Nigerian Teachers Research Articles

The import of professional development programmes for primary school teachers in Nigeria

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

Student Assessment of Lecturers: A Strategy for Combating Corrupt Practices among University Teachers in Nigeria

It is common knowledge that corrupt practices among lecturers in most tertiary institutions in Nigeria exist in varied and diverse forms and magnitudes. This is very disturbing to stakeholders in the education industry. This case study sought to determine if the innovative strategy of undergraduate students openly assessing and reporting on their lecturers’ professional and moral behavior would result in improved disciplined behavior and reduced corrupt practices on the part of the lecturers. The study took place at Abia State University, Uturu, Nigeria and the subjects were all the 382 academic staff of the university. The data collection instrument was a structured and validated ten-item questionnaire that elicited information on a lecturer’s teaching, leadership and moral behavior. Guidelines for the completion of the questionnaire were clearly established such that students assessed only lecturers in their department who taught and interacted with them regularly and so they are able to assess them objectively. The Center for Quality Assurance established specifically for this purpose undertook the university-wide data collection under my leadership as Vice-Chancellor Data were collected across two academic sessions. Results showed that the moment the university senate made up of senior academic staff, heads of department, deans of faculties and directors of academic units was informed of this innovation, all the university lecturers sat up and began to reduce if not stop those unwholesome behavior in order not to be rated poorly by students. Obtained data were used to classified lecturers under six categories of overall performance namely: “Distinction Ratings”, “Very High Rating”, “High Rating”, “Average Rating”, “Below Average Rating” and “Woeful Rating”.

Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools.

While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special educationschoolteachers (response rate = 70.8%)in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs = .3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles.

COMPUTER TEACHERS� AWARENESS OF VIRTUAL REALITY FOR INSTRUCTIONAL PURPOSE IN KWARA STATE

Virtual reality is an emerging technology designed to provide interaction between a user and artificially generated environments. However, most teachers in Nigeria are not aware of how virtual reality can be widely used for educational purposes. The study investigated (i) awareness of teachers towards the use of virtual reality for instructional purpose and influence of gender and experience on teachers� awareness of virtual reality for instructional purpose. Descriptive survey research design was adopted for this study. 360 computer teachers were sampled from secondary schools across Kwara State with the use of researchs-developed questionnaire. The findings established that Virtual Bicycle and 3D Map world are the virtual reality facilities which most respondents are of aware for instructional purpose; and there was no significant difference between teachers� awareness of VR for instructional purpose based on gender and experience. It was thus recommended that seminars and training could also be organised for teachers on how to use VR to facilitate their teaching in and outside the classroom environment.Keywords: awareness; computer teachers; virtual reality; gender; experience; instructional purposes.

The Impact of Technostressors on the Job Productivity of Senior Secondary Teachers in Nigeria

The Impact of Technostressors on the Job Productivity of Senior Secondary Teachers in Nigeria

Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria

Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.

ORGANISATIONAL JUSTICE AND EMPLOYEE COMMITMENT OF SELECTED PRIVATE SECONDARY SCHOOLS TEACHERS IN NIGERIA

This study investigates the relationship between organisational justice and employee commitment of private secondary school teachers in Nigeria using survey design. Twenty (20) private secondary schools were selected in Bayelsa State using simple random sampling. Four hundred and eighty (480) teachers were surveyed. Sample of two hundred and fourteen (214) was determined using Krejcie and Morgan sample size determination table. Two hundred and fourteen (214) copies of questionnaire were administered to the teachers but one hundred and eighty three (183) copies were correctly filled and returned. Pearson Product Moment Correlation Coefficient (rs) was used to analyse the hypotheses. It was found that organisational justice has positive significant association with employee commitment. This study concludes that organisational justice measured in terms of distributive justice, procedural justice and interactional justice enhances employee commitment in selected private secondary schools in Nigeria.

