Nigerian Teachers Research Articles

Assessment of stress management coaching among Nigerian pre-service history teachers: A randomized controlled study.

Background:Studies have found that pre-service teachers commonly face stressful circumstances that prevent them from completing their academic tasks effectively. In terms of psychological factors and interventions, pre-service history teachers in Nigeria are the least studied group. The objective of this study was to investigate the effect of stress management coaching among Nigerian pre-service history teachers.Methods:The research participants consisted of a randomized sample of 109 pre-service history teachers from Nigerian public higher education institutions (55 pre-service history teachers composed the stress management coaching group while 54 pre-service history teachers composed the waitlist control group). The stress management coaching for the pre-service history teachers was guided by a coaching manual created using the theoretical framework of rational emotive behavior coaching.Results:Pre-service history teachers who participated in stress management coaching showed significantly reduced stress levels at the post-test and follow-up. There was an interaction effect between group and time on the stress of pre-service history teachers.Conclusion:The study suggests that pre-service history teachers can benefit from a stress management coaching intervention that uses the rational emotive behavior coaching approach. The development of this form of stress management coaching program on a large scale among pre-service history teachers could prove beneficial to their academic and personal success. Studies may be conducted in the future to examine the stress of history teachers in colleges and the efficacy of stress management coaching.

Occupational decision motives of potential TVET teachers: New standards of pre-service TVET teachers’ recruitment and career development

This study investigated the underlying factors that influences pre-service Nigerian (technical vocational education and training, TVET) teachers’ decision to pursue a teaching career which aids in recruiting more teachers. Preservice TVET teachers are the teachers who are being prepared to teach in a vocation requiring technical skills. The motivation of these pre-service TVET teachers obtaining a postgraduate diploma in technical education was investigated using the quantitative research design approach to collect data via a researcher-created, self-administered questionnaire. Participants were selected from two cohorts (N = 78) of students enrolled in the various departments for the Postgraduate Diploma in Technical Education (PGDTE) program of the University of Nigeria. According to the quantitative analysis, excellent role models from previous teachers, the demanding nature of the job role, a willingness to impart relevant knowledge and skills, a willingness to assist financially disadvantaged students in gaining marketable job skills, and the country’s presumed demand for TVET teachers were the primary motivators for pre-service teachers. However, the gender aspect revealed that male and female pre-service TVET teachers showed significant differences in their altruistic and intrinsic impulses when the non-parametric Mann-Whitney U tests were utilized to analyze extracted data on gender. The ramifications of the findings were then examined, as well as their significance in enhancing hiring measures through setting of standards for technical and vocational education programs in the universities to improve on the status of pre-service TVET teachers to attract quality graduates of technical education programs who can teach as TVET teachers before and after completing their programs.

Educated Nollywood artistes’ accent as a Normative Standard of English pronunciation in Nigeria

The English language, although a second language, plays a prominent role in Nigeria. As the official language in the media, governmental administration, education, law courts, commerce, entertainment and politics, it has assumed a hegemonic position over indigenous Nigerian languages (Oladipupo, 2021). In view of its long years of interaction with these languages, the absence of native models, and the influence of Nigerian teachers who lack Standard English pronunciation competence (Awonusi, 2015; Akinjobi, 2020), it has been nativised and acculturated (Adegbija, 2004). This has, therefore, resulted in a Nigerian English (NigE) variety that is markedly different from Standard British English, its precursor and target model, at the syntactic (e.g., Akinlotan, 2021), pragmatic (e.g., Fuchs, Gut & Soneye, 2013) and phonological (e.g., Awonusi, 2015; Akinola & Oladipupo, 2021) levels.

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

AbstractThe assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher‐developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k‐means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute over half of the respondents of this study (53.90%). These are mostly science teachers. This situation, if unreversed, may lead to the transfer of misconceptions and inaccurate information on climate change to students. Our findings support the prospects of school−university partnerships, coaching, mentoring, study groups, and co‐teaching for job‐embedded situative approaches to teachers' professional development (PD) to replace an endless wait for inadequate and irregular training opportunities from the government. Questions about the climate science literacy of teacher educators also arise.

Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers

Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers

Systematic Classroom Observation: A Tool for Professional Development of Teachers in Nigeria

Systematic Classroom Observation: A Tool for Professional Development of Teachers in Nigeria

Implementation of Chemistry Curriculum in Nigeria: Challenges for the 21st Century

The study examined the level of implementation of chemistry curriculum by teachers and the available material resources necessary for the implementation of the curriculum in Nigeria. The study adopted a survey design. A sample of 250 chemistry teachers in Nigeria were used for the study. The instrument tagged “Chemistry Curriculum Implementation and Material Resources Questionnaire (CCIMRQ) was used for study. CCIMRQ was prepared by the researcher and validated by experts in curriculum studies with a reliability co-efficient of 0.78. Data collected were analyzed using frequency counts, percentages and t-test. Results showed that more than 30% of Chemistry teachers in secondary schools in Nigeria did not implement effectively the four themes in the curriculum as they tend to skip some difficult concepts in the curriculum. Also, results of t-test analysis (t = 3.01, p=0.03) revealed that there was a significant difference between the teachers’ view on the problem militating against the implementation of chemistry curriculum and the adequacy of material resources. The study concluded that some chemistry teachers in Nigeria did not implement the chemistry curriculum effectively due to inadequate material resources and lack of mastery of the subject matter. To meet the challenges for the 21st century, chemistry teachers in Nigeria should be exposed to capacity building on the subject matter and be retrained on how to handle difficult concepts in the chemistry curriculum.

Exploring the Factors Affecting Behavioural Intention to Use Google Classroom: University Teachers' Perspectives in Bangladesh and Nigeria.

University teachers in Bangladesh and Nigeria, in general, are novices in using modern technologies such as Google classroom in the teaching learning process. This study aims to explore teachers’ attitudes towards the use of Google classroom and investigate the factors that influence the teachers’ acceptance and behavioural intentions to use it as a learning management system. A quantitative method has been used to examine the teachers’ acceptance of Google classroom based on a simplified technology acceptance model (TAM) in two universities located in Bangladesh and Nigeria. The study reveals that Bangladeshi teachers have a higher positive attitude towards accepting this platform compared to Nigerian teachers. Besides, Nigerian teachers are impacted significantly by the technology challenges during its use. The findings of this study inform educators of the key aspects of Google classroom use which could enable them to effectively adopt it during and post the COVID-19 pandemic.

Roles of Educational Planners in the Promotion of In-service Teachers’ Education for Primary School Teachers in Nigeria

The present paper examined the roles of educational planners in the promotion of in-service teachers' education for primary school teachers in Nigeria. Primary school education happens to be the foundation and bedrock for all other levels of education in any nation and therefore teachers at the primary school education must be thoroughly equipped, trained and qualified. The major means by which teachers can be equipped and trained is teachers' education. Teachers' education is in three phases- pre-service, induction and in-service teachers' education. In-service teachers education which is carried out via conferences, seminars, workshops, exhibitions, regular and correspondence courses at various teachers' institutions is aimed at improving the expertise, effectiveness and quality of serving teachers. It is also referred to as continuous education for teachers already in service. This is done to keep them updated and current in the teaching profession. Educational planners who are those that play a major role in the planning of all levels of education also play roles in in-service teachers' education. However, the roles they play and how they carry it out could determine the promotion of in- service teachers' education for primary school teachers in Nigeria. In this paper, conclusion and recommendations were given.

