EFFECT OF PARENTAL CARE ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS

 

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Millions of children around the world are growing up without one or both of their parents. Many more are at risk of separation, due to the impact of poverty, disability and such crises as natural disaster and armed conflict. Children without parental care find themselves at a higher risk of discrimination, inadequate care, abuse and exploitation, and their well-being is often insufficiently monitored. Inadequate care environments can impair children’s emotional and social development and leave them vulnerable to exploitation, sexual abuse and physical violence (Gadsden, 2003).

 

The effect of parent care on a child at any given time cannot be over emphasized. The home is very germane and crucial to a child’s well being and development in later life. Family is the primary cell of society where the child’s upbringing must begin since his birth, still in cradle. According to V. Hugo, the person’s principles established since childhood are like letters engraved in the bark of a young tree, which grow, enlarge with it making its integral part. Therefore, right beginning makes the most important part of upbringing/education. Nobody ever said that children were easy to raise. They don’t come with guidelines or instructions, and they certainly don’t come with a pause button. What they do come with is a crucial set of physical and emotional needs that must be met. Failure of the parents to meet these specific needs can have wide-ranging and long-lasting negative effects especially on academic performance. Epistein, (2001). This is because parent in the home are children first teacher. As a child move from infant to toddler and then to a preschooler, he learns how to speak, listen, write and read which latter develop the child to achieve academically. The influence of parents on children school achievement is well documented in numerous studies. Gadsden (2003) says greater parental involvement at early stage in children’s learning, positively affects the child’s school performance including higher academic performance. Harderves (1998) review that family whose children are doing well in school exhibit the following characters:

1.  Establish a daily family routine by providing time and a quite place to study with the children and assigning responsibility for house hold chores.

2.  Monitor out-of-school activities, for example setting limits on television watching, reduce time of playing, monitor the groups of friends the pupils walk with.

3.  Encourage children’s development and progress in school; that is maintaining a worm and supportive home, showing interest in children’s progress at school, helping him or her with home work, discussing the value of a good education and future career with children.

Izzo et al (1999) studied 1205 US children from kindergarten through to grade 3 in a 3 year longitudinal research programme. Teachers rated four forms of involvement; provision of all the material needs of the child; frequency of parent-teacher contact; quality of parent teacher interaction; participation in educational activities in the home; and participation in school activities. These factors, as well as parental care variables were examined to find any relationship they might have with academic performance of primary school pupils.

 

 

1.2   STATEMENT OF THE PROBLEM

Dubois et al (1994) showed that family support and the quality of parental care significantly predicted school adjustment in a sample of 159 young US adolescents (aged 10 –12) followed in a two year longitudinal study. At-home parental care clearly and consistently has significant effects on pupil performance and adjustment which far outweigh other forms of achievement. When a child have caring parent and families to support learning, children tend to succeed not just in school, but throughout life. In fact the most accurate predictor of a pupil’s performance in school is not income or social status, but the extent to which that pupil’s family is able to create a home environment that encourages learning and to express high expectations for their children’s future careers and become involve in their children’s education at schools and in the home. However, the researcher seeks to investigate the effect of parental care on the academic performance of primary school pupils.

 

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

1.  To examine the effect of parental care on the academic performance of primary school pupils.

2.  To examine the rudiments of parental care.

3.  To determine the factors that can influence the academic performance of primary school pupils.

 

1.4   RESEARCH QUESTIONS

1.  What is the effect of parental care on the academic performance of primary school pupils?

2.  What are the rudiments of parental care?

3.  What are the factors that can influence the academic performance of primary school pupils?

 

1.5   HYPOTHESIS

HO: Parental care does not influences the academic performance of primary school pupils

HA: Parental care does influence the academic performance of primary school pupils

 

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

This study will educate the general public on the need for good parental care not only to enhance the pupil academic per5formance but to prepare the child for the future endeavour with right upbringing so that the child will freely interact with the pairs with better self esteem.

This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic

 

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study will cover all the areas that parents need to properly take care of to properly develop the child physically and emotionally, as the effect of these variables will be examined of the pupil’s academic performance

 

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

REFERENCES

Izzo, C.V., Weissberg, R.P., Kasprow, W.J., and Fendrich, M. (1999).

A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance, American Journal of Community Psychology, 27 (6), 817-839

Gadsden (2003) Interaction among child care, maternal education

and family literacy.

