State Public Secondary Schools Research Articles

DYNAMICS OF PRE-SERVICE TEACHERS’ EMPLOYABILITY IN 21ST-CENTURY NIGERIA: A FOCUS ON ENGLISH LANGUAGE TEACHERS IN EKITI STATE

This research sought to investigate the dynamics involved in employing pre-service English language teachers in public secondary schools in Ekiti State, Nigeria. Specifically, the research investigated the dynamics involved assessment of the applicants’ pedagogical skills, personality and classroom management traits in a 21st-century paradigm. The secondary data emanated from the Practical Teaching Assessment Rating Scale (PTARC) and Oral Competence Test (OCT) on 114 unemployed English language teachers. Four research questions and two hypotheses were formulated and raised to guide the research respectively. The research population consisted of 1,050 graduate English language teachers from Ekiti State University, Ado- Ekiti, College of Education, Ikere Ekiti and the affiliated degree programme of the University of Nigeria, Nsukka. The Ministry of Education, Science and Technology, Ekiti State, selected 114 English language teachers for the examination. The sample size of 114 was derived from the selection process aforementioned. The findings of the study revealed that the English language teachers were employable based on impressive performance in oral and theoretical assessments. The research provides recommendations on the need to include digital interactive courses in oral communication and instruction in spoken English while emphasizing earner-friendly strategies of teaching in Ekiti State public secondary schools

Knowledge, Attitude, and Infringement of Tort Law Among Public Secondary Principle on Students in Osun State, Nigeria

One of the challenges in secondary schools today is infringements on students’ rights, in a tortious way that may also constitute breach of the Child’s Right Act of 2003 in Nigeria. These breach on rights usually come through the administration of corporal punishments on students, and mainly because the school heads see themselves as loco parentis of the students who can, therefore, enforce any form of punishment on them in the school. This study investigated knowledge, attitude, and infringement of tort law among public secondary school heads on students in Osun State. All the students in Osun State public secondary schools and 723 heads constituted the population. A sample of 54 school heads and 180 students were selected using multi-stage sampling procedure. Two instruments were designed to elicit responses from the respondents. Descriptive and inferential statistics were used to answer the research questions raised for the study. The results showed that school heads do not have adequate knowledge of tort law and that both the school heads and students have poor attitude toward it tort law. The study recommends that short term training on student’s right, how they can be legally protected and tort law be organised for school heads.

Teachers’ Professional Development and Instructional Supervision as Contributory Factor to Job Performance in Ogun State Secondary Schools, Nigeria

Evident complacency of teachers as indicated by absenteeism, poor student grade return, poor record keeping, and laziness at work among others are clear indicting evidence that teachers’ job performances call for questioning. The purpose of the study is to investigate the contribution of professional development and instructional supervision to teachers’ job performance in Ogun State secondary schools. The study adopted descriptive survey research. The population comprised of teachers in Ogun state public secondary schools with 208 samples selected through a multi-stage sampling technique. Three adopted questionnaires (Instructional supervision scale, 0.88; Teachers Professional Development scale, 0.82; job performance scale, 0.74) were revalidated and used for data collection. Data collected were analyzed using simple percentage and multiple regression analysis (MRA). Findings show that there is a significant relationship among the variables of the study (professional development and instructional supervision, r = 262, P < 0.05; professional development and job performance, r = .182, P < 0.05; job performance and instructional supervision r = 078, P < 0.05). It also shows that professional development and instructional supervision have a significant contribution to teachers’ job performance in Ogun state secondary schools (F = 1.550, p < 0.05). It also shows a significant contribution of professional development to teachers’ job performance (F (1,205) = 1.257, P < 0.05) while instructional supervision also contributed significantly to teachers’ job performance (F(1,205) = 1.257, P < 0.05). It is concluded that teachers will continue to improve their job performance once they are given the right training and are well-supervised. The study recommends that adequate and timely training should be provided to teachers based on their needs to enhance their job performance.

