Government Secondary School Teachers Research Articles

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best for fact finding studies. While the number of schools in Makete district was 120, only five schools were selected through simple random sampling. The target sample included 16 participants: five heads of schools, 10 teachers and one District Education Officer. The study used interviews as source of data. The researchers used a smart phone to record participants’ responses during interview sessions and then, the responses were transcribed verbatim. The study analyzed the data according to themes. The study concludes that there are various factors that cause teachers’ turnover from Secondary schools in Makete District. Such reasons include low salary, lack of teachers’ houses, misunderstanding at work place, heavy workload, lack of support from school administration and delayed promotion. In order to curb these, challenges, the government needs to recruit more teachers to meet the requirement of teachers in government secondary schools, especially in rural areas. There is a need to build teachers’ houses in order to accommodate them in quality houses. Finally, the government needs to provide special allowances for teachers working in remote areas like Makete.

Problems of Secondary School Teachers with Special Reference to Eastern Zone of Arunachal Pradesh

There is no doubt that secondary education serves as the gateway to higher education. To make this stage of education successful and relevant to society, there is a need to provide quality education at this stage, which will create a balance between continued learning and the world of work. The key elements on which quality education depends are students' and teachers’ performance, evaluation procedures, proper management, adherence to time frames, and infrastructure support in achieving the set goals. A wealth of research findings indicates that secondary education conditions and management in India are not very satisfying. Some of the major problems are lack of infrastructure, limited funding, overcrowded classes, low enrollment, unfavourable home conditions, and financial mismanagement. Therefore, the interest of the researchers was to study about the problems of secondary school teachers in the Eastern Zone of Arunachal Pradesh. Descriptive-normative survey method was used. 286 teachers of secondary schools in the Eastern Zone of Arunachal Pradesh were taken as sample of the study by using stratified random sampling technique. The data was collected by using the self developed questionnaire. Percentage is the medium of analysis. The findings reveal that government secondary school teachers, despite earning good salaries and having secure jobs, are dissatisfied with their postings in various districts of the Eastern Zone of Arunachal. This dissatisfaction is primarily due to lack of infrastructure facilities and accommodation, deteriorating infrastructure, unhygienic toilets, overcrowded classrooms, inadequate safe drinking water facilities, lack of motivation to teach, unfamiliarity with using ICT or smart classrooms, overburden of administrative tasks, and additional periods assigned to them for non-specialized subjects in rural areas.

Relationship Among Teachers’ Occupational Interests, Job Satisfaction and Performance in Government Secondary Schools in North Central Nigeria

This study investigated the relationship among teachers’ occupational interests, job satisfaction and performance in government secondary schools in North-Central Nigeria. The study adopted descriptive survey design using teachers in government secondary schools in the North-Central Geopolitical zone of Nigeria. A sample size of 384 teachers comprising 153 males and 231 females participated in the study through stratified random sampling procedure. Three instruments were used for the study – Vocational Interests Inventory (VII) Job Satisfaction Inventory for Teachers (JOSIT) and Teachers Job Performance Inventory (TEJOPI). The reliability of the instruments was determined through test re-test method using Pearson Product Moment Correlation Coefficient which yielded reliability indices of 0.92, 0.84 and 0.81 for VII, JOSIT and TEJOPI respectively. One research question and three hypotheses guided the conduct of the study. Data generated was analyzed using mean scores and standard deviation for the research question. Analysis of variance (ANOVA) was used for hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypothesis three. The findings revealed that teachers in government secondary schools in North-Central Nigeria were dissatisfied with their jobs as reflected in the sectional mean of 2.712. The findings further revealed that a significant relationship existed between occupational interests and job satisfaction but not with job performance. The findings further indicated that there was no significant relationship between jobs satisfaction and Job performance. The researcher recommended among other measures, that government as the major employer of labour should ensure periodic improvements in the working conditions of teachers to enhance their job satisfaction and boost productivity.

Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania

The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.

