scholarly journals Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

2020 ◽  
Vol 1 (2) ◽  
pp. 65-73
Author(s):  
Nehemiah Kimutai Bett ◽  
Vencie B. Allida ◽  
Elizabeth Mendoza-Role
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Value Systems ◽  
Professional Commitment ◽  
School Teachers ◽  
Public Secondary School ◽  
Factors Influencing ◽  
In Trans

This study sought to established factors influencing the professional commitment of public secondary school teachers in Trans-Nzoia West sub-county, Kenya. It adopted a descriptive correlational research design. Stratified random sampling was used to obtain categories of schools that best represent the entire population being studied. Cluster sampling technique was employed where all the 109 teachers from 10 randomly selected county schools, 58 teachers from the extra-county school and 67 teachers from the national school participated in the study. A total of 192 questionnaires were returned, giving a response rate of 82%. Data were analyzed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regression analysis. It was found that there is a significant direct relationship between teachers’ professional commitment and their attitudes towards the teaching profession, beliefs about student learning, value systems and their evaluation of the school culture. These variables account for 83.6% of the variance in the professional commitment. It is therefore recommended that the schools should continue to find ways to enhance teachers’ attitudes towards the teaching profession, beliefs about students’ learning and value systems and the school culture in order to boost the teachers’ professional commitment.

scholarly journals Professional Commitment Of Effective And Less Effective Secondary School Teachers In Kashmir.

2018 ◽  
Vol 1 (6) ◽  
pp. 63-68
Author(s):  
Rayees Ahmad Dar
Keyword(s):  
Secondary School ◽  
Effective Teachers ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Professional Commitment ◽  
School Teachers

This study examined the professional commitment of effective and less effective secondary school teachers in Kashmir. The sample for the study consists of 800 secondary school teachers which were collected by random sampling. Professional commitment scale developed by Ravinder Kaur and Sarbjit Kaur was used. The results of the study showed that the effective secondary school teachers have more professional commitment towards their teaching profession as compared to less effective teachers.

scholarly journals Mr Toyin Bawalla Coping Strategies of Today’s Public Secondary School Teachers, Ogun State, Nigeria

2020 ◽  
Vol 14 ◽  
pp. 116-123
Author(s):  
Oluwatoyin Gbenga Bawalla
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
School Teachers ◽  
Public Secondary School ◽  
Ogun State ◽  
Social Events ◽  
The Government ◽  
Depth Interviews

The study aimed at investigating the coping strategies adopted by public secondary school teachers in Ogun State, Nigeria. Today, Nigeria’s macro-economic factors ranging from inflation and the inability of the government to reward teachers adequately may have precipitated teachers to engage in other activities for additional income. The study was anchored on Equity Theory propounded by Adams which explains fairness in terms of the treatments of employees in the workplace. The study adopted a qualitative method to elicit information on challenges faced and reasons why teachers moonlight. Key Informant Interviews (KIIs) and In-depth Interviews (IDIs) were conducted for both the ASUSS unions and retired school principals in Ogun State. Data generated were transcribed and content-analyzed. The findings indicated that teachers were dissatisfied with their jobs thereby resorting to other activities which included anchoring events which are popularly known as masters of ceremonies in social events in weddings and coronations. The study recommended that there be a need to increase the pay packages for public secondary school teachers to make the education and teaching profession lucrative in to discourage teachers from moonlighting.

scholarly journals Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

2020 ◽  
Vol 17 (24) ◽  
pp. 9185
Author(s):  
Petr Hlaďo ◽  
Jaroslava Dosedlová ◽  
Klára Harvánková ◽  
Petr Novotný ◽  
Jaroslav Gottfried ◽  
...  
Keyword(s):  
Secondary School ◽  
Sense Of Coherence ◽  
Work Ability ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Upper Secondary School ◽  
School Teachers ◽  
Upper Secondary ◽  
The Impact

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa

Libri ◽  
2017 ◽  
Vol 67 (2) ◽  
Author(s):  
Oluwole O. Durodolu ◽  
Dennis N. Ocholla
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Information Literacy ◽  
Random Sampling ◽  
Search Strategy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Self Concept ◽  
Metacognitive Skills ◽  
School Teachers

AbstractInformation Literacy (IL) is fundamental for lifelong learning, especially for the teaching profession, where information is critical for imparting knowledge to students who are expected to be creative, critical thinkers and lifelong learners. The study investigates the search strategy, self-concept and metacognitive skills of secondary school teachers in selected cities in Nigeria and South Africa. The study adopted a post-positivist research paradigm combining both qualitative and quantitative research methodologies largely through a multi- case study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The sample for the research was drawn from teachers in government secondary schools in Lagos and Durban. A multi-stage sampling technique was used in the first stage to purposively select samples from the two cities of Lagos and Durban in order to make comparisons. The second stage involved stratified random sampling, and the third stage applied simple random sampling. Literature analysis and the Technology Acceptance Model (TAM) were used to inform the study. The study revealed the following: (i) teachers in Durban had a higher level of perception of the need for information literacy than their counterparts in Lagos; (ii) electronic information resources were infrequently used by the teachers; (iii) younger teachers tended to possess a higher level of information literacy than their older colleagues, which proves why in-service training is imperative; (iv) female teachers were significantly more information literate than their male counterparts; (v) many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemized by IFLA library building guidelines; and (vi) interaction and collaboration between teachers and librarians was limited. Recommendations have been made regarding how the issues and challenges could be addressed and solved with IL policy and work shopping of teachers for IL.

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