Assessing the Impact of Covid-19 Pandemic On Public Secondary School Students Education in Ekiti State

The study assessed the Impact of Covid-19 Pandemic on Public Secondary School Students’ Education in Ekiti State.The study adopted a descriptive research design of the survey type. The population was 11,245 students of Ekiti State Public Secondary Schools. A total of 120 students was purposively selected from 3 public secondary schools. A questionnaire titled Impact of Covid-19 on Education of Secondary School Students was used for the study. The instrument was subjected to face and content validity. The reliability of the instrument was ascertained using test re-test method. Copies of the instrument were administered on 20 respondents who were not among sample for the study on two occasions with an interval of two weeks. The reliability coefficient of 0.81 was obtained which was high enough for the study. Data collected were tested descriptively. The result showed that the extent of impact of Covid-19 on educational system of students in Ekiti-State was moderate. The finding also revealed that the level of student’s education during Covid -19 in Ekiti State was high. The study therefore recommended that teachers should be encouraged to utilize social media network for teaching so as to avoid students’ idleness. Students should be more intimated with the use of social network for learning at available opportunity.

High Turnover of Male Science Teachers Over Female Science Teachers in Public Secondary Schools in Ekiti State, Nigeria

This study sought to investigate the disparity in turnover rates between male and female science teachers in public secondary schools in Ekiti State, Nigeria, and examined differences in their conditions of service. Utilizing an ex-post facto research design, data were collected from 712 science teachers and 112 principals from a selection of 112 schools, drawn from a population of 2,950 science teachers and 205 principals. A specially designed inventory, "Science Teachers Turnover Inventory (STTI)," was employed for data collection. The study found a significant difference in turnover rates between male and female science teachers. The calculated t-value (t-cal) of 5.771 exceeded the critical t-value (t-table) of 1.96 at a 0.05 level of significance, leading to the rejection of the first null hypothesis. However, the analysis revealed no significant difference in the conditions of service for male and female science teachers. The t-cal (1.02) was less than the t-table (1.96) at a 0.05 level of significance, leading to the retention of the null hypothesis. The results indicate a need for policy changes to address the high turnover of male science teachers in Ekiti State's public secondary schools, potentially impacting the quality of science education. Recommendations include encouraging male science teachers through special allowances and funding in-service training programs to improve their retention and professional development.

ADMINISTRATIVE STRATEGIES TO ENHANCE TEACHERS’ COMMITMENT IN DELTA STATE PUBLIC AND PRIVATE SECONDARY SCHOOLS IN NIGERIA

This study examined the administrative strategies to enhance teachers’ commitment in Delta State public and private secondary schools. Four research questions and four hypotheses guided the study. A descriptive method of ex-post facto research design was adopted with a sample size of 414 public and 620 registered private secondary schools in the 25 Local Government Areas. A validated and reliable questionnaire was the instrument used for data collection. Mean and standard deviation was used to answer the research questions while independent samples t-test was used to test the null hypotheses. The findings of the study revealed amongst others that available administrative strategies to enhance teachers’ commitment include, monitoring teachers’ activities, maintaining a proper channel of communication, use of committee system in schools, performance appraisal of teachers, teachers’ participation in decision making, the delegation of duties, regular staff meeting and motivation of teachers. The study also revealed that there is no significant difference between principals of public and private secondary schools on the available administrative strategies used to enhance teachers’ commitment in Delta State; that there no significant difference between public and private secondary school principals on administrative strategies commonly used to enhance teachers’ commitment in Delta State secondary schools; that there no significant difference between public and private school principals on preferred administrative strategies more positively inclined to enhance teachers’ commitment in Delta State secondary schools; and that there was no significant difference between public and private school principals on suggested administrative strategies to enhance teachers’ commitment in Delta State secondary schools. The study recommended that School principals should create an environment that will enhance collaborative practice. When a conducive environment is created in the school and collaborative practice is encouraged teachers will be committed to their job.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

Learning environment and academic success of students in public secondary schools in Imo State

This study examines the relationship between learning environment and academic performance of students in Imo State's public secondary schools. The ex-post-facto study design was adopted. A simple sampling strategy was used to select 155 respondents (50% of the population), from a group of 309 principals. To collect information from respondents, questionnaire survey called "Atmosphere of Learning was used". Also, a checklist was used to compile information on kids' academic success. The questionnaire was validated using face and content validity. Additionally, a Cronbach’s alpha reliability test was performed, and the findings revealed a high reliability index with a score of 0.71. The Pearson product moment correlation statistic was used to establish the relationship at 0.05 level of significant. Results showed that in Imo State, classroom setting, physical environment, learning atmosphere, and academic success of students were substantially associated. Principals in Imo State, Nigeria, are advised to make sure that classrooms are typically conducive to teaching and learning. The classroom should be set up so that it can hold the required number of pupils in order to facilitate effective teaching and learning.