Epistein, J. (2001): School, family and community partnerships.

Boulders West view press.

Henderson, A.T . 7 Mapp, K.L (2002): A new ware of evidence; The

impact of school, family and community connections on student achievement. Austin TX; Southwest educational development. Harvard family research project’s published by HFRD.

 

 

 

 

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THE EFFECTS OF QUALIFICATION OF ENGLISH TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

The quality of education is directly related to the quality of instruction in the classrooms. It is a fact that the academic qualifications, knowledge of the subject matter, competence, and skills of teaching and the commitment of the teacher have effective impact on the teaching learning process (National Education Policy 1998-2010). Quality improvement in education depends upon proper training of teachers. The teachers cannot play any of the roles unless properly trained (Yadved and Singh, 1988). The performance of students especially in external examinations  goes a long way to show the level of preparedness of the student definitely by qualified teachers.

Teaching is an art. It can be refined by training and practice. The availability of competent teachers is central in the reconstruction of the educational system. English has acquired the status of a global language (Crystal, 1997). Keeping in view the growing need and importance of English language in every walk of life, English is made a compulsory subject in Nigeria from the very beginning of the academic career. This increasingly necessitates good quality initial preparation for non-native speaker teachers in the school system (Cullen, 1994).

English is taught as a compulsory subject and also the whole teaching learning process is carried out in English language. In other words, English is also the medium of instruction in Nigerian schools. This enables the students of these schools to learn English in an environment where most of the interaction between the teacher and the students is in English (Fuller & Clark, 1994). As a result, the students of these schools are more proficient in English and perform well in the external examinations.

In some schools, however, the teaching of English is done somewhat differently and the proficiency in the language is somewhat inadequate. The traditional grammar translation method is favorite with the teachers and there is hardly any exposure to English language inside or outside the class. Most of the activities in the class are done in the vernacular or the mother tongue. Even English language is explained through Urdu or the vernaculars (Al-mutawa & Kailani, 1989).

The students resort to memorization and cramming. The teacher is the facilitator of examinations rather than of learning. The students memorize, translate and retranslate and, finally reproduce the crammed information or knowledge in the external examinations. No creativity is witnessed on the part of the students from this kind of teaching experience (Baumgardner, 1993). The reason is that the teachers themselves are not qualified or competent enough to teach English efficiently. This causes poor results in English eventually leading to highest failure percentage in English at external examinations. Thus English becomes the biggest hurdle (particularly for the students from rural areas) in the way to getting higher education and the key administrative posts. In its annual report, Federal Public Service Commission (1998) reported that English language as the medium of expression in the external examination is depriving the students of some poor institutions to compete with their counterparts from highly placed institutions.

English as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society. The continued slide in the performance of students in the English language in external examinations is a course for great concern not only for the teachers but also for all stake holders in the business of education. This is more worrisome when one considers the fact that English doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of English cannot, therefore, be wished away.

The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have. The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish. Chomsky (1972) “states that one can not really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”

1.2   STATEMENT OF THE PROBLEM

Language teaching has been the primary focus of applied linguistics. Formal instruction does not work in vacuum. School environment, teacher qualifications, curriculum and instructional approaches, and many other factors interact to produce growth in student academic skills and knowledge. There is sufficient empirical evidence that suggests that the academic performance of students relies substantially on the teachers they are assigned. Classroom based research is valid enough to determine whether the learners are receiving appropriate content instruction or not. Pennington (1989) says that the quality of teaching must be considered in determining what results can be expected. He further states that teachers make decisions about classroom management based upon the achievement gains. Thus we can say that findings about the relationship between teacher characteristics and student academic performance scores are important in determining the policy about the teachers. It is assumed that only those who have professional training in English teaching should teach English language. The English teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational English, is not deficient. The English teacher should have a good knowledge of current usage and the theoretical aspects of English. In Nigeria today, most students in secondary schools and in fact even in universities lack the ability to communicate efficiently in English, both oral and written. This is still the major problem faced by English students today. It is therefore important to find out if the qualification of the English teachers has any effect on the performance of the students in written and spoken English in external examinations.

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

1.  To examine the effects of qualification of English teachers on the performance of secondary school students in external examination.

2.  To examine the criteria for producing a qualified English teacher.

3.  To determine the factors that can improve the academic performance of secondary school students in external examinations.

