scholarly journals Training and Supervision as Predictors of Business Teachers’ Job Performance for Policy and Practice in Nigerian Secondary Schools

2021 ◽  
Vol 8 (4) ◽  
pp. 76-85
Author(s):  
Tijani, Abdulganiyu Adebayo
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Teaching And Learning ◽  
Poor Performance ◽  
State University ◽  
Policy And Practice ◽  
Business Teachers ◽  
The North ◽  
Training And Supervision ◽  
The Government

This study investigated training and supervision as predictors of Business Teachers' Job Performance in Nigerian Public Secondary Schools. A Descriptive research design of correlation types was adopted for the study. The population consisted of the entire 1,500 Business related subject teachers from four states in the North Central Geo-Political Zone of Nigeria. 550 samples were purposely selected as the respondents from 20 schools using proportional sampling techniques. A Structured questionnaire was purposely used to collect relevant data from the respondents. However, the checklist was used to collect WAEC/SSCE results of the sampled schools. The validity of the instrument was done by three experts from the Department of Business Education, Kwara State University. The reliability coefficient of 0.71 was obtained through a split-half method. The two research questions stated were answered using percentages and cumulative frequency statistical method, while the three hypotheses generated were tested using multiple regression analysis. The finding of the study revealed the poor performance of a student in Business-related subjects. However, there was a moderate level of Business Teacher job performance. Also, both training and supervision were discovered to be the predictors of Business Teacher Job Performance in Nigeria Public Secondary Schools. Regular capacity building such as workshops and conferences were recommended for the Teachers in addition to the regular external and internal supervision. The Government should also supply the necessary teaching facilities to help the teachers improve on teaching and learning.

scholarly journals Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

2019 ◽  
Vol 24 (1) ◽  
pp. 11-19
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Support Staff ◽  
Multiple Roles ◽  
Education Expansion ◽  
Teaching Competence ◽  
Competence Beliefs ◽  
The Government ◽  
The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

scholarly journals The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria

2021 ◽  
Vol 4 (4) ◽  
pp. 154-158
Author(s):  
Murana Muniru Oladayo
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
National Development ◽  
Continuing Professional Development ◽  
Poor Quality ◽  
National Language ◽  
Foreign National ◽  
The Government

The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.

scholarly journals Relato de experiência: oficina pedagógica como objeto de aprendizagem na formação inicial do pedagogo no Consórcio CEDERJ

2018 ◽  
Vol 11 (3) ◽  
pp. 176-191 ◽  
Author(s):  
Silvia Alicia Martínez ◽  
Fabrícia Vieira de Araújo ◽  
Suelen Ribeiro de Souza ◽  
Evandro Vargas ◽  
Leandro Garcia Pinho
Keyword(s):  
Distance Education ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
The State ◽  
Pedagogical Practices ◽  
Initial Moment ◽  
State University ◽  
Pedagogical Workshop ◽  
History Teaching ◽  
The North

RESUMO: O presente trabalho objetiva abordar, analisar e discutir uma significativa experiência de ensino e aprendizagem adquirida em uma oficina pedagógica, no âmbito do Curso de Pedagogia da Universidade Estadual do Norte Fluminense (UENF), no bojo do Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ). Tal atividade foi concretizada por professores, tutores e alunos das disciplinas História na Educação 1 e História na Educação 2 do curso supracitado. A partir das referências de diferentes pesquisadores do campo do Ensino de História e da Educação, discorremos em um momento inicial acerca da organização e estruturação da Oficina, para posteriormente tratarmos da concretização da atividade em si pelos estudantes. A Oficina muito contribuiu para a reflexão acerca das práticas pedagógicas e para uma maior aproximação entre docentes, tutores e estudantes, bem como oportunizou pensamentos acerca das diferentes tecnologias e outros materiais que podem ser empregadas no ensino de História. PALAVRAS-CHAVE: oficina pedagógica; ensino de História; educação a distância; curso de Pedagogia. ABSTRACT: The present work aims at addressing, analyzing and discussing a significant experience of teaching and learning acquired in a pedagogical workshop, within the course of pedagogy of the State University of the North Fluminense (UENF), in the Centre of Distance Education of the State of Rio de Janeiro (CEDERJ). Such activity was accomplished by teachers, tutors and students of the disciplines History in Education 1 and History in Education 2 of the aforementioned course. From the references of different researchers of the field of History Teaching and Education, we have come at an initial moment about the organization and structuring of the workshop, to subsequently embrace the realization of the activity itself by the students. The workshop contributed greatly to reflect on pedagogical practices and for a closer approximation among teachers, tutors and students, as well as it allowed to think the different technologies and other materials that can be employed in the History teaching. KEYWORDS: Pedagogical workshop; History teaching; distance education; Pedagogy course.

Job Satisfaction Measurement in the Public and Private Sectors: The Case of Erbil in North Iraq

2018 ◽  
Vol 9 (03) ◽  
pp. 20639-20646
Author(s):  
Hazhar Bahram Mahmood
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Private Sector ◽  
Political Crisis ◽  
Public And Private ◽  
The Public ◽  
The North ◽  
Good Shape ◽  
Satisfaction Measurement ◽  
The Government

