scholarly journals Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria.

2020 ◽  
Vol 5 (2) ◽  
pp. 1-9
Author(s):  
Blessing O. Okeke ◽  
J. N. Mojekwu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Business Education ◽  
Secondary School Teachers ◽  
Evaluation Model ◽  
Sampling Technique ◽  
Education Programme ◽  
Education Curriculum ◽  
School Teachers ◽  
South West

Business Education graduates are expected to acquire high level of competencies in all aspects of human endeavour. However, this expectation seems to be lacking in the job performances of these graduates in the world of work. This study assessed the work-based competencies of Business Education teachers in public secondary schools in South-West Nigeria. The theoretical underpinnings of this study were premised on CIPP Evaluation Model. The study adopted descriptive survey research design. The population of the study comprised all Business Education teachers in public secondary schools in South-West, Nigeria. Multi-stage sampling technique was used to select 420 Business Education teachers as a study sample. Two research questions were raised and answered while one hypothesis was formulated and tested at 0.05 level of significance. The research instrument used for data collection were structured Questionnaire. The data generated were analysed using descriptive statistics such as mean and standard deviation. Furthermore, t-test was used to test the hypotheses. Findings showed that teachers acquired competencies from Business Education programme were lower than work-based required competencies. Based on the findings, this study concluded that the contents of Business Education programme do not provide students with adequate job competencies for them to perform at the level expected of them after graduation. The study recommends that Business Education programme should be reviewed and restructured so as to enable the graduates respond to social goals, economic realities and future life challenges. Citation: Okeke Blessing O, Mojekwu J. N. Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria. 2020; 5 (2): 1－9. Received: August, 2018 Accepted: June 30, 2020

scholarly journals Strategies for Enhancing the Productivity of Secondary School Teachers in South West Region of Cameroon

2018 ◽  
Vol 8 (1) ◽  
pp. 109
Author(s):  
Sophie E. Etomes ◽  
Ernest L. Molua
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conflict Management ◽  
Secondary School Teachers ◽  
School Teachers ◽  
West Region ◽  
South West ◽  
Study Results ◽  
Communication Conflict ◽  
South West Region

This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers’ productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals’ communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals’ strategies have a direct relationship with teachers’ productivity. Therefore, there is a possible correlation between principals’ leadership and management strategies, teachers’ productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers’ effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.

A Study of Relationship between Spiritual Leadership and Workplace Well-being of Teachers in Secondary Schools, Lahore Pakistan

2021 ◽  
Vol 39 (- 2) ◽  
Author(s):  
Shadab Samar ◽  
Abid Hussain Chaudhary
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Spiritual Leadership ◽  
Sampling Technique ◽  
Well Being ◽  
School Teachers ◽  
Healthy Environment ◽  
The Difference ◽  
The Relationship

The purpose of this paper is to investigate the relationship between spiritual leadership and workplace well-being of secondary school teachers. The study is quantitative in nature and a correlation research design has been used. The secondary school teachers of Lahore are mainly targeted population and stratified sampling technique is used to draw sample of the study. The sample consists of 150 secondary school teachers (75 male and 75 females). Two close ended questionnaires on five-point likert type scale were adapted for this study. The reliability of the instruments has been approx. 0.931 and 0.94 respectively. Pearson Product-Moment Correlation Coefficient has been used to investigate the relationship between spiritual leadership and workplace well-being. Inferential statistics are used to explore the difference among secondary school teachers’ perception on the basis of their demographic information. Findings of the study reveal that spiritual leadership is strongly correlated with teachers’ well-being in secondary schools. There is a weak positive relationship among spiritual leadership, teachers’ relatedness and teachers’ competence needs. It is recommended that the head teachers should adopt spiritual style to run the school effectively because under this leadership, a healthy environment in schools might be developed and teachers may perform their duties better.

Assessment of Principals’ Effectiveness in Monitoring Students’ Progress in Secondary Schools in Ebonyi State: Implications for Leadership and Education for National Security.