ASSESSMENT OF PRACTICAL TEACHING DIFFICULTIES AMONG NATIONAL YOUTH SERVICE CORPS (NYSC) MEMBERS SERVING AS AD-HOC TEACHERS IN SECONDARY SCHOOLS IN EKPOMA, EDO STATE, NIGERIA

The research analyzes the practical teaching challenges faced by National Youth Service Corps (NYSC) members working as ad hoc teachers in secondary schools in Ekpoma, Edo State, Nigeria. The survey method was used in this study. The population consists of all 86 Batch B (Stream 1 and Stream 2) corps members assigned to Ekpoma, Edo State's public secondary schools in 2022. A questionnaire created by the researcher served as the tool for gathering data. The instrument's Split-Half Reliability coefficient for classroom, environmental, and instructional-based issues was 0.75, 0.78, and 0.82, respectively. The instrument was given to aspiring instructors by the researcher and two trained research assistants. Utilizing percentages (%), means (X), and standard deviations (SD), research issues 1, 2, and 3 were examined (S.D). The findings indicated that the difficulties faced by National Youth Service Corps (NYSC) volunteers working as substitute teachers in secondary schools in Ekpoma, Edo State, Nigeria bordered on classroom management. These difficulties included handling students' poor seating arrangements, managing students' movement into and out of the classroom, preventing disruptive behavior in the classroom, and upholding punctuality rules. The challenges in adjusting to school are a result of the corps members' failure to follow school regulations, the normal school instructors' lack of cooperation with the corps members, and the corps members' lack of participation in extracurricular activities. Some of the instructional-based difficulties experienced by the institution's trainee instructors were student teachers' inability to appropriately use instructional resources and their anxiousness during lesson presentations in the classroom. The during the orientation exercise of corps members in the NYSC camp, it was recommended that special pre-service orientation should be given to corps members; for the purpose of pre-informing corps members on the possible challenges they are likely to face at their various school of primary assignment.

SCHOOL ENVIRONMENTS AND PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN KWARA STATE PUBLIC SECONDARY SCHOOLS, NIGERIA

The environment seems to play a prominent role in the actualization of administrative effectiveness irrespective of the level of education. Hence, this study examined the relationship between environmental factors and principals’ administrative effectiveness in Kwara State public secondary schools. This study adopted a descriptive research design of survey type. Teachers in the entire 305 public secondary schools in the 16 Local Government Areas of Kwara State constituted the population for this study. Multi-stage sampling techniques which involve Stratified random sampling were followed in selecting the 42 principals and 371 teachers who participated in this study. The participants were drawn from 42 schools in six local government areas. This study made use of two researcher-designed instruments titled “School Environments Questionnaire” (SEQ) and “Principals’ Administrative Effectiveness Questionnaire” (PAEQ) to collect data from the respondents. Descriptive and inferential statistics were employed for the analysis of the data collected. Findings from the study revealed that a significant positive relationship existed between the school environment and principals’ administrative effectiveness. A significant relationship was equally obtained between administrative effectiveness and school location, provision of facilities as well as schoolcommunity relations. It was inferred that the administrative effectiveness of school principals is related to environmental variables. It was recommended among others that the healthiness (physical and psychological) of the school environment should be reviewed from time to time in order to ensure administrative effectiveness.