Support Gap for Teachers in Nigerian Secondary Schools

Earlier research showed that no matter the level of pre-service training in preparation, most teachers need support for proper functioning in the classroom and school. However, the extent and areas of support for teachers varied from place to place. This article investigates the gaps in the support for teachers in Nigeria. Survey data for the study were collected from 2000 secondary school teachers in 3 states in Nigeria. A self-designed research instrument tagged "Teachers' Support Gap Questionnaire" was administered to the respondents. The instrument was subjected to the usual validation procedure, which yielded a reliability coefficient of 0.78. Findings from the study showed that Nigerian teachers faced challenges in the areas of students’ discipline in the classrooms and student-parent-related issues; hence, they indicated the need for support. It was therefore recommended, among others, that staff meetings are held more regularly, and discussions focus on professional matters. It was also suggested that teachers' improvement programmes in the form of workshops should be more regular. Such programmes should focus on areas where teachers indicated the need for support.

Assessment of sociodemographic and psychological well-being of Primary School Teachers.

Teaching is very stressful and demanding and it intensifies psychological and related disorders compared to other occupations. Most teachers in Nigeria are battling emotional distress, burnout, depression, and anxiety due to excess workload, which has affected their psychological well-being. This study assessed the sociodemographic and psychological well-being of primary school teachers in Enugu State, Nigeria. This is a study with a cross-sectional design. The psychological well-being of 254 primary school teachers was assessed using a psychological well-being scale and a sociodemographic information inventory was also used to ascertain their personal information. The data collected were analyzed using chi-square, mean, standard deviation, and bivariate correlation statistics. The results showed that the majority of primary school teachers experience unhealthy psychological well-being irrespective of age, gender, working status, qualification, and years of teaching experience. These teachers' sociodemographic variables are significantly correlated with psychological well-being. Only location is not significantly correlated with psychological well-being. Therefore, this study concluded that primary school teachers' psychological well-being is not positive or healthy and is significantly related to their sociodemographic characteristics.

The teachers' extent of utilizing teaching methods for teaching basic technology

The teaching method which teachers adopt for instruction could aggravate students’ performance if successfully employed. However, its use may not be optimum as expected. This study investigated the extent of utilization of teaching methods used for teaching basic technology and the influence of gender on teachers’ extent of utilizing teaching methods to teach basic technology. The study adopted a descriptive research design. One hundred twenty-two basic technology teachers in Nigeria were purposively sampled. The findings of this study were that question and answer, discussion, inquiry, and discovery, field trip, and project and presentation teaching methods are always employed by basic technology teachers in teaching while role-playing, game, and simulation teaching method are moderately utilized for teaching. Also, there was a significant difference between male and female teachers’ extent of utilizing teaching methods to teach basic technology in favor of the male basic technology teachers. The study concluded that appropriate use of teachers’ desired teaching methods could influence instructional delivery. It was thus recommended that educational institutions should organize conferences, seminars, training, and workshops for basic technology teachers on the use of effective teaching methods.

Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers’ use of coping styles becomes imperative. However, relatively little is known about primary school teachers’ psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20–59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson’s correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = − 0.338), academic qualification (β = − 0.210), and income level (β = − 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers’ training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

Qualitative views of Nigerian school principals and teachers on the barriers and opportunities for promoting students\u2019 physical activity behaviours within the school settings

BackgroundInsufficient physical activity (PA) is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors which influence the participation of adolescents in school-based physical activity programmes in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model.MethodsThis was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis.ResultsFourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorised as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school-related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programmes for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter-house sports competition exist. However, these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events.ConclusionsFactors that contribute to insufficient physical activity among in-school adolescents in the school settings are multi-factorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students’ opportunities for physical activity in schools are recommended.

Structural robustness of life satisfaction scale of pre-service teachers in Nigeria

This paper investigated the structural robustness of the Life Satisfaction Scale (LSS) among Nigerian Pre-service Teachers. The study anchors on scale development research type of non-experimental design. Participants were selected randomly, totaling 509. The adopted instrument titled satisfaction with life scale with content validity index of 0.84 and ordinal alpha reliability of (α=0.75) aided in gathering data for the study. Obtained data were analysed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and concurrent validity (that is equating with Rosenberg Self Esteem scale), respectively. The results showed that a single trait was evident in the scale, with Eigenvalues of 2.41, 0.97, 0.64, 0.53, and 0.44. Also, the CFA indicated a good fit to the data with compliance indices. A significant positive correlation of the LSS with the Rosenberg self-esteem scale (r=0.83, P<0.05) indicated acceptable concurrent validity. Similarly, LSS maintains its strict invariance regarding gender. The authors concluded that there was psychometric confirmation for a unitary structure of LSS in Nigeria, and since the two scales produced high correlations, the validity of LSS is referred to as concurrent. Therefore, it was recommended that LSS be used to complement scales that emphasise emotional well-being since it accesses an individual’s conscious evaluative judgment of his or her life using personal criteria.

Predicting hybrid entrepreneurship among secondary school teachers in Nigeria

PurposeThe purpose of this study is to investigate how degree-holding secondary school teachers cope in a recessive economy by embracing hybrid entrepreneurship (HE). Specifically, we investigated how comparison with referent others, underemployment and relative deprivation led to HE.Design/methodology/approachThe study adopted a cross-sectional research design. We used snowball and purposive sampling techniques to recruit 303 bachelor’s degree holders teaching in Nigerian public secondary schools in two states of the federation (Ondo and Ekiti states). We analyzed the data with regression path analysis and controlled for age and gender.FindingsThe results of this study showed the following. First, teachers were high in the feeling of pay underemployment and relative deprivation. Second, pay underemployment and relative deprivation directly led to HE. Third, teachers were indirectly high in HE through either pay underemployment or relative deprivation. Finally, underemployment and relative deprivation serially mediate the relationship between referent others and HE.Research limitations/implicationsOverall, the results suggest that teachers’ involvement in HE is necessity-driven to cope with the recessive Nigerian economy. However, future research should focus on a more experimental approach to determine the cause-effect relationship.Originality/valueThis is the first study to investigate how workers embrace HE to cope with the consequences of a recessive economy.

Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria: Implication for educational policy makers.

Background:Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria.Methods:We adopted a randomized pretest–posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance.ResultsThe researchers found that cognitive behavioral active engagement training had a significant effect on participants’ test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages.ConclusionThe researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.

Perceived Strategies for Curbing Examination Malpractice Among Secondary School Students in Nigeria

Aims: The study examined perceived strategies for curbing examination malpractice among secondary school students in Nigeria.
 Study Design: The design adopted for this study is descriptive survey design.
 Place and Duration of Study: The target population are 1182 junior secondary students identified to be verbally victimized. The duration is between June 2021 and August 2021.
 Methodology: The target population for the study comprised 398,275 senior secondary school teachers in Nigeria (Fact sheet: Research Statistics and Planning Unit of the Ministry of Education, Awka, 2021). The sample for the study was drawn from the accessible population of 6342 secondary school teachers in six education zones of the state namely Aguata, Awka, Nnewi, Ogidi, Onitsha and Otuocha. The sample for the study was drawn using the proportionate stratified sampling technique. The subjects were stratified based on the educations and further the simple random sampling of lucky dip was used to select 634 (372 experienced and 262 less experienced) secondary school teachers for inclusion in the study. The instrument was structured toa 4-point response option of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). The instrument was validated by two experts, and the reliability of the instrument was established using Cronbach alpha method with the reliability coefficients 0.78, 0.80 and 0.81. Arithmetic mean was used to answer the research questions, standard deviation was used to determine the homogeneity or heterogeneity of the respondents’ ratings. On the other hand, the t-test for independent sample was used to test the null hypotheses at 0.05 level of significance.
 Results: At 0.05 level of significance, the cluster mean of the respondents rating was 3.28 This mean score indicates that teachers agreed that preventive strategies curbs examination malpractices among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. Data reported relating to hypotheses 1 reveals that the significant value is greater than the alpha value 0.05, hence there is no significant difference in the mean rating of teachers on preventive strategies for curbing examination malpractice among secondary school students in Nigeria based on years of experience (0-5 years and 6 years and above). Data reported relating to hypotheses 2 shows that there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years of experience and 6 years and above). Similarly, data presented relating to hypotheses 3 revealed that the significant value is greater than the alpha value 0.05, this means that there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above).
 Conclusion: Based on the findings of this study, teachers agreed that preventive strategies, corrective strategies, and the respondents also agreed to motivational strategies for curbing examination malpractice among secondary school students. There is no significant difference in the mean rating of teachers on preventive strategies, while there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice. Finally, there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above).