2019 ◽  
pp. 257-264
Author(s):  
Elechi Catherine ◽  
Mbazu Innocent
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
National Security ◽  
Secondary School Teachers ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Ministry Of Education ◽  
School Teachers ◽  
Measurement And Evaluation

The Study assessed principal‟s effectiveness in monitoring students‟ progress in Ebonyi State secondary schools as a means of achieving national security. One purpose of study, one research question and one hypothesis guided the study. The survey research design was adopted for the study. The population for the study comprised 817 secondary school teachers. The sample for the study was 210 secondary school teachers who were drawn using simple random sampling technique. Questionnaire was the instrument for data collection. The instrument was validated by three experts: one in Measurement and Evaluation and two in Educational management. The reliability was determined using Cronbach Alpha. Data were collected by the researcher with the help of four research assistants. Data collected were analyzed using mean, standard deviation and t-test. The findings of the study revealed that principals in rural schools do not monitor students‟ progress effectively. It was recommended that ministry of education should set machineries on board to help monitor the activities of principals to ensure that they are performing their leadership functions effectively.

scholarly journals Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 105-116
Author(s):  
Muhammad Nadeem ◽  
Dr. Seema Arif ◽  
Dr. Muhammad Zaheer Asghar
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
Classroom Management ◽  
Performance Appraisal ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Appraisal System ◽  
School Teachers ◽  
Total N

A study was conducted to develop the research instrument for evaluating the Performance Appraisal System (PAS) at public higher secondary schools in Punjab. Data were collected from the three divisions total (N=900) male and female teachers of public schools using a multi-stage sampling technique. The questionnaire was founded on the factors elaborated in the Performance Evaluation Report (PER), National Professional Standards (NPS) for teachers. This scale is extended to evaluate the satisfaction of the teachers with the performance appraisal process. The factors taken from PER are classroom management, quality of teaching, motivation, teamwork, and punctuality, whereas Awareness, Satisfaction with PAS, Dissatisfaction with PAS, and Need for Improvement were added by the researchers to evaluate the PAS process. Performance Appraisal Scale for higher secondary school teachers (PAS-HSSTs) contained 57 items. The experts' opinion was sought to check for content validity, and a pilot study was performed with 300 teachers from public higher secondary schools. The reliability coefficient (Cronbach alpha) of the instrument was .866 for the pilot and .883 for final data. Structure Equation Modelling (SEM) was used for the validation of the instrument (PAS-HSSTs) using Confirmatory Factor Analysis (CFA). The factor loadings of all items used in the scale were well above the threshold value 0.35. The SEM results indicated that Fit indices for PAS resulted in an acceptable model fit.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

Attitude of Secondary School teachers towards Physical Fitness for Sports in Ekiti State, Nigeria

2021 ◽  
pp. 91-100
Author(s):  
Olurotimi Marcus BOLARINWA
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Physical Fitness ◽  
Secondary School Teachers ◽  
Research Work ◽  
Local Government Area ◽  
Validity And Reliability ◽  
School Teachers ◽  
Sports Activities

This research work investigated the attitude of Secondary School Teachers in the Ijero Local Government Area of Ekiti State, Nigeria towards Physical fitness for sports. The research design used for the study was the descriptive type of research. A simple random sampling technique was used to select two hundred (200) secondary school teachers selected from all the secondary schools in Secondary Schools in Ijero Local Government Area of Ekiti State, Nigeria. The instrument for data collection for the study was a self-structured questionnaire. The instrument was subjected to a validity and reliability mechanism and it was found to be appropriate for the study. Four (4) research questions were raised and tested at 0.05 level of significance. The data collected were analysed using Chi-Square (X2) statistical analysis package. The findings of the study revealed that the disposition of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, the interest of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, availability of sports facilities influence the attitude of secondary school teachers’ toward physical fitness programme and sports activities and, secondary school teachers’ perception of health benefits of physical fitness influences their attitude towards physical fitness participation and sports activities in secondary schools in Ijero Local Government Area of Ekiti State, Nigeria. Based on the findings, appropriate conclusions and recommendations were made.

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