
provided
IMPLEMENTATION
teachers.
instruction.
Please indicate the status of the school plant which may constitute
20 Water supply
155
21 Classrooms/facilities
22 Buildings for
laboratories
economics
24 Sports facilities
facilities
26 Workshop for
introductory technology
important matters)
administration.
Appendix VII
observations
Dr. F. A. Okwor suggested that the purpose of the study, the research questions,
the research hypotheses and consequently the items of the instrument should
reflect the topic. He equally moderated some of items and suggested more items
and technical errors in the instrument. He also suggested that instead of asking
respondents to simply state whether they were trained professionals or not they
research questions and the research hypotheses were revisited to reflect the topic
as suggested. The items were revisited too and more innovative items included
as suggested.
effected.
159
but latter adjusted the response patterns to clearly address the topic and the
research questions. He equally moderated some items and suggested more items
The suggestions were taken into consideration and relevant corrections effected