Knowledge of the Causes, Risk Factors and Preventive Measures of Prostate Cancer among Male Teachers in Awka South Local Government Area of Anambra State Nigeria

The study was undertaken to determine the level of knowledge of the causes, risk factors and preventive measures of prostate cancer among male teachers in Awka South Local Government Area of Anambra State Nigeria. The population of the study consisted of 200 male teachers in government secondary schools in Awka South Local Government Area. A sample of 100 male teachers was selected using the proportioned stratified random sampling techniques. To guide this study, three specific objectives with corresponding research questions were formulated. Data was collected using Likert scale questionnaire which consisted of 16 items. According to findings, male teachers in Awka south Local Government Area have high level of knowledge regarding prostate cancer, moderate level of knowledge on causes and high level of knowledge and practice of prostate cancer preventive measures. It was recommended that prostate cancer programs should be mounted at different settings where male teachers can be reached.

Teachers’ Perspectives on the Benefits and Role of Stem Education in the Solution of Complex Global Challenges

The globe on which we live faces a lot of complex challenges. The world of the 21st century needs some particular skills based on science, technology, engineering, and mathematics (STEM) in order to solve complex global challenges. This research aimed to assess teachers’ perspectives on the benefits and role of STEM education in the solution of complex global challenges. This research was descriptive. All the government secondary school teachers of Faisalabad Division of Pakistan were the population, and a sample of 100 teachers was selected from them through a convenience sampling method. A Likert-based, closed-ended questionnaire with 13 statements was developed for data collection. The validity of the questionnaire was confirmed by obtaining the experts’ opinions, and reliability was ensured through pilot testing. The data were collected by the researchers, and the same were analyzed in SPSS, where descriptive as well as inferential statistics were applied. Results revealed that the majority of the government secondary school teachers had a higher level of agreement with the benefits of STEM education, such as that it increases the critical thinking skills of the students, develops innovation and curiosity in students, improves cognitive skills, develops problem solving skills, and makes them responsible citizens. Results found that teachers also had a higher level of agreement towards the role of STEM education in the solution of global complex challenges, such as developing students’ understanding of real world problems, applying STEM knowledge to tackle global challenges, enabling students to eliminate pollution around the planet, equipping students to discover sources of renewable energy and water, enabling students to propose novel agricultural and food production techniques, enabling students to deal with social and medical problems at the national and international level, and preparing students to find solutions to problems on a global scale. The study recommends that a STEM educational approach be implemented from primary classes to higher education in order to equip students with STEM skills to tackle the complex global challenges.

Usage of ICT in relation to self-efficacy among secondary school teachers

One of the most striking features of ICTs is their ability to transcend time and space. With the gradual rise of internet, a profusion of learning resources on virtually any topic and in a variety of mediums may now be accessed by an infinite number of individuals from anywhere and at any time of the day. This is especially important for many secondary schools in underdeveloped nations, where library resources are scarce and obsolete. The present study was undertaken to explore the Usage of ICT in relation to Self-Efficacy among secondary school teachers. The investigator collected data from 76 teachers of private and 45 teachers teaching in government secondary schools of Varanasi. Two sets of questionnaires consisting of usage of ICT and self-efficacy based on the Five-point Likert Scale were used to collect data from the secondary school teachers in Varanasi. Percentage analysis was used to explore the levels of self-efficacy and ICT usage among secondary school teachers. Furthermore, product-moment correlation and t-test were employed to find out the relationship and significant differences between ICT usage and self-efficacy between private and government secondary school teachers of Varanasi city. The findings of the study revealed that the majority of secondary school teachers came under the category of average level of ICT usage and Self-Efficacy. The study also revealed that there was a significant relationship between high and average levels of ICT usage and the self-efficacy of secondary school teachers. The study also revealed that there was a significant difference in the ICT usage and self-efficacy of government and private secondary school teachers.

Constraints and Innovative Teaching Skills Practice Among State Government Secondary School Teachers

Constraints and Innovative Teaching Skills Practice Among State Government Secondary School Teachers

Constraints and Innovative Teaching Skills Practice Among State Government Secondary School Teachers

Constraints and Innovative Teaching Skills Practice Among State Government Secondary School Teachers

What’s Next? Challenges of Teaching English in the Post-Covid-19 Pandemic in Kuwaitu

