Public Secondary School Teachers Research Articles

Causes of Examination Anxiety on the Academic Performance of Secondary School Students in Okigwe Zone 1 Imo State, Nigeria

The study determined the effects of examination anxiety on the academic performance of secondary school students in Okigwe zone 1 Imo State, Nigeria. The study adopted descriptive survey design. The population of the study comprised 1,035 respondents comprising 60 principals and 975 teachers of public secondary schools in Okigwe zone 1 Imo State, Nigeria. Simple random sampling, 207 principals and teachers were used for the study. Data collection was carried out using Effects of Examination Anxiety Questionnaire (EEAQ) for students. The instrument was subjected to face and content validity by three experts. The test of reliability on the instrument yielded coefficient values 0.75, 0.77 and 0.87 for Sections A, B and C respectively with an overall reliability co-efficient value of 0.80. Data were analyzed using mean. The mean value was used to answer the research questions. Findings revealed that students' individual factors, school factors and parental factors cause examination anxiety among secondary school students in Okigwe zone 1of Imo State. Based on these findings, it was recommended among others that secondary school students should be trained to adopt good study habits, examination halls, provision of teaching materials, teaching aids in secondary schools, engage themselves in academic and physical activities that will adequately prepare them for examinations. It was also recommended that government, counsellors as well as other educators should create enabling learning environment for students free of tension and unnecessary stress so as to minimize anxiety and amongst others.

Relationship Between Personnel Management And Students’ Academic Performance in Ondo State Public Secondary Schools, Nigeria

This study examined the extent of personnel management and the level of academic performance of secondary schools’ students in Ondo State. The study also examined the relationship between personnel management and academic performance of students. The study adopted the descriptive research design of the survey type. The population of the study consisted of 16,563 public secondary school teachers in 304 public secondary schools in Ondo state. The sample comprised 900 teachers selected from 36 secondary schools in Ondo State using multistage sampling procedure. Two sets of instruments tagged personnel management questionnaire (PMQ) and an inventory on Senior Secondary School Certificate Examination Result (ISSCER) were used for the study. The two instruments were validated by experts in Educational management and Test and Measurement to determine the appropriateness in order to ensure the face and content validity of the instrument. Test retest method of reliability was used to ascertain the reliability of the PMQ and a reliability coefficient of 0.81 was obtained. The research questions were answered using frequency count and percentage score while Pearson Product Moment correlation was used to test the hypothesis. The findings revealed that the level of personnel management in Ondo State was moderate and academic performance of students in Ondo State was fair. It was recommended that teachers should be motivated through prompt payment of salaries, promotion as and when due and other welfare packages should be paid in order to enhance good academic performance of secondary school students in Ondo State.

Participatory Management for Enhancing Students' Academic Performance in Public Secondary Schools in Rivers State.

This study investigated participatory management for enhancing students' performance in public secondary schools in Rivers State. The study adopted descriptive survey design. The population of the study was all the 276 principals and 8,452 teachers in public senior secondary schools as well as 4,455 students’ parents. The sample of the study was 730 respondents, comprising 90 principals, 360 teachers and 280 parents who were selected through the combination of stratified sampling, simple random sampling and purposive sampling techniques. Instrument of data collection was 10 items questionnaire titled, “Teachers and Parents Participation in Secondary School Management Questionnaire (TPPSSMQ). The instrument was a validated four-point likert styled, Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). It has a reliability index of 0.82, using Cronbach Alpha Statistical test. The research questions were analysed using mean and standard deviation whereas the hypotheses were tested using z-test statistics at 0.05 alpha level. The findings of the study revealed that the involvement of teachers in school decision-making would give teachers broader opportunity to make inputs in policy issues that concern effective instructional delivery. The study further showed that the involvement of parents in school decision-making would give them ample platform to offer their advices on how to improve the quality of teaching and learning. Based on the findings, the study recommended that school managers should give teachers meaningful opportunities to make inputs, that such opportunities will empower them to take decisions on issues affecting their work performance and productivity for enhanced students' achievement. Furthermore, school authorities should accord parents’ opportunities to offer their advices on how to enhance resource accountability to foster efficient school management and quality teaching and learning in the school.