This paper is focused on an overview of Job satisfaction Measurement in both the Public and Private Sectors, most specifically in Erbil, the North of Iraq. The private sector is making huge progress in its recruitment policies to get the right people hired and give them better working conditions. This has relatively increased job performance in the private sector. Although there has been an economic slowdown in Iraq caused by political crisis, the level of job satisfaction in the private sector has increased followed by an increase in job performance in the private sector. The private sector in North of Iraq is profitable, making financial gains and great investment and the government of North of Iraq have high expectations that in the years to come, investment in the private sector will yield more profits and enormously contribute to booming the economy of North of Iraq. The private sector continues making the workplaces more comfortable to push up job satisfaction and job performance from below and the government of North of Iraq is eager to make the investment environment in North of Iraq more conducive. The most important people in every company are the employees. They are important because they play the important roles in given the company a good shape and helping the company to maintain its shape. This means that management of companies has the express duty to keep employees working on their job and even to influence the employees in many ways to remain with the company. If management succeeds to keep employees steadily on the job, it means that employees have been greatly satisfied. To be a satisfied employee, shows that a company’s policies and practices on satisfaction are well upheld. This mean that job satisfaction which is a widely used concept in the process of company’s management and operation is well handled. Job satisfaction element can be well handled but the degree to which it is handled matters more and this greatly determines the retention of every employee. If the degree of handling job satisfaction is high, this will obviously attract and keep employees on the job. But if the degree is low, employees will tend to leave the job.  This explains why in measuring job satisfaction, companies should strive to achieve high degree of job satisfaction.

scholarly journals Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

2019 ◽  
Vol 6 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Research Question ◽  
The State ◽  
Continuous Professional Development ◽  
Correction Coefficient ◽  
State University ◽  
The Relationship

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

scholarly journals Digital didactics: technologies & practices

2020 ◽  
Vol 2 (2) ◽  
pp. 89-94
Author(s):  
E. V. Voevoda
Keyword(s):  
Online Education ◽  
Social Relations ◽  
Teaching And Learning ◽  
Russian Language ◽  
University Education ◽  
Research Centre ◽  
State University ◽  
The Government ◽  
Immediate Experience ◽  
And Control

On April 25, 2020, MGIMO University held the inter-institutional scientific and practical seminar (with international participation) “Digital Didactics: Technologies and Practices” organized by the Department of Pedagogy and Psychology. Educators and researchers from Russia, Belarus and Moldova met in the wake of the COVID-19 pandemic, which sent students and professors online, to discuss the problems related to teaching and learning from home and share the immediate experience of the first month in quarantine conditions. MGIMO welcomed colleagues from Moscow Pedagogical State University, Financial University under the Government of the Russian Federation, Moscow Polytechnic University, Academy of Labour and Social Relations, Esenin Ryazan State University, Pushkin State Russian Language Institute, Belarusian State University, Komrat State University (Moldova), Federal Research Centre Computer Science and Control of the Russian Academy of Sciences. The participants of the seminar discussed the place and role of online courses in university education, ways of presenting teaching material and teaching methods as well as pedagogical and psychological problems in online education.

scholarly journals The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

2021 ◽  
Vol 4 (6) ◽  
pp. 82-101
Author(s):  
Nsengumuremyi Didace ◽  
◽  
Dr. Hesbon Opiyo Andala ◽  
Keyword(s):  
Secondary Schools ◽  
Sample Size ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Instructional Materials ◽  
Teaching Staff ◽  
Material Usage ◽  
The Government ◽  
The Relationship

The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.

scholarly journals INFLUENCE OF GOVERNMENT FUNDING ON ACADEMIC ACHIEVEMENT OF PUBLIC SECONDARY SCHOOLS IN NYAMAIYA DIVISION, NYAMIRA COUNTY, KENYA

2020 ◽  
Vol 8 (1) ◽  
pp. 01-08
Author(s):  
Jane Nyanchama Nyakoe
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Sample Size ◽  
Teaching And Learning ◽  
Government Funding ◽  
Test Reliability ◽  
Capital Theory ◽  
The Government ◽  
Education Support ◽  
Entrepreneurial Activities

Despite the critical objective of government funding in education, and guaranteeing that all school going children access quality education, recent literature indicates that a good number of them stay away from school. The purpose of this research was to examine the role of economic investments on academic achievement of public secondary schools in Nyamaiya Division, Nyamira County, Kenya. This research study was directed by the listed objective: to establish the influence of government funding on academic achievement of public secondary schools in Nyamaiya division, Nyamira County. The study employed the Human capital theory. The research employed a survey research design which adopted a mixed methodology since it had both quantitative and qualitative aspects. The research employed concurrent triangulation approach. The study targeted 18 principals, 153 class teachers, 3470 students and 1 education support officer. The sample size constituted of 4 principals, 30 class teachers, 347 students and one curriculum support officer a total of 382 respondents. Purposive sampling was used to sample principals and curriculum support officer while random sampling was used to sample class teachers and student. Questionnaires were used to obtain information from students and class teachers while interview guide were used on principals and curriculum support officer. Piloting was conducted in the neighboring Nyamira division on 10% of the sample size. Test-retest technique was used to test reliability. Qualitative data was analysed thematically along the objectives and quantitative data using Statistical Package of Social Sciences (SPSS 21). The quantitative findings of the study were presented using frequency tables, percentages and inferential statistics using correlation whereas qualitative findings were presented thematically and in narration forms. From the analysis, it was noted that; government and donor funds have enabled school infrastructures to be put in place together with some teaching and learning equipment. Agricultural and entrepreneurial activities have enabled parents to raise school fees and supplement on other learning equipments. Improved infrastructure, availability of teaching and learning materials impacts positively on learners’ academic achievement. The study recommends the government to support public secondary schools fully.

scholarly journals Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 101-120
Author(s):  
Yusuf Laro Ibrahim ◽  
Yunus Adebunmi Fasasi ◽  
Mustapha Adam Ishola ◽  
Yusuf Suleiman
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Secondary Schools ◽  
Collective Efficacy ◽  
Important Predictor ◽  
North Central ◽  
The North ◽  
Pertinent Data ◽  
The Government

Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.

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