The migration from the traditional teaching method to online learning has affected both learners and educators at all levels. In Kuwait, this switch is implemented during three semesters. In this paper, we examine the challenges that Teachers of the English Language face today in Kuwait Post COVID-19. After the temporary on-learning that lasted three semesters, the current study investigates the impact of English language skills on school learners. The survey of the current study consisted of a total of 58 English female government secondary school teachers. While other studies have focused on the challenges that learners faced during this pandemic, this study chiefly concentrates on government teachers. The significance of this paper is to provide remedial plans to respond better to emergencies. The main question of this study is ‘What are the challenges that governmental ESL teachers faced during the pandemic? And what are the remedial plans that could be implemented? To answer these questions, a mixed methodology is used to achieve the research goal in which data are collected through an open-ended questionnaire and by interviewing three randomly selected participants. Teachers’questionnaire (closed-ended) and semi-structured narrative interviews revealed that COVID-19 has a positive and negative impact on English language skills. The effects of online English language learning on secondary school students in Kuwait result in a poor level of proficiency that teachers would need to improve. There are numerous challenges facing English Language teachers in the traditional classroom and remedial plans are being implemented to fix the impact that the pandemic left on students’ language skills.

Professional Development and its Relationship to the Functional Adaptation of Government School Teachers in Amman.

The study aimed to Investigating the relationship between the professional development and functional adaptation of the government secondary school teacher in the capital Amman from the viewpoint of school principals. The study used the descriptive correlative approach research method which was appropriate for the purpose of study. The study variables were measured through a questionnaire distributed using the Simple Random sampling method. The target population consist (196) manager in the government secondary school in Amman. The results of study showed that the reality of professional development for teachers in government secondary schools in the capital city of Amman comes with a high degree of appreciation, and all areas of professional development came with a high degree of appreciation, and it was found that the level of career adaptation of teachers in government secondary schools in the capital city of Amman were high, the results of which reached a positive and statistically significant relationship between the averages of a respondent’s sample response to the reality of professional development among teachers in government secondary schools in the capital city of Amman and the level of their functional adaptation.

The Reality of Planning for Crisis Management Facing Education Departments during Covid-19 in Kuwait from Teachers’ Point of View

Objectives: the current study aims to identify the reality of planning for crisis management facing education departments during the COVID-19 pandemic in the State of Kuwait from the teachers' point of view.
 Methods: to achieve the objectives of the study, the descriptive and analytical approach was used, where the questionnaire was used as a tool to collect data that was distributed to a sample consisted of 150 male and female teachers in government secondary schools affiliated to the Ministry of Education in the State of Kuwait.
 The results: the results showed that the mean of crisis management planning in public schools in the State of Kuwait from the teachers’ point of view was of a high degree. The results also showed that there are statistically significant differences between the means of the study sample responses to the study tool due to the gender variable in favor of the females, and to the academic qualification variable in favor of PhD holders.
 Conclusions: the current study concluded that the reality of crisis management planning in public schools in the State of Kuwait from the teachers’ point of view was high, the study also recommended emphasizing the crisis management planning process, given its importance in avoiding crises and confronting emerging problems, and organizing awareness and educational programs on crisis management planning in the educational departments in the State of Kuwait.

Administrative Efficiencies and Teachers Productivity in Delta State Secondary Schools, Nigeria

Principals’ administrative efficiency is very imperative to the school system, and a lack of it would lead to inefficiency and could reduce productivity on the part of the teachers. Overtime, stakeholders in the educational industry, particularly at the secondary level, have complained about low teacher productivity, which is reflected in students’ academic achievement. It is not possible to conclude that low teacher productivity is due to administrative inefficiency, which is why this study must be empirically conducted. This study determined administrative efficiencies and teacher productivity in Delta State secondary schools, Nigeria. Three research questions and hypotheses gave the study a direction. The study adopted the ex-post facto design of the correlational survey method. The population for the study consists of 13,531 principals and teachers in government secondary schools in Delta State, comprising of 467 secondary school principals and 13,064 secondary school teachers in Delta State. A stratified sampling procedure was used to sample 862 principals and teachers’ in secondary schools. The instrument used for data collection was a structured questionnaire on Administrative Efficiencies Questionnaire (AEQ) and Teachers Productivity Questionnaire (TPQ), which was used to gather information from respondents. Research questions were answered with a mean score and coefficient of determination, Pearson Product Moment Correlation Statistics was used to test all hypotheses with a significance level of 0.05. Findings show that administrative efficiencies, principals’ commitment to work, and effective management of teaching facilities predict teachers’ productivity in Delta State secondary schools. It was recommended, among others, that effective management of teaching facilities determines teachers’ productivity. There is a need for principals in Delta State secondary schools through the ministry of education to make teaching facilities available for teachers' use.