Exploring Teacher’s Role in ICT Implementation for Learner Progress Monitoring in Secondary Schools in Nairobi County, Kenya

The study objective was to determine the role of the teacher in ICT implementation for learner progress monitoring. The study was based on the social and cognitive constructivist theory. The target population constituted 10 teachers of public secondary schools. The target population was sampled and picked using purposive sampling technique. A questionnaire and a short interview were used as research instruments. The research project was guided by a descriptive survey design. The data was analysed using descriptive statistics. The findings were interpreted, discussed and presented on tables, pie charts and in form of percentages for ease of discussion, interpretation and conclusions. Quantitative data was obtained using percentages as well as weighted mean with the help of SPSS software, IBM version 20, while qualitative data was analysed by use of descriptive statistics. Findings indicated that majority of teachers had undergone ICT training which implied that a high percentage of teachers had the required skills on instructional technological knowledge and therefore aptly took up their roles for ease of use in curriculum implementation, even though the teachers were not armed with ICT skills for complex analysis of the learners’ results.

Influence of Principals’ Instructional Supervision Practices on Kenya Certificate of Secondary Education (KCSE) Performance in Public Secondary Schools in Makueni County, Kenya

KCSE Performance in Public secondary schools in Makueni County, Kenya has consistently declined between 2014 and 2018. Although no empirical studies have explained the cause of the decline, Principals’ instructional supervision practices may have contributed to the trend necessitating the need for an investigation. This study investigated Influence of Principals’ Instructional Supervision Practices on Kenya Certificate of Secondary Education (KCSE) Performance in Public Secondary Schools in Makueni County, Kenya. The objective of the study was to establish the influence of principals’ instructional supervision practices on KCSE performance in public secondary schools in Makueni County, Kenya. The hypothesis for the study was that there is no statistically significant relationship between principals’ instructional supervision practices and students’ performance in KCSE in public secondary schools in Makueni County, Kenya. The study employed mixed methods research design. The rationale for using the method is that it combines both qualitative and quantitative data within a single study hence complementing each other by integrating their strengths. The target population was all principals and teachers of public secondary schools in Makueni County. The study employed stratified sampling technique for schools, equal allocation sampling technique for both principals and teachers for quantitative phase while maximal variation sampling was used for qualitative phase. Means, percentage and frequencies were used to determine the distribution of variables under study among the respondents and represented in tables and figures. Pearson correlation coefficient was used to test the relationship between principals’ instructional supervision practices and KCSE performance in public secondary schools in Makueni County. The results for quantitative phase indicated that the coefficient of correlation (r) for the objective was 0.6 at significance level of 0.04. Principals interviewed attested that they embraced instructional supervision practices. The study concluded that principals of public secondary schools in Makueni County, Kenya applied effective instructional supervision practices that positively influenced KCSE performance and that principals’ instructional supervision practices influence students’ KCSE performance in public secondary schools in Makueni County . The study recommends that principals be trained on specific instructional supervision strategies to enhance their effectiveness in instructional leadership. Keywords: Supervision, Instructional supervision, principals’ instructional supervision practices, Supervision practices DOI: 10.7176/JEP/11-15-14 Publication date: May 31 st 2020

Correlation between continuous assessment and students’ performance in Islamic studies

This study investigated the correlation between continuous assessment scores and Islamic Studies students’ performance in WASSCE and NECO Examinations in Ilorin, Nigeria. The instruments used were the copy of cumulative continuous assessment scores for three consecutive years (2011-2013) in Islamic Studies; (ii) the 2011-2013 Islamic Studies may/June SSCE computerized result sheets sent to each school by WAEC and NECO. The results of students were analysed using Pearson Product Moment Correlation Coefficient (r) and regression. The findings showed that: (i) Students’ performance in Islamic Studies in NECO and WASSCE of the years under study (2011-2013) is fluctuating. (ii). Significant relationship exists between students’ continuous assessment scores and their performance in Islamic Studies in SSCE conducted by NECO. (iii). There is a significant relationship between students’ continuous assessment scores and their performance in Islamic Studies in WASSCE. (iv). There is a significant correlation among the school type of Students, their continuous assessment scores and their performance in Islamic Studies. Based on the findings of the study, it was recommended among others that there is a need to encourage Islamic Studies teachers in both public and private senior secondary schools to attach importance to the proper and regular conduct of continuous assessments.