1.4   RESEARCH QUESTIONS

1.  What are the effects of qualification of English teachers on the performance of secondary school students in external examination?

2.  What are the criteria for producing a qualified English teacher?

3.  What are the factors that can improve the academic performance of secondary school students in external examinations?

1.5   HYPOTHESIS

HO: There is no significant relationship between the qualification of English teacher and secondary school student performance in external examination.

HA: There is significant relationship between the qualification of English teacher and secondary school student performance in external examination.

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1.  This study will serve as a painter to the ministry of education to verify whether the qualification of teachers has any effect on the student performance in senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research to serve as reference.

2.  This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic

1.7   LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

 

REFERENCES

Al-Mutawa, N. & Kailani, T. (1989). Methods of Teaching English to Arab Students. Harlow: Longman

Baumgardner, Robert J. (1993). The English Language in Pakistan. Karachi: Oxford University Press.

Crystal, D. (1997). English as a Global Language. Cambridge University Press.

Cullen, R. (1994). Incorporating a Language Improvement Component in Teacher Training Programmes. ELT Journal, 48(2), 162-172

FPSC (1998). Annual Report: Federal Public Service Commission. Islamabad: Federal Public Service Commission

Fuller, B. & Clark, B. (1994). Raising School Effects While Ignoring Culture? Conditions and the Influence of Classroom Tools, Rules and Pedagogy. Review of Educational Research. 64 (1), 119-57

Yadred, D.D., & Singh, D. J. (1997). Evaluating the Effect of Teacher Degree Level on Educational Performance. In W.J. Fowler (Ed.), Developments in School Finance, Washington, D.C.: National Center for Education Statistics

Government of Nigeria, (1998). National Education Policy 1998-2010. Islamabad: Ministry of Education

 

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FACTORS INFLUENCING EFFECTIVE IMPLEMENTATION OF COOPERATIVE EDUCATION IN IMO STATE

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ABSTRACT

The research provides an appraisal of the factors influencing effective implementation of cooperative education in imo state . It provides a theoretical  study of the concept of cooperative education and its significance while elucidating  key players in the  implementation process.The research  is particularly important as it depicts a fundamental dimension in educational learning.

INTRODUCTION

Cooperative Learning (CL) is the umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together, (Smith and MacGregor, 1992:10). It requires a small number of pupils to work together on a common task, supporting and encouraging each other to improve their learning. Types of CL vary from Student Team Achievement Division (STAD) (Slavin, 1983), where pupils work in teams to ensure that all members have mastered the objective. Pupils then take individual tests on the material and scores are averaged for teams. Another form, Group Investigation, isa problem solving approach which has four elements: investigation, interaction, interpretation and intrinsic motivation (Sharan, 1994). Jigsaw, (Aronson et al, 1978)involves each member of a group learning an essential part of a whole of a topic by working with a focus group and then helping the home group to combine the knowledge to complete the task. The Structural Approach, (Kagan, 1994) consists of structures, or social interaction sequences, which enable the teacher to transform existing lessons into a co-operative format by using simple strategies. These strategies, or structures, are content-free mechanisms and are widely transferable across the curriculum; an example being, think-pair-share, where pupils are asked a question, given time to think, then they discuss with a partner before sharing with the class. Regardless of the specific format, researchers generally agree on two features essential to cooperative learning: positive interdependence and individual accountability (Cooper and Mueck, 1992; Slavin, 1992; Smith et al 1992; Cottell and Millis, 1992.Cooperative education (or co-operative education) is a structured method of combining classroom-based education with practical work experience. A cooperative education experience, commonly known as a “co-op”, provides academic credit for structured job experience. Cooperative education is taking on new importance in helping young people to make the school-to-work transition, service learning, and experiential learning initiatives. Cooperative education is also the use of active participation methods in which students learn how to work together to solve problems, this is normally founded on the principles of children’s rights, equality, equity and participation in decision-making. Its methods include game playing, expressing opinions, democratic participation, sharing, ensuring students all have an equal opportunity to take part, and conflict resolution.