Extent of the use of clinical supervision model for teaching practice supervision in Imo State University, Owerri

The seeming decline in the quality of teachers in Nigeria necessitated this study. The study adopted the descriptive survey research design. Four research questions guided the study while three hypotheses were tested at 0.05 level of significance. The population of the study comprised 323 respondents made up of 240 final students and 83 lecturers in the seven Departments of the faculty of Education Imo State University, Owerri. The entire population was used for the study. A researcher developed questionnaire was the instrument used for data collection. The instrument was validated by three experts. The Cronbach’s alpha method was used to determine the internal consistency of the items and it yielded a reliability coefficient of 0.74. The researchers with the help of four research assistants distributed and successfully collected 298 copies of the questionnaire administered. The research questions were answered using the mean, while the hypotheses were tested using z-test at 0.05 level of significance. It was found among others that pre-observational techniques were used to a very low extent t in Imo state university Owerri for teaching practice supervision. Based on the findings of the study, it was recommended among others that conference, workshops and seminars should be organized for lecturers at Imo State University where various techniques of clinical supervision will be exposed to them towards ensuring qualitative teaching practice supervision.

Integrating Peace Education into the Curriculum of Nigerian Teacher Education Programme to promote Culture of Peace

Çalışma, barış bilincine sahip öğretmenler yetiştirmek için hem Üniversite hem de Eğitim Fakültesi Nijerya Öğretmen Eğitimi programının müfredatına barış eğitimi içeriklerini entegre etmede kullanılabilecek stratejileri araştırmak için tanımlayıcı bir anket tasarımı formunu benimsemiştir. ve gerçek dünyada öğretecekleri öğrenci ve öğrencilere barış kültürünü aşılayabilecekler. Nijerya Eğitim Kolejlerindeki hizmet öncesi öğretmen eğitimcileri nüfusu oluştururken, hedef nüfus Kuzey-Orta Nijerya'da hizmet öncesi öğretmen eğitimcileridir. Jeopolitik bölgedeki toplam altı Federal ve altı Eyalet eğitim kolejinden tabakalı örnekleme teknikleri kullanılarak çalışma için üç Federal ve üç eyalet koleji örneklendi. Toplam 333 öğretmen adayı eğitimcisinden oluşan toplam 2,411 katılımcıdan basit rastgele örnekleme teknikleri kullanılarak örneklenmiştir. Bir araştırmacının tasarladığı anket geçerliliği 0.74 ve güvenilirlik indeksi 0.71, katılımcılardan gerekli verileri elde etmek için kullanıldı. Ortalama puan, çalışmada ortaya çıkan araştırma sorularını yanıtlamak için kullanılan istatistiksel araçtır. Çalışmadan elde edilen bulgular, bütüncül yaklaşımın barış eğitiminin içeriğini yaygınlaştırmak için en iyi seçenek olarak kabul edildiğini ortaya koydu. Dahası, çalışma sorgulama gibi öğretim yöntemleri ve stratejileri önermiştir; Öğretmen adaylarına barış eğitimi vermek için kullanılacak farklı stratejilerle açıklayıcı, etkinlik ve tartışma