Social transformation issues and management of educational goals achievement in Nigeria

This study investigated social transformation issues and management educational goals achievement in Nigeria. The purpose of this study is to examine the relationship between implementation of education policy, parental involvement in education, appropriate education budgetary allocation and achievement of educational goals in Nigeria. To achieve this, three hypotheses were formulated and tested. Quantitative research design was used for the study. A self-designed questionnaire titled ‘Social Transformation and Management of Educational Goals Achievement Questionnaire’ (STMEGAQ) was used to collect information for the study. The population of this study comprised all 6472 teachers in public junior secondary schools in Kwara State. The sample of 364 teachers was selected with the use of Research Advisor (2006) table of determine sample size of a known population. The data collected were analysed using Pearson product moment correlation coefficient statistic. The result revealed that there was positive and significant relationship between effective implementation of education policy, parental involvement in education, appropriate education budgetary allocation and achievement of educational goals in Nigeria. It was recommended that government should ensure effective implementation of education policy. Appropriate involvement of parents in the running of education as well as rise up to the expectation of UNESCO benchmark of 26% funding of education toward achieving educational goals in Nigeria Keywords: Educational goals, education policy, Nigeria, parental involvement, social transformation

Toxic Leadership Behaviour, Followership Characteristics and Their Productivity in Lagos State Senior Secondary Schools, Nigeria

Previous studies have focused on the effective aspects of leadership in education and neglected the toxic aspects of educational leadership which is important to identify the behaviours of school leaders who intentionally and unknowingly inflict enduring damage on their followers and school organisation. Thus, this study examined the relationship between toxic leadership behaviour, followership characteristics and their productivity in Lagos State senior secondary schools. Three hypotheses (tested at 0.05 level of significance). With the study’s foundation anchored on correlational and descriptive research designs, its population comprised all Principals, Vice-principals, and teachers in public senior secondary schools in Lagos State. The sample sizes were 98 Principals, 196 Vice-principals and 980 teachers after stratifying the population into Education Districts and thereafter selected through purposive sampling technique. Analysis was carried out using both descriptive and inferential statistics. Pearsons Product Moment Correlation Analysis and Regression Analysis were used to test the three hypotheses. Findings indicate that a positive and non-significant relationship existed between toxic leadership behaviour and followership commitment to work in Lagos State senior secondary schools (r = 0.025, ρ>0.05); the study also found that there was a negative and non-significant relationship between toxic leadership behaviour and followership loyalty in Lagos State senior secondary schools (r = -0.017, ρ>0.05), and the study further found that there is a positive relationship among toxic leadership behaviour, followership commitment to work, and followership loyalty with followership productivity in Lagos State senior secondary schools. It is concluded that toxic leadership is present in Lagos State public senior secondary schools, as evidenced in the study. The study therefore recommended that school teachers should be exposed to professional development training and opportunities particularly in leadership before placement for leadership positions, as leadership preparation and training are central to school effectiveness and school improvement, and qualified consultants with expertise in organisational leadership should be engaged during the search and selection processes of school leaders so as to detect toxic leaders in waiting. Keywords: Toxic Leadership Behaviour, Followership Characteristics, Followership Commitment, Followership Loyalty, Productivity. DOI: 10.7176/JEP/11-11-05 Publication date: April 30 th 2020

The Development and Validation of Collegial Supervisory Practices Questionnaire for Malaysian Public Secondary School Teachers

The Development and Validation of Collegial Supervisory Practices Questionnaire for Malaysian Public Secondary School Teachers

Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan

This research was designed to study the interrogation and prospective of science education at secondary level in Punjab, Pakistan. The present study was descriptive in nature and cross-sectional survey was conducted. Study was delimited to Punjab. All the science teachers of public secondary schools were the population. The sample was comprised of 495 secondary science teachers from the public schools of Lahore selected by proportionate sampling technique. The questionnaire was developed, piloted and validated before data collection. Main findings of the study indicated that secondary science teachers have challenges and prospects in science education related to classroom management, internal evaluation system, application of teaching methodologies. It is recommended to train teachers about application of modern teaching methodologies and strategies for motivating students to learn in effective environment and the science might get progress and emphasis on learning that contribute in the prosperity of the country in the field of science.