Internet-based ICTs and Their Importance in Nigeria's Education System

ICT has made a very profound and remarkable impact on the quality and quantity of teaching, learning research in the educational institutions ADDIN EN.CITE > I Ajayi 2009 281-286 (Ajayi & Ekundayo, 2009) 17 I Ajayi The Application of Information and Communication Technology in Nigerian Secondary Schools 281-286 2009 (Ajayi & Ekundayo, 2009) . A lot more has been written on the importance of (Information Communication Technology) ICT in education, highlighting the need for the integration of ICTs in the education sector for example ADDIN EN.CITE > Israel Olaore 2014 154-156 (Olaore, 2014) 17 Israel Olaore The Impacts (Positive and Negative) of ICT on Education in Nigeria 154-156 2014 (Olaore, 2014) . In Nigeria, numerous articles have been published stating the need for the government to integrate ICTs in the different levels of Nigerian Education, a quick example is ADDIN EN.CITE > Samuel Aduwa-Ogiegben 2005 104-112 (Aduwa-Ogiegben & Iyamu, 2005) 17 Samuel Aduwa-Ogiegben Using Information and Coomunication Technology in Secondary Schools in Nigeria: Problems and Prospects 104-112 2005 (Aduwa-Ogiegben & Iyamu, 2005) . ADDIN EN.CITE > Esharenana Adomi 2010 (Adomi & Kpangban, 2010) 17 Esharenana Adomi Application of ICTs in Nigerian Secondary Schools 2010 (Adomi & Kpangban, 2010) wrote about the applications of ICTs in Nigerian Secondary Schools and emphasized on how beneficial ICT applications will be in improving the Nigeria’s Educational System and giving students a better education. With all that has been done in making us grasp the importance of ICTs in education and implement it at various levels of our schooling system, Nigeria is yet to fully integrate ICTs effectively in the Education Sector. To tackle this particular issue and bring about the effective use and applications of readily available ICTs, this paper aims to examine some basic tools and platforms that every student and teacher can get their hands on for free on the Internet. This paper will introduce some Internet-based ICT tools that can be used to the benefit of the Nigerian teachers and students, and to apply them in our school systems and improve the quality of education in Nigeria.

Nigerian Teacher Education Reform: Implications for National Development

Nigerian Teacher Education Reform: Implications for National Development

Link between Employees’ Locus of Control, Job Satisfaction, and Job Stress among Teachers: A Survey Analysis in Osun State of Nigeria

Background: Locus of control relates to generalized expectations of an individual about the location of command over subsequent occurrences. Generally, there are two types of locus o control: internal and external. Locus of control impacts to the job satisfaction and motivation of employees towards the work.
 Objective: The study aims to examine the link between employees’ locus of control, job satisfaction and job stress.
 Methods: Simple random sampling technique was used to select four-hundred respondents from different cadres of teachers from primary and secondary schools in Osun State of Nigeria. Data were collected through a structured questionnaire having three scales including personal data.
 Findings: The results shows that two hypotheses were tested and the results showed that there was a significant relationship between locus of control and employee’s job satisfaction at 0.05 level of significance. Also, it was found out that locus of control significantly predicted employee’s job stress. The study revealed that locus of control has an impact on employee’s job performance and job stress among teachers of Osun State of Nigeria.
 Conclusion and Recommendations: The study, therefore, recommended that the ministry of education in Osun State has to organize special training on the locus of control for her workforce. Human resource managers should include locus of control as one of the factors that should be measured during recruitment and selection exercise. Furthermore, workers need to be exposed to the outside world which in turn will have an impact on their view of the world and thereafter enhance their locus of control.
 Implications: The paper will be useful to concerned authority in order to plan the motivation schemes for teachers in Nigeria which would lead to improve situation of job satisfaction among teachers.

Views of Nigerian Teachers on Strategies for Curbing Indiscipline: Implications for Counselling Practices

This study investigated the strategies for curbing indiscipline in elementary school teachers in Nigeria. It also examined the influence of gender, years in service and educational qualification on the respondents’ expressions. This study employed a descriptive analysis of 200 elementary school teachers as participants. An instrument to analyze the data was developed, named ‘Strategies for Curbing Indiscipline Questionnaire” (SCIQ). The psychometric properties of the instrument were developed. Data were analyzed with both descriptive and inferential statistics. The result showed that the use of the approach to promote acceptable behaviours considered successful. As the result, school authorities being good models, giving moral education in schools, adopting behavioural such as punishment, high parental supervision and referral to appropriate helping personnel are some of the strategies that could be used to curb indiscipline among students. It is, therefore, recommended that behaviour modification strategies should be adopted to curb indiscipline among students.