School supervision: A panacea for poor teachersrsquo; development in public secondary schools of Ondo state, Nigeria

Educational supervision is very vital in curriculum delivery to ensure quality output in terms of students’ academic performance and teachers’ development. Education supervision has been bedeviled with series of problems since the takeover of schools by Nigerian government in 1976. The problem of poor teachers’ development in Nigerian public secondary schools has been the concern of the government and the society at large in which different scholars had suggested allocation of more fund to the educational sector, employment of more teachers and provision of instructional materials to the school, yet with no positive result. Therefore this study investigated the use of supervision as a tool in ensuring teacher’s development in Ondo State public secondary schools. Qualitative research approach of the survey type was used. While purposive sampling method was used to sample four secondary schools in Ondo State. The findings revealed that schools with adequate supervision are of better quality in terms of students’ academic performance, staff development and students’ discipline. The study therefore recommended that school supervision should be a daily activity in the school. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences.

Implementation of Education Policy in Secondary Schools in Delta State: Challenges and Future Directions

Unqualified teachers, a lack of financing, and the absence of or limited availability of some essential educational facilities are issues encountered in the implementation of education policy. A descriptive research method was used. The purpose of this research is to investigate the challenges and opportunities of educational policy implementation in Delta State public secondary schools. The population consisted of all principals and teachers. The sample size was 62 principals and 260 teachers. Two research questions and two hypotheses guided the study, and the tool for data collection was a questionnaire. The mean and standard deviation were used to answer the research questions while the hypotheses were tested using the Z-test. Findings showed that challenges in implementing education policies include underfunding, irregular classroom supervision, and so on. Among others, it recommended that the government should increase annual budget allocations to education and regular visits to schools by inspectors and supervisors.

School-Community Partnership and Quality Education Delivery Among Public Senior Secondary Schools in Lagos State, Nigeria

This paper examined the school-community partnership and quality education delivery among public senior secondary schools in Lagos State, Nigeria. Lack of mutual relationship between school authorities and community leaders mostly hindered effective and efficient running of secondary schools’ system in Nigeria. The study adopted correlational design The population of the study comprised all 322 public secondary schools in Lagos State, Nigeria. The sample size of 600 principals, student and parents purposively selected through purposive sampling technique. Two research questions were raised, and two null hypotheses were tested at 0.05 level of significance. Two instruments namely: School-Community Partnership Questionnaire (SCPQ) and Quality Education Delivery Questionnaire (QEDQ) were used to collect data and analysis was carried out using Pearson Product Moment Correlation Coefficient through Statistical package for Social Science (SPSS) version 23.0. The test-retest method was used to measured reliability coefficient level of 0.82. The analysis showed that a significant relationship existed between principals’ leadership behaviour and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r=0.516; N=600; p<0.05), and that a significant relationship existed between school-community partnership practices and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r =0.526; N=600; p<0.05). Sequel to the findings, it was recommended among other that school authorities and community leaders should work together toward delivery of quality education in Lagos State public senior secondary schools.

Comparative Analysis of Secondary School Students’ Performance in Science Subjects in Ekiti State, Nigeria

The purpose of this study was to compare secondary school students' scientific performance in Ekiti State, Nigeria. To accomplish this, the researcher used an ex-post facto research method. The results of students who sat the West African Senior School Certificate Examinations (WASSCE) in all 141 secondary schools in Ekiti State from 2015 to 2019 were used by the researcher. Science students who sat for WASSCE in all of Ekiti State's public secondary schools between 2015 and 2019 made up the study's sample. As a result, data from the May/June 2014/2015, 2015/2016, 2016/2017, 2017/2018, and 2018/2019 Senior Secondary School Certificate Examinations were used in the study. In total, the study was guided by four research questions and one hypothesis. The research questions were examined using descriptive statistics such as frequency counts, percentages, mean, standard deviation, and graphs, while the hypothesis was validated using Analysis of Variance (ANOVA) at a significance threshold of 0.05 using the SPSS version 20 package. According to the findings of the study, students' performance in Chemistry was better than their performance in Physics and Biology across the five years analyzed. Students' performance in Biology, Physics, and Chemistry does not follow a predictable pattern, according to the findings of this study. According to the findings, students performed best in Chemistry, followed by Physics, and least well in Biology. As a result of the study's findings, it was suggested that the government provide enough and up-to-date laboratory equipment for schools, and that parents and other education stakeholders assist governments by contributing their own quota to school growth.