 

1.1       BACKGROUND OF THE STUDY

Providing full, practical and solid knowledge of taught subjects in diverse fields of academic Is essential for the overall wellbeing of the student.Hence the need to provide a research of this nature.Co operative Education Program” means a program which alternates periods of academic study with periods of work experience in appropriate fields of business, industry, government, social services and the professions in accordance with the following criteria:each work situation is developed and/or approved by the co-operative educational institution as a suitable learning situation;the co-operative student is engaged in productive work rather than merely observing;the co-operative student receives remuneration for the work performed;the co-operative student’s progress on the job is monitored by the co-operative educational institution;the co-operative student’s performance on the job is supervised and evaluated by the student’s co-operative employer;the time spent in periods of work experience must be at least thirty per cent of the time spent in academic study.School-to-work and service learning have also been promoted as ways to link theory and practice through meaningful experiential learning experiences.furco 1996outlines the similarities between school-to-work and service learning. Although school-to-work, service learning, and co-op have different goals, each of his points also applies to cooperative education:Based on the philosophy that learners learn best through active engagement in meaningful activities,View of students as active learners and producers of knowledge,Use of such instructional strategies as contextual learning and application of knowledge to real situations,Requirement for schools to establish formal partnerships with outside entities,Concern for integrating school experiences and external experiences

1.2    DEFINITION OF THE PROBLEM

The importance of cooperative education cannot be over emphasized as it affords the student a perfect understanding of the subject both theoretically and practically.however its adoption and effective implementation is essential to realize  its objectives. The problem confronting the research is to determine factors influencing effective implementation of cooperative Education in imo state

1.3 RESEARCH QUESTION

1 What is the nature of cooperative education

1        What is the essesntial factors influencing effective implementation of cooperative Education

2        What constitute the factors influencing effective implementation of cooperative education in imo state

1.4  OBJECTIVE OF THE RESEARCH

1   To determine the nature of cooperative education

2   To appraise the essential factors for effective implementation of cooperative education

3        To  determine the factors influencing effective implementation of cooperative education in imo state.

1.5  SIGNIFICANCE OF THE STUDY

The study shall elucidate the nature of cooperative education, its objectives and essential factors for its effective implementation.

It shall also serve a veritable source of information for educationist, teachers, lecturers and students.

1.6   STATEMENT OF HYPOTHESIS

1 Ho Cooperative Education in imo state is high

Hi  Cooperative Education in imo state is low

2 Ho The attainment of cooperative education objective in imo state is high

Hi  The attainment of cooperative education objective in imostate is low

3 Ho Factors influencing effective implementation of cooperative education in imo state is low

Ho Factors influencing effective implementation of cooperative education in imo state is high

1.7  SCOPE OF THE STUDY

The study shall provide a  theoritical appraisal of cooperative education , its objective ,limitation and  essential factors for its effective implementation.

.

1.8   DEFINITION OF TERMS

COOPERATIVE EDUCATION DEFINED

Cooperative education (or co-operative education) is a structured method of combining classroom-based education with practical work experience. A cooperative education experience, commonly known as a “co-op”, provides academic credit for structured job experience. Cooperative education is taking on new importance in helping young people to make the school-to-work transition, service learning, and experiential learning initiatives. Cooperative education is also the use of active participation methods in which students learn how to work together to solve problems, this is normally founded on the principles of children’s rights, equality, equity and participation in decision-making. Its methods include game playing, expressing opinions, democratic participation, sharing, ensuring students all have an equal opportunity to take part, and conflict resolution.

EDUCATION DEFINED

OLAWEPO(1997)opined that education is meant to coordinate the three aspects of human nature. He argued that one of the three aspects is the cognitive domain that is the mental partWhich includes perception, sensation, imagination, memory and thinking. This aspect should be coordinated by education in such a way as to make a balanced individual who can think right with adequate foresight and sensitivity to human feelings.

 

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THE EFFECT OF RAPID POPULATION GROWTH ON THE ECONOMY OF EDO STATE

A CASE STUDY OF ESAN CENTRAL LOCAL GOVERNMENT AREA

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ABSTRACT

The subject matter of this research is the effect of rapid population growth on the Nigeria economy a case study of Esan Central Local Government Area. The main objective of the research work is to enable us know the effects of rapid population on the economy. The research methodology, both primary and secondary data were used. The data were presented and analyzed. Information was discovered in the course of study that Nigeria population today is very youthful; this is due to high fertility rate in Nigeria. It is recommended that government should enact into law the minimum age at which an individual can get married.

