scholarly journals PERCEPTIONS OF TEACHERS AND PRINCIPALS ON THEIR ADVERSITY QUOTIENT IN RELATION TO THEIR JOB PERFORMANCE

2021 ◽  
pp. 200-205
Author(s):  
Rommel P. Manzon
Keyword(s):  
Public Schools ◽  
Job Performance ◽  
Secondary School Principals ◽  
Sampling Procedure ◽  
Consistency Test ◽  
The Public ◽  
Research Questions ◽  
Multistage Sampling ◽  
Difficult Situations ◽  
Performance Scale

The study determined the teachers’ perception of principals’ adversity quotient as correlate of their job performance. There are four research questions guided the study. A correlational survey research design is adopted for the study. The population of the study consisted 4,370 teachers in the public schools. A sample of 875 teachers is drawn using a multistage sampling procedure. Two sets of developed instrument titled Principals’ Adversity Quotient Scale (PAQS) and Teachers’ Job Performance Scale (TJPS) which are validated by three experts are used for data collection. The instruments are face validated by three experts and subjected to internal consistency test using Cronbach alpha method which yielded 0.85, 0.78, 0.75 and 0.74 for the four sections of PAQS with overall coefficient of 0.72 while 0.84 was obtained for the TJPQ. Pearson’ Product Moment Correlation was used to analyze data for the study. Findings of the study indicated that a substantial positive relationship exists between teachers’ perception of principals’ control over adversity, principals’ ownership of the outcome of adversity, principals’ endurance and their job performance. Based on the findings, it was recommended among others that secondary school principals in the state should constantly predict and take charge of difficult situations and foster adaptive preparedness in order to stimulate teachers’ sense of confidence which will stimulate their job performance. Principals should as much as possible try not to allow difficult situations in the school to extend or “reach into” and affect other areas of the school and beyond. They should learn to put difficult situations under control by keeping the reach at bay. This can be essential in inspiring teachers towards improved job performance. KEYWORDS: Adversity, Adversity quotient, job performance, job accomplishment, principals’ functions and responsibility

Assessment Of The Implementation Of Contents For Secondary School Biology Curriculum In Three States In Southwest, Nigeria

2020 ◽  
Vol 7 (7) ◽  
pp. 270-276
Author(s):  
Oladamola Dickson Akinnodi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Sampling Procedure ◽  
Validation Process ◽  
Biology Teachers ◽  
The Public ◽  
Descriptive Research ◽  
Southwest Nigeria ◽  
Multistage Sampling ◽  
Biology Curriculum

The study assessed the implementation of contents for secondary school biology curriculum in three states in Southwest, Nigeria. The descriptive research design of the survey type was used in this study. The population of the study comprised all Biology teachers in all the public secondary schools in Ondo, Osun and Oyo States. The samples for the study consisted of 180 biology teachers drawn from 180 public secondary schools in the three states. The sample was selected using multistage sampling procedure. An instrument tagged Inventory on Implementation of Biology Curriculum (IIBC) was used for collecting the data for the study. The validation process was exempted since an inventory was used. The responses obtained were collated and analysed using descriptive and inferential statistics. The findings of the study revealed that Biology curriculum contents were not fully covered. It was also revealed that most of the schools do not meet the recommended standard of at least 2 periods per week for practical work in Biology. It was further revealed that the implementation of the contents of Biology curriculum in secondary schools do not differ among the three states considered in this study. It was recommended among others that Biology teacher should intensify efforts to see that the biology curriculum contents are covered and implemented.

School Plant Security Management and Students’ Academic Achievement in Public Secondary Schools in Akwa Ibom State.

2019 ◽  
pp. 122-129
Author(s):  
Nwosu-Kanu, D. ◽  
Oleford Ngozika A. ◽  
Ekanem E.E. ◽  
Akpanudo E.M.
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
English Language ◽  
Security Management ◽  
Sampling Procedure ◽  
Ex Post ◽  
Ex Post Facto ◽  
Teachers And Students ◽  
Research Questions ◽  
Multistage Sampling