Quality Assurance Parameters as Predictors of Teachers’ Motivation in Kwara State Public Junior Secondary Schools

The study examined quality assurance parameters as predictors of teachers’ motivation in public junior secondary schools in Kwara State. The study adopted the descriptive survey research design of correlation type. The population for this study comprised 5149 teachers of public junior secondary schools in Kwara State. The sample comprised of 640 teachers selected using the multistage sampling technique. A self-developed and validated research instrument titled “Quality Assurance Parameters and Motivation Questionnaire” (QAPMQ) was used to collect information with a reliability coefficient of 0.85. The result showed that teachers in public junior secondary schools in Kwara State had a moderate level of motivation (52.3%). The further showed that quality assurance parameters are significant predictors of teachers’ motivation (72.6% (Adj. R2= 0.726); and each of the quality assurance parameters of human resource maintenance (Beta= 0.704, t= 25.132) and data management (Beta= 0.366, t= 13.101) had significant predictions to teachers’ motivation, while funding was not significant (Beta= -0.275, t= -9.638) in Kwara State public junior secondary schools. Therefore, it was recommended that Kwara State government should not relent its efforts and continue to work collaboratively with Non-Governmental Organizations (NGOs), philanthropists, and other stakeholders in the education sector to ensure its assurance parameters are continued and appropriately used in stimulating teachers’ motivation in the State public secondary schools.

Storytelling Method of Instruction and Students’ Gender in Christian Religious Studies in Ekiti State Public Secondary Schools

It is observed that gender issues have become a major focus and concern in the academic achievement of students over the years. The main focus of the study is to examine the difference in the performance of male and female students in Christian Religious Studies. The research adopted a quasi-experimental research design. The sample of the study was 159 senior secondary school students of Christian Religious Studies in Ekiti State. The descriptive statistics of mean and standard deviation was used for research question while inferential statistical test of t-test was used for hypotheses testing. The findings of the study revealed that there was no significant difference in the performance mean scores of male and female students in Christian Religious Studies taught using storytelling method and those taught with lecture method. Based on the findings, it was recommended that there should be equal treatment for both gender; preferential treatment or differentiation should not be allowed in the way female and male students are taught.

Influence of Self-esteem on Teachers’ Job Effectiveness in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria

In this study, the researcher investigated the Influence of Self-esteem on Teachers’ Job Effectiveness in Public Secondary Schools in Orlu Education Zone, Imo State. The research design adopted for the study was the descriptive research design. Two research questions and two null-hypotheses guided the study. The population of the study consisted of 15,248 teachers in the state public secondary schools and the proportionate random sampling technique was used to choose 4,326 as the sample size for the study. The instrument used for data collection from the respondents was the ‘Influence of Self-esteem on Teachers’ Job Effectiveness in Public Secondary schools in Imo State Questionnaire, (ISETJEPSSISQ)’. The instrument was validated by three experts, two from the Department of Educational Management and Policy and one from the Education Foundations. The instrument was divided into two. Section A was concerned with self-esteem and teachers’ confidence in themselves for job performance while section B dealt with self-esteem and teachers’ job effectiveness. The two sections of the instrument gave a correlational value of 0.86 which was considered high enough for the study. The reliability of the instrument was established through pilot-testing and analysis by Cronbach alpha. Pearson Product Moment Correlation Coefficient was used to answer the research questions and test the hypotheses at 0.05 level of significance. For the purpose of analysis, each item was weighted and scored as; Strongly Agreed (SA) = 4points, Agreed (A) = 3points, Disagreed (D) = 2points and Strongly Disagreed (SD) – 1point. In testing the null-hypotheses, if p-value (p < 0.05) was equal or greater than 0.05, the null-hypothesis was accepted but where it was otherwise, it was rejected. The finding of the study among others was thatmany teachers do not perform on their jobs because of low self-esteem. It was then recommended that principals of schools in Imo State, Nigeria should organize seminars to boost their teacher’s self-esteem for effective job performance.