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of the study

Statement of the problem

Objectives of the study

Hypothesis

Significance of the study

Scope of the study

Limitation of the study

CHAPTER TWO

Literature review

Reasons for rapid population growth rate

Effects of rapid population growth

Positive effects of rapid population growth

Solution to rapid population growth

CHAPTER THREE

Methodology

Population of the study

Sample size

Sources of data

Method of data collection

Method of data analysis

CHAPTER FOUR       

Data presentation and analysis

CHAPTER FIVE

Summary of findings, conclusion and recommendation

Summary of findings

Conclusion

Recommendations

BIBLIOGRAPHY/ APPENDIX     

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Many people believe that it is a law of nature that all population at all time and place tend to go on expanding until they react the limits of subsistence. In (1998) this theory was propounded by Rev. Thomas Robert Malthus in his principle growth according to Matheu in regard to the causes of population growth he argued that human being like plant and animals are forced to increase their population by the urge to reproduce. If there are no constraint on this propensity to reproduce human being will continue to increase their appreciation.

Population problems are both married and far reaching in their effect the efforts of economic growth will be mollified if population has an increase at an even more rapid rate more specifically. This chapter is an attempt to show that rapid growth in population has an adverse effect on Nigeria economy a case study of Esan Central Local Government.

STATEMENT OF PROBLEM

The states of this problem are as follows:

1.   Rapid growth in population of a country put pressure in infrastructural facilities.

2.   Tasks the limited resources to meet the ever growing demand for goods and services. This culminate in high cost of living and standard of living in the ever growing population it put high pressure on medical facilities education, housing and social amenities that cannot move with the movement of population thereby causing societal problems.

THE OBJECTIVES OF THE STUDY

The objectives of the study is to

1.   Examine the population explosion in Nigeria.

2.   Assess the adverse effects on the Nigeria economy.

3.   Identify the possible solution to the growth of the Nigeria economy.

HYPOTHESIS

The researcher will attempt to test the following hypothesis for the purpose of the research

1.   The optimum population growth is the best types of population among citizens, them over under population.

2.   Rapid population growth is usually lead to fall in per capital income.

3.   Rapid population growth is normally caused by early marriage polygamy improvement in medical mechist facilities, improvement in standard of living etc.

SCOPE OF THE STUDY

The scope of the study is to investigate into the effect of rapid population growth in the economy of Nigeria the possible solution to the problem and how the solution to the problem and how the solution will facilitate the growth of Nigeria economy.

SIGNIFICANCE OF THE STUDY

This study is originally designed to discover all places within the Esan Central Local Government. But as a result of some past problems on population issues so that there will be a proper solution to rapid population growth in the Edo region the significance of is to investigate into the effect of rapid population growth in the economy of Nigeria the possible solution to the problem and how the solution will facilitate the growth of Nigeria economy.

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ADMINISTRATORS’ SUPERVISORY SKILLS AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS

 

 

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ABSTRACT

This study was aimed at investigating the level of application of quality assurance in public and private secondary schools in Aba municipality of Abia State Nigeria. The systems theory and the human relation theory x and x McGregor and scientific  management of Frederick Taylor were used as foundation of the study, four research questions were raised and covered of four research hypothesis to pilot the study. A sample of 144 teachers was drown from seven public and secondary school in the Local Government Area of study this was carried out using the simple random sampling technique. Twenty (20) teacher were selected from of the selectee secondary schools the four hypothesis were analyzed using Pearson product moment correlation (coefficient and tested at 0.05 level of significance. The findings rejected all four null hypothesis and the alternate hypothesis upheld, revealing that application of school facilities modern technology teachers welfare condition and instructional supervision significantly relate to quality assurance in public and private secondary schools. It was recommended that the government should provide the basic facilities for schools to enable them meet up with the era of globalization.

 

 

 

 

CHAPTER ONE

 INTRODUCTION

1.1  Background to the study

The importance of Administrators’ Supervisory stalls in Secondary School in Aba municipality of Abia State cannot be over view Administrators  in Secondary Schools are leaders, (Bikpong 2002) indicated that leadership deals with having a comprehensive view of the activities’ and problems of the institutions; with view in mind, the Administrators as a head of a organization of teacher’s in schools system has the function of conversation with the teachers in order to improve learning, with this method the students’ through instruction supervision they sees instructional supervision  as one of the process where by school administrators try to achieve a meaningful standards of performance and results, instructional supervision is quality tool control in the system activities of school administrators which directed to primarily the achievement of  appropriate expectation of educational system according to Nakpodia (2011).

