Attitude of Nigerian secondary school teachers to peer evaluation of teachers

Abstract

The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers’ attitude toward peer evaluation of teachers. To accomplish the research purpose, four null hypotheses were formulated to guide the study. The research design adopted was a survey. The sample consisted of 480 secondary school teachers selected from among 3179 teachers in Akwa Ibom State secondary schools using a stratified random sampling technique. The instrument used for collecting data for the study was a 13‐item questionnaire. Population t‐test, independent t‐test, dependent t‐test and four‐way ANOVA were used to test the hypotheses. The study revealed that the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers is negative, whether the results of the evaluation serve formative or summative purposes; and that for both formative and summative purposes, the general attitude of Nigerian teachers toward peer evaluation of teachers is not affected by the teachers’ professional status, gender, school location, academic qualification or teaching experience.