The study examined school plant security management and students‟ academic achievement in public secondary schools in Akwa Ibom State. Two research questions were raised and two hypotheses were formulated to guide the study. The design of the study was ex-post facto. The study population consisted of 48, 840 SSII students and 6755 teachers in 235 public secondary schools in Akwa Ibom State. The sample comprised 977 SSII students and 811 teachers in 118 Secondary Schoolswhich were sampled, using multistage sampling procedure. Two instruments were used for data collection. They are researcher developed checklist and questionnaire respectively titled “School Plant Security Availability Checklist (SPSAC) and School Plant Security Utilization Questionnaire (SPSUQ)”. SPSUQ was responded to by both the teachers and students. The reliability co-efficient of the instrument was determined using the Cronbach Alpha statistic. The Reliability index of 0.82 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 alpha level. The findings of the study are that lacks of security devices in the school affect negatively students‟ academic achievement in English Language, Mathematics and Biology. The study recommended that there is need to overhaul the existing policy on school plant security as to ensure proper provision and utilization of the devices. It also recommended that government should make available suitable security devices and all the materials needed to make them functional.

scholarly journals Relationship Between Students’ Learning Outcomes in WAEC and NECO Arabic Language Examinations in North-Central Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 127-141
Author(s):  
Musa Siddiq Abdullahi ◽  
Abdul Ganiy Abdus Salaam Oladosu
Keyword(s):  
Sample Size ◽  
Learning Outcomes ◽  
Descriptive Study ◽  
Arabic Language ◽  
Sampling Procedure ◽  
Chi Square ◽  
North Central ◽  
Alpha Level ◽  
Research Questions ◽  
Multistage Sampling

Despite the fact that the certificates being awarded by senior school WAEC and NECO are said to be comparable, yet, stakeholders in the education sector doubt their correspondence in terms of students’ learning outcomes. While some students only register for NECO believing that they could not pass WAEC. This was part of what necessitated this study by determining the correspondence between students’ learning outcomes in senior school WAEC and NECO Arabic Language examinations in North-central from 2015 to 2019 academic sessions. This study was a descriptive study of the correlational type. Only the results of candidates that sat for WAEC and NECO Arabic Language examinations were logically selected for this study via a researcher-designed proforma. Thus, 948 students constituted the sample size for this study using a multistage sampling procedure. Data collected were analyzed using the percentage to answer the research questions while the Pearson’s chi-square at 0.05 alpha level was used to test the hypotheses. Findings indicated that a significant association existed between students’ learning outcomes in WAEC and NECO Arabic examinations in North-central Nigeria. It was therefore recommended that teachers of Arabic should work harder to sustain their students’ performance in Arabic Language.

scholarly journals Arabic Language Phoneme Pronunciation Difficulties Among Upper Basic Hausa-Speaking Students in Kano State, Nigeria

2021 ◽  
Vol 9 (4) ◽  
pp. 3-19
Author(s):  
Musa Siddiq Abdullahi ◽  
Musa Salisu
Keyword(s):  
Arabic Language ◽  
Sampling Procedure ◽  
Learning Problems ◽  
Chi Square ◽  
Public And Private ◽  
Significant Difference ◽  
Research Questions ◽  
Multistage Sampling ◽  
Level Of Significance ◽  
Consonant Sounds

In the process of learning a foreign language, there are some indispensable learning problems, especially in the pronunciation aspect. Therefore, this study investigated Arabic Language phoneme pronunciation difficulties among Upper Basic Hausa-speaking Arabic Language students in Kano State, Nigeria. The total population for the study was all Upper Basic Hausa-speaking students of Arabic in Kano State, Nigeria. Two hundred (200) Hausa-speaking Arabic students were sampled from the 3 senatorial districts in the state involving 9 Local Government Areas using multistage sampling procedure. A Pronunciation Test adapted from Adebayo (2010) with a reliability coefficient of 0.75 was used for data collection. Only 180 Pronunciation test that were properly filled and returned were subjected to both descriptive and inferential statistical analysis. The percentage was used to answer the research questions while Chi-square was employed to test the hypotheses postulated at the 0.05 level of significance. The findings of this study revealed that a number of Arabic consonants constitute pronunciation difficulty for the students due to the presence of their corresponding consonant sounds in Hausa language, while all Arabic vowels did not constitute much pronunciation difficulty for students. The findings also revealed that there was no significant difference in the Arabic consonant and vowel sounds that constitute pronunciation difficulties for male and female Upper Basic Hausa-speaking students of Arabic from both public and private schools in Kano State. In the light of these findings, it was recommended among others that, teachers of Arabic language should pay more attention to the various Arabic consonant and vowel phonemes as well as the Arabic syllable patterns that constitute pronunciation difficulties for the Hausa-speaking students of Arabic. The attention of Hausa-speaking students of Arabic should also be drawn to the semantic implications of phonemic replacement, reduction or prolongation.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Sign in / Sign up

Export Citation Format

Share Document