Peretomode, (2004) in view that instructional supervision is seen as activities carried out by the administrators to inhence instruction at all levels of the school system –Dittirainga, 1999 state that the role of administrators is to facilitate the implementation of the various Leaving Situation Teachers where  new or old on the job need necessary support in implementing the instructional programmes’ Administrators as a school heads, need to provide effective support to teachers’ they have to be involves in the implementation of instructional programmes by over viewing that teachers are doing with the student.

It is an administrators he should devote himself to supervise the teaching learning process in his schools.

The administrators as the supervisor is the one who oversees the activities’ of teachers’ and other workers’ in the school system to ensure that they improve to the general accepted administrators’ and practice of education. Denga (1986) sees’ administrators as some one who’s provide “supervision” to the school in terms of perceiving deniable objectives, maintaining a balance in the curriculum and rendering help to teachers regarding teaching methods are other instructional  problems that the encounter.

The National Policy on Education (2004) states that, to ensure quality control in the school, it is necessary to have good teachers and supervisors. The primary responsibility of the supervisors’ is to see that high standards are maintained and the schools are run in accordance with the land down regulation.

The Ministry of Education, State Universal Basic Education and the Secondary Schools Board should appoint administrators to conform and maintain standard in our school through their supervisory function. The board appoints people that are mainly experienced in the teaching profession for the purposes of supervising the teaching learning activities.

According the Peretomode (2004) suggested that the following purpose of instructional behaviour or supervisors in the school

a.    To directly influence the behaviour of teachers and the teaching processes employed to promote student learning.

b.    To ensure that each individual teachers within the school system has been performing the job of which he was scheduled.

c.    To cooperatively develop favorable climate for teachers performance teaching and learning.

The use of instructional supervision skill is a means of helping the teachers’ cope with the problem of large student population and development in the education setting. Instructional supervision skills are important. The skills help to inhence the teachers’ on their job performance and to facilitated effective materials , example, micro teaching and workshops, classroom communication, students’ evaluation classroom management, inter-school visitation among others. In this study, the researcher to find out how that the above mention supervision skill can influence teachers’ job performance in secondary schools in Aba municipality.

 

 

1.2  Theoretical framework

1.    Theory X and Y McGregor

2.    Scientific management theory

Theory X and theory Y

These theories deals with human motivation created and developed by Douglas McGregor at the MIT stoan school of Administrative in the 1960s that have been used in human resource Administrative, organizational behaviour, and organizational development. The describe two contrasting models of workforce motivation.

Theory X of McGregor

In this x and y theory, Administrative assumes teacher are inherently lazy and will avoid job if they can and that they inherently dislike job performance. As a result of this, Administrators believes that teachers’ need to be closely supervised and comprehensive systems of controls developed.

A hierarchical structure is needed with narrow span of control at each and every level. According to this theory teachers’ will show little a inbition without a enticing incentive program and will avoid responsibility when ever they can according to Dr. Kumi Mark, if the organizational goals are to be met, theory x Administratively heavily on threat and coercion to gain their teachers’ compliance. Believes of this theory lead to instruct, highly restrictive supervision, and a punitive atmosphere. The theory x Administrative tends to believe that everything must end in blaming some one. He or she thinks all prospective teachers are only out for themselves.

A theory x Administrative believes that his or her teachers do not really want to work, that they would rather avoid responsibility and the it is the Administrative’s job to structure the work end energize the teachers.

One major flow of this Administrators style is it is much more likely to cause dis-economies of scale in large picture.

Theory Y

In this theory, Administrators assumes teachers may be ambitious and self-motivated and exercise self-control. It is believed that teachers enjoy their mental and physical job performance. According to than job is a natural as play.

The possess the ability for creative problem solving, that their talents are under used in most organizations. Given the proper conditions. Theory Y Administrators believer that teachers will learn to seek out and accept responsibility and to exercise self control and self-direction in accomplishing objectives to which they are committed.

A theory Y Administrators believes that, give the right condition, most people will want to do will at work. They believe that the satisfaction of doing a good job in strong motivation. Many people interpret theory Y as a positive set of beliefs about teacher.