Challenges of Novice Teachers and Strategies to Cope at Secondary Level

The main purpose of this research study was to find out challenges of novice teachers affecting their performance and suggest measures to control their attrition. Population of the study comprised all novice teachers of public sector girls secondary schools of Sahiwal, Okara and Pakpattan districts. Sample of the study consisted on 206 novice teachers randomly selected from 45 schools out of population. A self-developed questionnaire consisted on Five - point Likert scale was used to collect data, which was organized, tabulated, analyzed and interpreted by using mean score, frequency score, percentage, standard deviation and t-value. It was found that lack of conducive school environment, non-supportive head teachers attitude, lack of pedagogical skills and students disruptive behavior create hindrances for novice teachers to perform their duties in better ways. It was recommended that provision of head teachers supportive attitude and conducive school environment prove helpful in novice teachers job retention.

PRINCIPALS’ APPLICATION OF MANAGERIAL SKILLS AS A CORRELATE OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

The study investigated principals’ application of managerial skills as a correlate of teachers’ job performance in secondary schools in Anambra State. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. Correlational research design was utilized for the study. The population of the study consisted of all the 5,286 teachers in public secondary schools in Anambra State, Nigeria. A sample size of 759 teachers were drawn using proportionate stratified sampling technique. Two sets of researcher-developed instruments titled “Principals Application of Managerial Skills Scale (PAMSC) and Teachers’ Job Performance Questionnaire (TJPQ) were utilized for data collection. The instruments were face validated by three experts and subjected to reliability test estimate using Cronbach alpha which yielded 0.68, 0.71 and 0.68 for parts A, B and C of PAMSC respectively and the reliability index of 0.68 was obtained for TJPQ. Pearson’ Product Moment Co-efficient were used to answer the research questions, whereas the hypotheses were tested using t-test. The findings of the study as indicated among others revealed that there is a high relationship between principals’ application of communication skill and teachers’ job performance in secondary schools in Anambra State. It was also revealed that there was significant relationship between principals’ application of interpersonal relationship skills and teachers’ job performance in secondary schools in Anambra State. Based on the findings, it was recommended among others that Post Primary School Service Commission should introduce a school-based annual training programme in all secondary schools for principals to up-date their communication skills to enhance teachers’ job performance. Article visualizations:

Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views

A case study was conducted to explore public secondary school teachers’ perspectives, practices, and experiences concerning the design and implementation of the English curriculum, as well as the professional development offered by the government in order to implement language policies and curriculum guidelines in the city of Medellin, Colombia. The study lasted one year and included a survey, the analysis of curriculum documents from five selected institutions, and focus group interviews as data collection instruments. Results indicate that the initiatives provided by the government have not been effective in supporting teachers in this endeavor as they have been very limited in terms of curriculum design, and reflect a technical view of teacher learning. In addition, several contextual and social factors have tremendously affected the implementation of language policies and curriculum guidelines in schools. Besides, teachers point to several needs, including that they have more time to appropriate and implement reforms, that they be included in policy-making as affected parties, that professional development initiatives be freed from political and economic interests and that they be offered a preparation that combines improving their language proficiency, English teaching methodologies and curriculum design.

Komparativno ispitivanje poslovne motivacije, opaženog stresa u vezi posla i poslovne satisfakcije na uspešnost nastavnika među nastavnicima srednjih javnih i privatnih škola u Državi Ekiti, Nigerija

The study examines the comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria. The study adopted a descriptive design of correlational type. A Sample of two hundred hundred fifty public and private secondary school teachers were selected using a multi-stage sampling technique. Four scales were used to collect information. Eight research questions were raised and answered in the study. Data collected were analyzed using T-test and Multiple regression analysis. Results indicated that there was a significant difference in the teaching efficacy of public and private secondary school teachers; t (248) = -3.206, p < .05, there was also a significant difference in the job motivation of public and private secondary school teachers; t (248) = -2.159, p < .05, a significant difference also was observed in the perceived stress of public and private secondary school teachers; t (248) = -3.648, p < .05 and a significant difference in the job satisfaction of public and private secondary school teachers was also observed; t (248) = -2.742, p > .05. The Regression analysis revealed that there was a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on public school teachers' efficacy (R = .598, P < .05). 34.3% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). Furthermore, there was also a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on private school teachers' efficacy (R = .641, P < .05). 39.4% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). It is recommended from the findings of the study that the welfare of teachers who are the engine room of secondary education is very critical to their efficacy most notably in the private secondary school section. Also, Government, employers and stakeholders in the secondary education must ensure the wellness of teachers in order to facilitate the learning process towards good teaching, self-development of teachers, students and nation at large.