Analyzing The Performance Appraisal System For Government Secondary School Teachers In Punjab

Since our Punjab school education department employs personnel in thousands, the monitoring of an individual’s output is essential. Output determination is the function of performance appraisal which is carried out periodically to assess the contribution of each person under evaluation. It is naturally recognized that a man does complete his assignment when he is too much interested to get it done or he finds himself under observation by a controlling authority.  The study was intended to measure the role of the existing performance appraisal system towards the professional excellence of secondary school teachers. One hundred and eighty six secondary school teachers were found available as a sample to mark the questionnaire. The researcher himself developed a questionnaire for the teachers to seek their opinions on the present performance appraisal system. The data collected were analyzed with descriptive statistics and linear regressions. The 64.51 % of the respondents (Secondary Schools Teachers) affirm that their appraisal system does encourage nepotism and favoritism and 90 % of the respondents from Secondary schools believe that staff is promoted/rewarded/punished or dismissed based on properly laid down criteria while 10 % of the respondents are of the contrary opinion. In secondary schools, 92% of the respondents think that the appraiser encounters difficulties in the appraisal of subordinates. 56.4 % of the respondents believe that the effects of inefficient appraisal on their establishment would be lack of adequate motivation, while 6.9 % of respondents held the view that inefficient appraisal would result in sabotage and conflicts. It is evident that 100 percent of respondents under study agree that the only way to eradicate the problem of inefficient appraisal and lapse in the performance appraisal of employees in their different organizations is to entrench equity, justice, and fair play by objectively appraising performance without bias, nepotism, and favoritism. The performance appraisal system contributed 45% to the professional excellence of the teachers. Some strong recommendations were also written based on findings to see the performance appraisal system more effective. The appraisal system must be clear and transparent. No personal prejudices, likes/dislikes and social disputes are to be valued while writing the performance appraisal report of a teacher.

Financial Rewards and Job Commitment Among Public Secondary School Teachers in Ogun State, Nigeria

The paper aims to examine the effects of financial rewards on job commitment among public secondary school teachers in Ogun State, Nigeria. The study was anchored on the interpretative meaning of expectancy theory. The sample consisted of 750 public secondary school teachers drawn from the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of financial rewards available to public secondary school teachers in Ogun State. The data collected were analyzed using frequency counts and percentages. The hypothesis stipulated was analyzedusing Pearson product moment. The study found out that prompt payment of teachers’ salaries induce higher commitment to teaching, public school teachers were not satisfied with the government remuneration and there was positive and strong relationship between financial rewards and teachers job commitment (r = 0.74). The study concluded that there is significant relationship between financial rewards and teachers’ job commitment. The authors recommended that the government should provide a special salary structure for government secondary school teachers like their counterparts in other professions since they are disputably the most significant group of professionals for any nation’s economy.

TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS

The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.

Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study

Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal.

Exploring the Practices of Government Secondary School Teachers about National Professional Standards for Teacher

or enhancing the quality of teachers, the Government of Pakistan introduced the National Professional Standards for Teachers in 2009. The study was qualitative in nature. A case study design was adopted to conduct the research. A purposive criterion sampling technique was used to select the sample. A semi-structured interview and observation checklist was developed by the researcher. The instruments were validated and improved in the light of experts� opinions. Research ethics were observed during the study and before the data collection. Themes were generated and interpreted which were relevant to the research questions of the study. The findings of the study indicate that public sector teachers have command of the subject matter knowledge, but lesson planning and proper assessment are missing. It is being recommended that awareness about the National Professional Standards must be created among public sector teachers and teachers should be made bound for planning their instructions according to standards.

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

Strategies for Enhancing the Productivity of Secondary School Teachers in South West Region of Cameroon

This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers’ productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals’ communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals’ strategies have a direct relationship with teachers’ productivity. Therefore, there is a possible correlation between principals’ leadership and management strategies, teachers’ productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers’ effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.