Innovations for Attaining Sustainable Development Goal: Persisting in Schools in Nigeria

The study was carried out to determine challenges of girl child education as regards persistence in secondary education as well as determine innovations that will help to prevent this act in Delta state public secondary schools. It is an expose facto design that employed survey method to obtain the data. The population of the study consisted of 14,877 public secondary teachers in Delta state. The sampling technique adopted was the cluster and random sampling using balloting system. A total number of 744teachers were sampled to form the sample size. The instrument utilized was the Innovation for Attaining Girl Child Persisting in School Questionnaire (IAGCPSQ). Analysis was carried out using descriptive statistics of mean rating, standard deviation. The hypotheses were tested using t- test. The study found the most outstanding challenges of school persistence and the most crucial innovation aimed at encouraging girl child in school. Based on the findings, it was recommended that abrogation of cultural barriers that inhibit girl child education be made, orientating girl child towards the value of education, making school environment friendly to girl child learning, improving living conditions of families amongst others. Received: 19 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

INFLUENCE OF PRINCIPALS’ DECISION MAKING STRATEGIES ON STUDENTS’ DISCIPLINE IN BAUCHI STATE PUBLIC SECONDARY SCHOOLS, NIGERIA

The study was conducted to examine the Influence of Principals’ Decision Making Strategies on Students’ Discipline in Bauchi State Public Secondary Schools, Nigeria. The study was guided by seven research questions. This study was based on the Contingency Theory developed by Fielder’s 1970 which says that leaders’ ability to lead is contingent upon various situational factors. Descriptive research design was used in this study and Proportional stratified random sampling techniques was applied to select the participant. The sample comprised of 20 principals drawn from the three educational zones in Bauchi. The instrument for data collection was measure on a modified 5 point likert scale named the principals decision making strategies and students discipline questionnaire (PDMASDQ). Data was analysed using mean and standard deviation to answer the seven research questions while T-test was used to test the hypotheses. The result of the study revealed that (i) to a moderate extent with grand mean value of 3.8 the principals recognise the problem first before making decision. (ii).to a moderate extent he analyse the information before making decision with mean grand mean value of 3.3 (iii)to moderate extent the principal develop alternative solution which influence students discipline (iv)to a moderate extent he evaluate the alternative solution which influence students discipline (v)to a moderate extent the principal select the best alternative with the grand mean value of 3.3 (vi) to a moderate extent the principal implement decision and it influence students discipline. (vii) to a large extent the principal evaluate and control the decision which influence students discipline. It was recommended among others that: principals should identify the root of problems in school before making decision, principals should plan ahead for the student, principals should allow teachers to exercise their duties freely without any restriction, Students should be sensitized on the importance of adherence to school rules and regulations, principals should always evaluate the decision made and check the effect on student discipline. This will go a long way in guaranteeing respect to the leaders.

RELATIONSHIP BETWEEN SELF-EFFICACY AND MARITAL SATISFACTION OF MARRIED TEACHERS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Marriages being a legal union between a man and a woman that is supposed to produce a satisfactory relationship in which the couple involved can experience marital satisfaction. This study sought to determine the relationship between self-efficacy and marital satisfaction of married teachers in Anambra state. Three research questions were formulated to guide the study while one null hypothesis was tested at 0.05 level of significance. Correlational research design was used in conducting the study. A sample size of 1,344 married teachers was drawn from a population of 6,987 married teachers in Anambra state public secondary schools. A multi-stage sampling procedure was followed selecting the sample. Two instruments: General Self-efficacy Scale and Index of Marital Satisfaction (IMS) were adopted and used for data collection. The instruments are standardised measures and have the following reliability coefficient; 0.96 for IMS, 0.87 and for GSS. Data was collected through direct delivery approach. Data collected were analysed using SPSS version 23. Pearson correlation coefficients and regression analysis were used to answer research questions and test the hypotheses. Findings of the study showed among others that there is very low or no relationship existing between married teachers’ Self-efficacy belief and their marital satisfaction. Based on the findings of the study, it was recommended, among others that counselors interested in marriage therapy should empower married teachers to follow behaviour and activities that foster marital happiness through occasional lectures and counselling sessions.
 
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Effects of Mastery and Conventional Learning Instructional Strategy on Students’ Achievement in Economics in Anambra State Public Secondary Schools, Nigeria

Effects of Mastery and Conventional Learning Instructional Strategy on Students’ Achievement in Economics in Anambra State Public Secondary Schools, Nigeria