Organization’s Human Resource Practices: Determinants of Employees Retirement Preparedness in the Context of Kenya

The premise that human resource (the people) is the most valuable of all organizational resources presupposes the need for organizational strategies to secure the future of both the organization and employees. The role played by employer organizations in employee separation planning is imperative in providing insight into the human resource practices geared towards employees’ eventual retirement. However, separation decisions are ignored in theory and practice, and even the little attempts made has inherent weaknesses. This has left employees’ retirement planning being a concern of individuals just about to retire or otherwise plunging into retirement life without planning at all. Separation planning predicts higher levels of individual’s postretirement adjustment across various occupational settings in both public and private sectors. There is therefore need for judicious management of retirement transition by individual employees and employers through promotion of sound human resource practices. The human resource practices should intentionally influence individual employee’s retirement behaviours by triggering planning for the eventual separation and hence retirement preparedness. The purpose of this study was to assess the effect of organization’s human resource practices and retirement preparedness among public secondary school teachers’ in Kenya. The target population was 1,238 teachers aged 50 years and above, employed in public secondary schools by the Teachers Service Commission in Kirinyaga and Murang’a Counties by 2017. A representative sample of 334 respondents was selected using multistage sampling technique. Data was collected using semi structured questionnaire and interview guide. Logit regression was used to establish the relationships between variables in the study and to test hypotheses at P ≤ 0.05 at 95% confidence level. The study found that human resource practices influence retirement preparedness positively. The study therefore concluded that sound HR practices should be put in place by the employer organizations to offer conducive environment that make employee separation planning and retirement preparedness possible. The study recommended the government through its agencies and/or Commissions to enact frameworks that enforce, monitor and evaluate diversified human resource practices for employer organizations to establish policies and guidelines that facilitate employees’ engagement in programmes that ensure a continuous process of separation planning for successful retirement preparedness.

Influence of Competence on Performance of Teachers in Public Secondary Schools in Kisii County-Kenya

Competence is a critical aspect of employee performance; however, there is a dearth of literature on the influence of competence on teacher performance especially in public secondary schools in Kisii County. The purpose of this study was to assess influence of competence on teacher performance. Three null hypotheses were tested guided by Vroom’s expectancy theory. The study adopted sequential explanatory mixed methods research design. The population constituted of 3,426 teachers from whom a sample of 345 teachers was determined using Slovene’s formula. Questionnaires for teachers were used in phase one whose validity was ascertained by two experts in research while reliability as per the Cronbach Alpha method was .779. Descriptive and inferential statistics generated in phase one were analyzed according to the research objectives. In the second phase, 11 teachers were purposively selected and interviewed. Qualitative information obtained was analyzed thematically and presented by direct narration. Findings of phase one were analyzed using the Pearson’s Correlation Coefficient method and yielded r (30) = -.178, p>.05 (teacher qualifications), r (30) = .200, p>.05 (professional development), and r (30) = .188, p>.05 (teacher experience) respectively. The regression model constructed to measure influence of competence on performance yielded Persons’ R=.335 while adjusted R-square was R² =.034 suggesting that competence explained 3.4% of teacher performance. Consequently, qualitative findings showed that the existing performance appraisal system was mute on other teacher competence variables except for professional development. In view of these findings, the three null hypotheses were upheld leading to the conclusion that teacher competence had minimal influence on performance because of gaps in the appraisal and professional development processes. The study recommends that Teachers Service Commission should reengineer the appraisal process to focus on all teacher competence variables including qualifications, professional development and experience. Similarly, there is need to develop a professional development programme for teachers. Finally, it is recommended that further research needs to be undertaken to develop new models for performance management and professional development for teachers. Key Words: teacher competence, development, experience, performance, qualifications DOI : 10.7176/JEP/11-3-19 Publication date: January 31 st 2020

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

Quality of Work Life of Teachers in Public Secondary School Teachers

Quality of Work Life of Teachers in Public Secondary School Teachers

Stress Sources of Teachers in Asean Perspective and in Public Secondary School Teachers

Stress Sources of Teachers in Asean Perspective and in Public Secondary School Teachers

Quality of Work Life of Teachers in Public Secondary School Teachers

Quality of Work Life of Teachers in Public Secondary School Teachers