Direct Effect of Problem-Solving Strategies, Communication, and Negotiation Styles towards Marital Satisfaction among Secondary School Teachers in Nigeria

Direct Effect of Problem-Solving Strategies, Communication, and Negotiation Styles towards Marital Satisfaction among Secondary School Teachers in Nigeria

The Role of Instructional Resources amongst Social Studies Teachers in Nigeria: The Quest for Effectiveness in Classroom Pedagogy

This paper aims at discussing the role, awareness and use of instructional materials/resources as a prerequisite for attaining effective social studies education in Nigeria. In doing this a conceptual clarification of the concept of social studies education as given by experts in the field was taken. The origin of social studies in Nigeria was analyzed. The objectives of social studies education at the post-primary education level and its characteristics were discussed. The concept of Social Studies instructional materials and resources were elaborated. A critical look was taken at instructional materials and its types as well as their relevance to Social Studies education. A look was also taken at constrains of utilization of instructional materials and resources. Criteria for selecting materials and resources for Social Studies classroom as well as sources of social studies resources instructional materials were touched. Instructional materials for effectiveness in classroom pedagogy were carefully discussed. Recommendations were not left out.

Retirement Education as Correlate of Old-Age Preparedness among Public Secondary School Teachers in Nigeria

Retirement Education as Correlate of Old-Age Preparedness among Public Secondary School Teachers in Nigeria

Examining the Influence of Computer Literacy and Mathematics Competency on Pre-Service Teachers in Nigeria

Examining the Influence of Computer Literacy and Mathematics Competency on Pre-Service Teachers in Nigeria

Relationship between Personal and Work-Related Factors and Job Satisfaction of Nigerian Teachers in Special Schools

Relationship between Personal and Work-Related Factors and Job Satisfaction of Nigerian Teachers in Special Schools

Adjustment Strategies for Marital Stress Among Female Teachers in Nigeria: Implications for Counselors

Stress have devastating consequences when not well managed. This study thus investigated the adjustment strategies of marital stress among female primary school teachers in Nigeria. The study also examined the influence of age, number of children, type of marriage and length of years in service on the respondents’ views. The study employed a descriptive survey method. A total of 422 female primary school teachers participated in the study. The participants responded to a researcher-designed instrument titled ‘Adjustment Strategies Questionnaire (ASQ)’. The data were analyzed using both percentage, mean, t-test and Analysis of Variance The result showed that female primary school teachers adopt benefitting adjustment strategies. Result further showed that there were significant differences based on age, number of children, type of marriage and length of years in marriage. Recommendations were therefore made among others that counselors should encourage female primary school teachers to maintain their benefitting adjustment strategies of marital stress.

Cross-sectional Study of Perceived Stress among Special Education Teachers

This research investigated perceived stress among special education teachers in Nigeria. A cross-sectional research design was adopted. The study covered all public, private and special schools with special educators in South-East Nigeria. The study respondents were a convenience sample of 243 special education teachers. The instrument for data collection was a questionnaire titled “Perceived Stress Questionnaire” (PSQ). The instrument was administered with the assistance of five research aids. Mean and standard deviation was used in answering the research question while t-test was used on hypothesis. Results showed that there is a significant difference between the mean ratings of male and female special education teachers in perceived stress Male special education teachers feels less stressed than their female counterparts. There is a need for governmental and mental health specialists to assist special education teachers with respect to stress management.

Fear of poetry among preservice teachers in Nigeria

Literature-in-English is a prerequisite for admission into certain programmes in the university in Nigeria. Courses like English and Literary Studies, Linguistics, Law, Theatre and Media Studies require at least a Credit pass in Literature - in - English at the Senior School Certificate Examination (SSCE). Unfortunately, students' performance over the years has been consistently poor, especially in poetry. Therefore, many students' career aspirations have been delayed or truncated. This poor performance is often attributed to teachers' poor attitude to the subject and the consequent poor pedagogy. This study, therefore, examined pre-service teachers' attitude to the teaching of poetry. Participants were sixty-seven (67) pre-service teachers of English in a federal university in South-Eastern Nigeria. Data collection was through a semi-structured questionnaire and an in-depth interview. The result revealed that only four participants (6%) expressed a preference for teaching poetry, while 63 (94%) said they would rather not teach poetry. An in-depth interview revealed that participants’ developed the phobia for poetry (metrophobia) from their experiences of learning poetry at the secondary school level and beyond. The study suggests pathways to prevent metrophobia in pre-service teachers and students of Literature-in-English.

Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs

To provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided the scale development. The results indicated that three constructs (perceived technological knowledge, teachers' knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs' technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers' characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology.