IMPACT OF LENGTH OF SERVICE AND SUBJECT SPECIALIZATION ON TEACHER MOTIVATION AT SENIOR SECONDARY STAGE IN JAMMU CITY

2016 ◽  
pp. 149-157
Author(s):  
Gursangat Singh
Keyword(s):  
Teacher Motivation ◽  
Sampling Technique ◽  
Length Of Service ◽  
Male And Female ◽  
Female Teachers ◽  
Secondary Stage ◽  
Senior Secondary Schools ◽  
Subject Specialization ◽  
Senior Secondary ◽  
The Impact

The study was conducted to assess the impact of length of service and subject specialization on motivation of postgraduate teachers. By using incidental sampling technique, a sample of 153 male and female teachers, junior and senior teachers, Arts, Science and Commerce teachers from 16 senior secondary schools of Jammu city was selected. A standardized Employees Motivation Schedule by Srivastava (1998) was used to collect data. Results of the study revealed significant differences between male and female postgraduate teachers on the need for social affiliation and conformity component of motivation. Subject specialization was also found to have some impact on motivation of postgraduate teachers. However, no significant differences were found to exist between junior and senior postgraduate teachers on motivation and its components.

scholarly journals ANALYSIS OF THE USE OF LIBRARY RESOURCES BY STAFF AND STUDENTS OF SECONDARY SCHOOLS IN SOUTHERN KADUNA SENATORIAL DISTRICT

2021 ◽  
Vol 10 (1) ◽  
pp. 26-37
Author(s):  
Shafi’u Yusuf ◽  
Keyword(s):  
Secondary Schools ◽  
School Library ◽  
Sampling Technique ◽  
Orientation Program ◽  
Library Use ◽  
Library Resources ◽  
The Face ◽  
Senior Secondary Schools ◽  
Multistage Sampling ◽  
Senior Secondary

This study analyzed the use of library resources by staff and students of secondary schools in southern Kaduna senatorial district. The population of this research comprised all secondary schools in southern Kaduna senatorial zone. Multistage sampling technique was employed in drawing a sample size of 800 students and 400 teachers. The instrument used for data collection was a questionnaire and was tested for reliability using Cronbach alpha. The reliability coefficient of Library use scale was= 0.9. Data collected were analyzed using descriptive statistics. Findings indicate that majority of the respondents reported that nobody encouraged them to use the library. While, respondents were also tried to benefit from all facilities of the library; borrow books from the library. In the face of using library facilities, majority of the respondents established that they visit the library not only when they have assignment. Based on the findings, the study concludes that organizing a series of lecture under user instruction or user education or library orientation program is required in public senior secondary schools. The study recommends that teachers should also mandate students to use the school library effectively; it can help attain high academic achievement. It was also recommended that professional librarians should be employed in public senior secondary schools to plan and execute result oriented information education.

scholarly journals Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 282-306
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
High School Students ◽  
Language Proficiency ◽  
Sampling Technique ◽  
Active Participation ◽  
Mixed Method Research ◽  
School Students ◽  
English Classrooms ◽  
Senior Secondary Schools ◽  
Teaching Learning ◽  
Senior Secondary

Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.

scholarly journals The Effect of Length of Service and Demographic Variables on Organisational Role Stress of Public Sector Bank Employees

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Vijay Prakash Gupta
Keyword(s):  
Public Sector ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Role Stress ◽  
Demographic Variables ◽  
Length Of Service ◽  
The Public ◽  
Organizational Role ◽  
Bank Employees ◽  
The Impact

The study explores the impact of length of service and demographic variables on the organizational role stress on the public sector bank employees. The questionnaire employed in this study is Organisational Role Stress (ORS) scale developed by Prof. Udai Pareek (1983) where the length of service, gender, age, education, number of family members and income are independent variables and Organisational Role Stress (ORS) is the dependent variable. The sample for the study consist of 415 public sector bank employees. Simple random sampling is used as a sampling technique. Data were analyzed using Multiple Regression. The results revealed that length of service, age, education, and income significantly impact the organizational role stress (ORS) on the public sector bank employees.

The Impact of Social Networks on Science Students' Academic Performance in Ondo State Senior Secondary Schools, Nigeria

2021 ◽  
pp. 50-63
Author(s):  
Jethro Oludare OLOJO
Keyword(s):  
Social Networks ◽  
Academic Performance ◽  
Social Network ◽  
Science Students ◽  
The Social ◽  
Ondo State ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Impact

The objective of this study was to examine the impact of social network usage on science students’ academic achievements in Ondo State’s senior secondary schools. The study was also to find the extent to which students under investigation used the social network platforms and the frequencies of their visits. In order to achieve this, a structured questionnaire was designed and administered to students from the three senatorial districts that made up the state. A multistage; which involved simple random and purposive sampling approaches was used to select the sample for the study. 150 copies of the questionnaire were distributed; out of which, 148 (98.78%) copies were returned. For the study, four research questions and two research hypotheses were developed. The hypotheses were assessed using the student's - t statistic at 0.05 significant level; using SPSS version 20 while the research questions formulated were evaluated using frequency counts and percentages. The study revealed that Ondo State senior secondary school science students can efficiently use the social network platforms for academic activities with male students being more proficient than their female counterparts. The study also revealed that the usage of social networks has assisted students to improve their academic performance; irrespective of their classes. Besides, the study showed that Facebook was the most popular of all the social network platforms. To this end, the researcher recommended that teachers, parents, and guidance should monitor the activities of their wards on the social network sites so that they can use the platforms to benefit their lots. Teachers should also use the advantage of students’ exposure to social networking to change their teaching methods from traditional one to online teaching.

scholarly journals Students’ Perception of Chemistry Teachers’ Characteristics of Interest, Attitude and Subject Mastery in the Teaching of Chemistry in Senior Secondary Schools

2017 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Test Statistic ◽  
Chemistry Students ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary ◽  
Descriptive Survey

This research determined students’ perception of teachers’ characteristics of interest, attitude and subject mastery as required in the teaching of chemistry in senior secondary schools in Abakaliki Education Zone of Ebonyi State. The study made use of a descriptive survey design. The population of the study comprised all the chemistry students in all public secondary schools in Abakaliki Education Zone. From a total population of six hundred and thirty (630) senior secondary II students, a sample of three hundred (300) students was used for the study selected by stratified random sampling technique. This was based on the four local government areas in the Education zone. A structured questionnaire in a four point Likert type format was used for data collection. The instrument had a reliability coefficient of 0.88, which showed a high internal consistency. Three research questions and one hypothesis guided the study. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the lone null hypothesis. Results of the study indicated that students perceived to a high extent; teachers’ interest, attitude towards chemistry and mastery of the subject as necessary characteristics in the teaching of chemistry. The hypothesis tested at 0.05 level of significance was not significant. Based on the results of the study and the educational implications of the results, recommendations were made.

scholarly journals Individual, Family Factors and Career Development of Female School Teachers

2021 ◽  
Vol 14 (1) ◽  
pp. 108-117
Author(s):  
Sarita Maharjan
Keyword(s):  
Career Development ◽  
School Administrators ◽  
Sampling Technique ◽  
School Teachers ◽  
Female Teachers ◽  
Family Issue ◽  
Individual Family ◽  
Real Picture ◽  
Organization Barriers ◽  
The Impact

In Nepalese society, female people feel that they are facing many obstacles in their career development such as individual, family, organization barriers, etc. In this regard, this study is conducted to analyze barriers in female career development. So, the study's main objective is to analyze the impact of individual and family barriers on female school teachers' career development. ausal effect research design has been employed in this study to analyze the impact of the barriers on female career development. The study used a judgmental sampling technique to gather the real picture of data from female school teachers in Kathmandu valley. Multiple regression analysis techniques has been adopted to analyze the data. From the result of data analysis, it is concluded that the family issue has hampered the career development of female school teachers. This means that Nepalese female teachers have to do their office duty along with giving time for their family members, housework and child-caring, etc. This could be beneficial to school administrators, trainers, and human resource professionals who want to help female teachers for the advancement of their careers.

scholarly journals AIDS Awareness and Educating Adolescents about Contraception Techniques: A Sociological Study of Parents and Teachers

1970 ◽  
Vol 4 ◽  
pp. 193-210
Author(s):  
Amanpreet Singh
Keyword(s):  
Unwanted Pregnancy ◽  
Sampling Technique ◽  
Sociological Study ◽  
Descriptive Research ◽  
Comprehensive Knowledge ◽  
Aids Awareness ◽  
Full Knowledge ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Plausible Reason

This paper is based on partially exploratory and partially descriptive research design to find out AIDS awareness and agreement of parents and teachers on educating adolescents about contraception techniques. For this study 60 parents and 60 teachers were interviewed from 10 different Govt. Senior Secondary schools in district Sangrur, Punjab, India. The random sampling technique was used. The knowledge of AIDS among parents was found partial. Mothers showed lesser knowledge of AIDS in comparison to fathers. Teachers showed comprehensive knowledge of AIDS. Majority of respondents disagree on educating adolescents about contraception techniques. But all responded reported to be in agreement to provide full knowledge about AIDS to adolescents. The education of contraception for adolescent found to be associated with the knowledge of prevention from unwanted pregnancy. Parents and teachers showed propensity to provide such education to adolescents which advocates sexual abstinence until marriage. The plausible reason to such perception could be that in most of Indian societies there is taboo on sex or sex related discussion. Keywords: Adolescents and AIDS; contraception knowledge to adolescents; teachers and AIDS; parents and AIDS DOI: 10.3126/dsaj.v4i0.4520 Dhaulagiri Journal of Sociology and Anthropology Vol.4 2010 pp.193-210

scholarly journals Science Teachers’ and Senior Secondary Schools Students’ Perceptions of Earth and Environmental Science Topics

2013 ◽  
Vol 29 (2) ◽  
pp. 202-220 ◽  
Author(s):  
Vaille Dawson ◽  
Katherine Carson
Keyword(s):  
Science Teachers ◽  
Environmental Science ◽  
Science Curriculum ◽  
Earth Science ◽  
Secondary Science ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Impact

AbstractThis article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students’ views about EES topics was also explored. It was found that more than two thirds of the students chose to study EES because of personal interest. However, students perceived that some Earth science topics were difficult, boring or irrelevant. A lack of content knowledge from lower secondary science contributed to these perceptions. Nevertheless, teachers and students perceived that their understanding and attitudes towards environmental science topics such as climate change was improved. With the advent of a new Australian senior secondary science curriculum that includes EES, the implications of the findings for curriculum development and teacher professional development are discussed.

scholarly journals PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 1-10
Author(s):  
Florence Omosholape Abidoye
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05);  (ii)  there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

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