Influence of Internal Supervision of Instruction on Improving Teacher Performance in Secondary Schools in Edo State

AbstractExtant literature suggests that regular appraisal of teachers lead to progress in student learning achievement. However, the influence of teacher performance on achievement is not well documented hence the need for this study whose objectives were to (1) determine the relationship between teacher appraisal ratings and student learning achievement, (2) establish the relationship between student feedback ratings and learning achievement and (3) determine the influence of teacher performance on student learning achievement. Based on Locke’s goal-setting and Vrooms’ expectancy theories this study adopted explanatory sequential mixed methods design with population of 50,379 comprising 333 principals, 3,426 teachers and 46,620 students and a stratified sample of 397. Questionnaire reliability was .779 and .783 for teachers and students respectively. Quantitative research findings for the first and second objectives yielded Pearson’s Correlation Coefficient r (27) = -.008, p=.484 (performance appraisal ratings) and r (27) = -.085, p=.331 (student feedback ratings) showing that appraisal ratings and student feedback ratings were not significantly related to learning achievement since p-values obtained were more than the critical alpha (α) set at .05 level of significance. For the third objective, the regression analysis model constructed to test the influence of teacher performance on learning achievement yielded Persons’ R=.085 indicating a weak positive relationship between the two variables. The R-Squared (R²) computed yielded a value of .007, suggesting that teacher performance explained .7% of student learning achievement. Qualitative findings confirmed that performance appraisal contributed minimally to student achievement due to weaknesses of the appraisal policy, low teacher motivation, student characteristics, principal’s characteristics and home background factors. It is thus recommended that Teachers Service Commission should consider expanding performance appraisal for teachers in secondary schools. In addition, all stakeholders should participate in capacity building programmes to strengthen the performance management process. Finally, further research to develop a performance management model for schools is essential.

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Implementation of Standard Specifications on Secondary School Facilities in Etsako West Local Government Area, Edo State

International Journal of Human Resource Studies ◽

10.5296/ijhrs.v3i4.4365 ◽

2013 ◽

Vol 3 (4) ◽

pp. 20

Author(s):

Ugiomoh, Isoa Charity ◽

Ememe, Ogbonna Nwuju ◽

Obike, Comfort Nnennaya

Keyword(s):

Local Government ◽

Secondary Schools ◽

School Facilities ◽

Local Government Area ◽

Standard Specification ◽

Interdisciplinary Learning ◽

Level Of Economic Development ◽

Edo State ◽

Test Retest Reliability ◽

Descriptive Survey

This study investigated the extent of the implementation of standard specifications on secondary schools facilities in Etsako West Local Government Area, Edo State. It was a descriptive survey. A sample of 135 teachers emerged from a population of 432 through stratified random representation. A 2-part, 18-item, 4-point scale instrument known as standard specification questionnaire (SSQ) was used to collect data for answering 2 research questions. SSQ was validated by a team of experts. Test-retest reliability was established at an r-0.85. Findings revealed among others that lack of funds posed a major problem in the implementation of standard specification on secondary schools’ facilities on public/rural schools. It was concluded that if education is well funded, enough specified facilities provided, it will go a long way in breeding intellectuals who are morally, culturally, socially, and intellectually balanced to give society the necessary level of economic development. It was recommended among others that classrooms must be spacious enough to promote adequate interdisciplinary learning.

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The Status of Guidance Services in Secondary Schools in Edo State

Nigerian Journal of Guidance and Counselling ◽

10.4314/njgc.v10i1.37013 ◽

2007 ◽

Vol 10 (1) ◽

Author(s):

A N Alutu

Keyword(s):

Secondary Schools ◽

Guidance Services ◽

The Status ◽

Edo State

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Efficacy of Systematic Desensitization Therapy on Academic Boredom among Adolescents in Edo State Secondary Schools

Journal of Educational and Social Research ◽

10.2478/jesr-2019-0016 ◽

2019 ◽

Vol 9 (2) ◽

pp. 83-89

Author(s):

Ohanaka Blessing Ijeoma ◽

Adeleke Ismaila Oladipo

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Goal Orientation ◽

Real Life ◽

Reciprocal Inhibition ◽

Control Group ◽

Systematic Desensitization ◽

Quasi Experimental ◽

Edo State ◽

Academic Goal Orientation

Abstract An individual experiences boredom when an activity is neither entertaining nor conducive. Academic boredom and its negative influences include dissatisfaction and low arousal in school activities, depression, high school dropout, lack of academic goal orientation, abusive behaviours as well as poor academic performances among students. The study sought to investigate the efficacy of Systematic desensitization on academic boredom among students in Edo State Secondary Schools. The research used quasi experimental design adopting the pretest-posttest non-equivalent control group experiment. The population for the study consisted of One thousand, five hundred and eighty-two (I,582) SS2 students from Seven (7) public schools in Oredo Local Government Area of Edo State. The sample for the study was made up of two intact classes comprising of 91 (Ninety-one) SS2 students. The instruments used for the study is Boredom Proneness Scale (BPS), developed by Farmer and Sunberg, adapted from Obisanya with a test retest reliability co-efficient of 0.792. The findings of this study showed that Systematic desensitization was effective in reducing academic boredom. It was also more effective than the control group (non-attention). It is therefore recommended that reciprocal inhibition can be used to desensitize the students by counsellors. In the classroom, the teacher should note individual differences, engage students in classroom activities, use real life situations and also make learning interesting.

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FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE

Sokoto Educational Review ◽

10.35386/ser.v16i1.59 ◽

2015 ◽

Vol 16 (1) ◽

pp. 12

Author(s):

Roseline O Osagie

Keyword(s):

Secondary Schools ◽

Federal Government ◽

Government Policy ◽

Technical Education ◽

Instructional Materials ◽

Factors Affecting ◽

Vocational And Technical Education ◽

Edo State ◽

The Government ◽

The Impact

The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.

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