A close reading of the human side of enterprise  reveals that McGregor simply argues for Administrators to be opened to a move positive view of teacher job performance and the possibilities that, this creates. He climate of trust with teachers that is required for theory Administrative to develop the climate of trust with teacher that is required for teacher development.

It’s teacher development that is a crucial aspect of any organization. This would include Administrators management openly with subordinates, minimizing the difference between supervisor subordinate relationship, creation comfortable environment in which subordinate  can develop and use their abilities this environment would include  sharing of decision making so that subordinates  have a say in decision that influence them.

Theory x and theory combined McGregor

Has identified theory x and theory y differently for the basic characteristics stated previously in the above sections of what these theories represent- theory x assumptions are that individuals dislike their careers. Theory x people have to be supervised.

As for theory y assumption are that individuals like their careers and willing to take part in responsibility. Theory y people don’t need supervision and can be expected to turn good productive value in their jobs.

 

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1.3  Statement of the problem

In Nigeria, education is on the concurrent list of government and this makes the issue of instructional supervision to vary from one state to another. However, some states have adequate arrangement in place to effectively supervise instruction at all level of education particularly in secondary school whereas some states failed to put necessary machineries in place to effectively supervise instruction in their secondary schools.

Currently most administrators neglected their duty as educational supervisors but concentrated on managing and administrating schools, instead. Cawelti and Reavis (1980) found that administrators spent less than a third of their time in supervision. They reported to have used only 20% of their time for visiting classes, curriculum related task and staff development activities. Ministry directives (No 3/1987) clearly stated that as professional leaders, school administrators are responsible for successful curriculum implementation in their schools. This objective could not possibly achieve unless the administrators systematically supervise and make it a top priority to do so.

Although, supervision can help to improve the effectiveness of teaching and learning activities in classrooms, but not without problems. Abdul, (1988b) observed that some kind of conflict drifted the teacher being observed and the Administrators apart. Probably due to teachers attitude and perception that the administrators are under qualified and from a different discipline of studies. However, this study intend to evaluate the influence of administrators supervisory skills and teachers job performance in secondary schools of Aba south local government Area of Abia State.

 

 

1.4  Purpose of the study

The purpose of this study is to investigate the effect of Administrators supervision skills and teachers’ job performance in teaching effectiveness in Abi municipality.

Specifically, the study was design to find out.

1.    Administrators’ supervisory skills and teachers’ job performance use of instructional materials

2.    Administrators’ supervisory skills and teachers competence in classroom management

3.    Administrators’ supervisory skill and teachers competence in students’ evaluation

4.    Administrators’ supervisory skills and teachers disciplinary abilities.

 

 

1.5  Research questions

The following research questions were design to give guide to the study. They include.

1.    To what extent does Administrators supervisory skills affect of teacher’s job performance using of instructional material?

2.    How does Administrators’ supervisory skills influence teachers’ performance in classroom management.

3.    To what extent does administrators’ supervisory skills relate to teachers’ competence in students evaluation?

4.    How does Administrators’ supervisory skill influence teachers’ ability to discipline student?

 

 

1.6  Statement of  hypothesis

To establish the direction of this study the following hypothesis where formulated.

1.    There is no significant relationship between Administrators’ supervisory skills and teachers’ job performance using instructional materials.

2.    There is no significant relationship between Administrators’ supervisor skills and teachers’ performance in classroom management

3.    There is no significant relationship between Administrators’ supervisory skills and teachers’ competence in student evaluations

4.    There is no significant relationship between Administrators’ supervisory skills and teachers job performance in disciplinary abilities.

 

 

1.7  Significance of the study

We believed that this study may lead to the revelation that some administrator approaches in their supervisory skills may not improve with the school setting and he may decide to change his approach based on what may emerge from these studies.

The involves helping teachers’ to be properly prepared and be guided before coming to the class to enable him/her successful carried out his assignment of teaching and learning. To meet up with the

ADMINISTRATORS’ SUPERVISORY SKILLS AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS

of Nigeria  educational philosophy.

For student, the finding would be to them, for it would stand as a basic for onward day to day teaching which help enhance adequate preparation by teachers as they are assessed by the Administrators. It’s expected that this study will surely lead to improve teaching and learning by teachers and students’.

 

 

 

 

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