Abstract
This study investigated the relationship between physical school climate and teachers’ effectiveness in senior secondary schools in Yobe State, Nigeria. This study adopted organic system theory propounded by Niskanem (1971).1 purpose, two research questions and 1 null hypothesis guided the study. The population was of the study was 5,322 subjects. The Sample size was 359 elements selected using Taro Yamane’s method. Mean and standard deviation were used to analyze the research questions. linear regression analysis was used to test the hypothesis at 0.05 level of significance. Findings: This study revealed that a significant relationship exist between physical school climate and teachers’ effectiveness in senior secondary schools in Yobe State, Nigeria.This study also established that Physical climate is moderate in Senior Secondary Schools in Yobe State as revealed by the mean score of 3.21 and teachers’ effectiveness is also high in Senior Secondary Schools as revealed by the mean score of 4.13 Recommendation: Ade quate physical environment should be provided. Principals and teachers should ensure proper planning and maintainance of the physical environment and facilities in the school. Keywords: Physical, School, Climate, Teachers and Effectiveness DOI : 10.7176/JEP/10-26-08 Publication date :September 30 th 2019
Highlights
IntroductionThe term teacher effectiveness and the instruments for its measurement have generated a lot of controversy in the world and there has been no consensus definition of teachers’ effectiveness, because there is little or no agreement on what good teaching should be
Background of the StudyThe term teacher effectiveness and the instruments for its measurement have generated a lot of controversy in the world and there has been no consensus definition of teachers’ effectiveness, because there is little or no agreement on what good teaching should be
The following are the findings of the study: 1. Physical climate and teachers’ effectiveness were found to have statistically moderate positive relationship in Senior Secondary Schools in Yobe State, (r value = 0.599)
Summary
The term teacher effectiveness and the instruments for its measurement have generated a lot of controversy in the world and there has been no consensus definition of teachers’ effectiveness, because there is little or no agreement on what good teaching should be. It has been defined variously by researchers. . Evans (2006) described teachers’ effectiveness as a kind of classroom assesment that occur between teachers and students resulting in an increase in students’ knowledge This refers to communication skills, use of praises, rewards and motivation during the teaching process
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